Essays on Educational ReformersD. Appleton, 1899 - 568 sider |
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Side xxiv
... Hartlib ... ... The Prodromus and Dilucidatio ... ... ... Comenius in London . Parliamentary schemes Comenius driven away by Civil War In Sweden . Interviews with Oxenstiern Oxenstiern criticises ... ... ... ... Comenius at Elbing ...
... Hartlib ... ... The Prodromus and Dilucidatio ... ... ... Comenius in London . Parliamentary schemes Comenius driven away by Civil War In Sweden . Interviews with Oxenstiern Oxenstiern criticises ... ... ... ... Comenius at Elbing ...
Side 23
... in his mother dialect only . " ( Tractate to Hartlib , § 4 ) . So Erasmus and the scholars would have all the educated The Scholars : things for words . understand the classical RENASCENCE TENDENCIES . 23 Reviving the Past The Scholars.
... in his mother dialect only . " ( Tractate to Hartlib , § 4 ) . So Erasmus and the scholars would have all the educated The Scholars : things for words . understand the classical RENASCENCE TENDENCIES . 23 Reviving the Past The Scholars.
Side 121
... first edition , p . 40 ; second edition ( 1639 ) , p . 78 . The above is Hartlib's translation , see A Reformation of Schools , & c . , pp . 46 , 47 . Pedagogic studies at Leszna . prayed that God would not COMENIUS . 121 Troubles Exile.
... first edition , p . 40 ; second edition ( 1639 ) , p . 78 . The above is Hartlib's translation , see A Reformation of Schools , & c . , pp . 46 , 47 . Pedagogic studies at Leszna . prayed that God would not COMENIUS . 121 Troubles Exile.
Side 123
... . At Leszna there seemed no prospect of his ob- taining the aid he required ; but his fame now procured him invitations from distant countries . First he received a call Samuel Hartlib . to improve the schools of Sweden . COMENIUS . 123.
... . At Leszna there seemed no prospect of his ob- taining the aid he required ; but his fame now procured him invitations from distant countries . First he received a call Samuel Hartlib . to improve the schools of Sweden . COMENIUS . 123.
Side 124
... Hartlib , * an enthusiastic admirer of Comenius , to attempt a reform . Probably through his family connections , Hartlib was on intimate terms with Comenius , and he had much influence * 66 Very interesting are the " immeasurable ...
... Hartlib , * an enthusiastic admirer of Comenius , to attempt a reform . Probably through his family connections , Hartlib was on intimate terms with Comenius , and he had much influence * 66 Very interesting are the " immeasurable ...
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Almindelige termer og sætninger
acquired Antoine Arnauld Ascham authority body boys Burgdorf called century child classics Comenius course edition elementary endeavoured English everything exercise faculties French Froebel Gargantua German give grammar Greek Guimps Hartlib heart Herbert Spencer human ideas influence instruction intellectual interest Jacotot Janua Jesuits knowledge labour language Latin Latin language learner learning lesson Leszna literature Locke Mark Pattison master Matthew Arnold means memory method Milton mind Montaigne Moravian Brethren mother-tongue Mulcaster Nature never notion object observed Orbis Pictus perhaps Pestalozzi Port-Royal practice principles published pupils quæ Quintilian quoted Rabelais Ratio Studiorum Ratke Ratke's reason Reformers Renascence Richard Mulcaster Rousseau rules Saint-Cyran Samuel Hartlib says scholars schoolmaster schoolroom seems senses speak Spencer taught teachers teaching things thought tion tongue translation truth wisdom words writing young
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 213 - 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 214 - 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 442 - 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, how to live completely?
Side 442 - 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 463 - 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 521 - 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.
Side 217 - And here will be an occasion of inciting and enabling them hereafter to improve the tillage of their country, to recover the bad soil, and to remedy the waste that is made of good: for this was one of Hercules
Side 153 - Something new, something that you did not know before, in every paragraph. But would you therefore put the wretched cookery-book on a higher level of estimation than the divine poem ? What you owe to Milton is not any knowledge, of which a million separate items are still but a million...
Side 473 - We have no knowledge, that is, no general principles drawn from the contemplation of particular facts, but what has been built up by pleasure, and exists in us by pleasure alone.