Essays on Educational ReformersD. Appleton, 1890 - 568 sider |
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Side ix
... living forces which make the facts of exist- ence is the object of science . It takes all these facts to reveal the living force that is acting and producing them . Hence the scientific attitude is superior to the attitude of these ...
... living forces which make the facts of exist- ence is the object of science . It takes all these facts to reveal the living force that is acting and producing them . Hence the scientific attitude is superior to the attitude of these ...
Side xxvii
... living thoroughly . Children not small men ... ... Schoolmasters ' contempt for childhood Schoolroom rubbish ... ... ... ... ... ... 240 241 ... ... 242 243 ... ... 244 245 2.16 247 248 249 ... 250 251 ... .. 252 ...
... living thoroughly . Children not small men ... ... Schoolmasters ' contempt for childhood Schoolroom rubbish ... ... ... ... ... ... 240 241 ... ... 242 243 ... ... 244 245 2.16 247 248 249 ... 250 251 ... .. 252 ...
Side xxxii
... for complete living ... Objections to Spencer's curriculum ... 600 ... 440 44I ... 442 443 ... 444 445 ... 446 447 ... 448 449 ... 450 451 ... 452 453 CHAPTER XIX - continued . Citizen's duties . Things not xxxii CONTENTS .
... for complete living ... Objections to Spencer's curriculum ... 600 ... 440 44I ... 442 443 ... 444 445 ... 446 447 ... 448 449 ... 450 451 ... 452 453 CHAPTER XIX - continued . Citizen's duties . Things not xxxii CONTENTS .
Side 16
... living for . The main , if not the only object they kept in view in bringing up the young was to gain for them admission to the treasure house ; and though young people could not understand the Language versus Literature . ancient ...
... living for . The main , if not the only object they kept in view in bringing up the young was to gain for them admission to the treasure house ; and though young people could not understand the Language versus Literature . ancient ...
Side 39
... living , and not even this unless they could well afford it . Instruction , as I said , was gratuitous to all . " Gratis receive , gratis give , " was the Society's rule ; so they would neither make any charge for instruction , nor ...
... living , and not even this unless they could well afford it . Instruction , as I said , was gratuitous to all . " Gratis receive , gratis give , " was the Society's rule ; so they would neither make any charge for instruction , nor ...
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Almindelige termer og sætninger
acquired Antoine Arnauld Ascham Basedow body boys Burgdorf called child Comenius course elementary endeavoured English everything exercise faculties feeling French Friedrich Froebel Froebel German give grammar Guimps Hartlib heart Herbert Spencer human ideas ignorant influence instruction intellectual interest Jacotot Janua Jesuits knowledge labour language Latin Latin language learner learning lessons literature Locke Mark Pattison master Matthew Arnold means memory method Middendorff Milton mind Montaigne moral mother-tongue Mulcaster Nature neglect Neuhof never notion object observation Orbis Pictus perhaps Pestalozzi Port-Royal practice principles pupils qu'il Quintilian Rabelais Ratke reason Reformers Renascence Rousseau rules Saint-Cyran Samuel Hartlib says scholars school-room schoolmaster seems senses speak Spencer Stanz taught teachers teaching things thought tion tout translation true truth understand words writing young Yverdun
Populære passager
Side 23 - And though a linguist should pride himself to have all the tongues that Babel cleft the world into, yet if he have not studied the solid things in them as well as the words and lexicons, he were nothing so much to be esteemed a learned man, as any yeoman or tradesman competently wise in his mother dialect only.
Side 424 - Denn eben wo Begriffe fehlen, Da stellt ein Wort zur rechten Zeit sich ein.
Side 213 - Hence appear the many mistakes which have made learning generally so unpleasing and so unsuccessful; first, we do amiss to spend seven or eight years merely in scraping together so much miserable Latin and Greek, as might be learned otherwise easily and delightfully in one year.
Side 440 - In what way to treat the body ; in what way to treat the mind ; in what way to manage our affairs ; in what way to bring up a family ; in what way to behave as a citizen ; in what way to utilize all those sources of happiness which nature supplies — how to use all our faculties to the greatest advantage of ourselves and others...
Side 211 - The end then of learning is to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the neerest by possessing our souls of true vertue, which being united to the heavenly grace of faith makes up the highest • perfection.
Side 212 - And seeing every nation affords not experience and tradition enough for all kind of learning, therefore we are chiefly taught the languages of those people who have at any time been most industrious after wisdom; so that language is but the instrument conveying to us things useful to be known.
Side 234 - The business of education, as I have already observed, is not, as I think, to make them perfect in any one of the sciences, but so to open and dispose their minds as may best make them capable of any, when they shall apply themselves to it.
Side 440 - To prepare us for complete living is the function which education has to discharge ; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such function.
Side 461 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
Side 519 - Though nothing can bring back the hour Of splendour in the grass, of glory in the flower; We will grieve not, rather find Strength in what remains behind ; In the primal sympathy Which having been must ever be, In the soothing thoughts that spring Out of human suffering, In the faith that looks through death, In years that bring the philosophic mind.