Education in the Nineteenth Century |
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Side 1
There were indeed many earnest Christian schoolmasters between 1700 and the time of Arnold ; but the conception of school life as a training in Christ both for boys and masters , and the ambition of serving Christ as part of a ...
There were indeed many earnest Christian schoolmasters between 1700 and the time of Arnold ; but the conception of school life as a training in Christ both for boys and masters , and the ambition of serving Christ as part of a ...
Side 2
Yet again another witness , At my school we were literally without religious guidance " ; and yet another , " I received no religious instruction whatever of any kind " ; and yet another , " In my day not only no boys took the Lord's ...
Yet again another witness , At my school we were literally without religious guidance " ; and yet another , " I received no religious instruction whatever of any kind " ; and yet another , " In my day not only no boys took the Lord's ...
Side 3
At the same time , my object will be , if possible , to form Christian men ; for Christian boys I can scarcely hope to make . " Now , my friends , so far as I can judge , this is a new voice in the English world .
At the same time , my object will be , if possible , to form Christian men ; for Christian boys I can scarcely hope to make . " Now , my friends , so far as I can judge , this is a new voice in the English world .
Side 4
himself to delivering short addresses , of about five minutes ' length , to the boys of his own house . But from the second half year he began to preach frequently ; and from the autumn of 1831 , when he took the Chaplaincy ...
himself to delivering short addresses , of about five minutes ' length , to the boys of his own house . But from the second half year he began to preach frequently ; and from the autumn of 1831 , when he took the Chaplaincy ...
Side 5
... those boys who were brought into close communication with himself , but I cannot find that his influence over the school survived longer than that of any subsequent Head Master ; while upon other schools , so far as I have been able ...
... those boys who were brought into close communication with himself , but I cannot find that his influence over the school survived longer than that of any subsequent Head Master ; while upon other schools , so far as I have been able ...
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authority become beginning Board bodies boys called Cambridge century child Church classes College Commission Committee Council course Department desire direction early effect efforts elementary England English established examination exist experience fact followed German girls give given Government grants hand High higher idea ideal important improvement individual industrial influence institutions instruction intellectual interest kind knowledge lectures less lessons London master means methods mind Miss movement nature object obtained opinion organisation passed persons political possible practical present progress pupils question receive regard religious scheme schools scientific secondary Society success taken taught teachers teaching technical things thought tion true University whole women
Populære passager
Side 217 - ... has no occasion to exert his understanding, or to exercise his invention in finding out expedients for removing difficulties which never occur. He naturally loses, therefore, the habit of such exertion, and generally becomes as stupid and ignorant as it is possible for a human creature to become.
Side 138 - we are weary, And we cannot run or leap; If we cared for any meadows, it were merely To drop down in them and sleep. Our knees tremble sorely in the stooping; We fall upon our faces, trying to go; And, underneath our heavy eyelids drooping, The reddest flower would look as pale as snow; For all day we drag our burden tiring, Through the coal-dark, under-ground; Or all day we drive the wheels of iron In...
Side 139 - So complete was my father's reliance on the influence of reason over the minds of mankind, whenever it is allowed to reach them, that he felt as if all would be gained if the whole population were taught to read, if all sorts of opinions were allowed to be addressed to them by word and in writing, and if by means of the suffrage they could nominate a legislature to give effect to the opinions they adopted.
Side 218 - The torpor of his mind renders him, not only incapable of relishing or bearing a part in any rational conversation, but of conceiving any generous, noble, or tender sentiment, and consequently of forming any just judgment concerning many even of the ordinary duties of private life. Of the great and extensive interests of his country he is altogether incapable of judging...
Side 164 - technical instruction ' shall mean instruction in the principles of science and art applicable to industries, and in the application of special branches of science and art to specific industries or employments.
Side 131 - I believe that the first development of thought in the child is very much disturbed by a wordy system of teaching, which is not adapted either to his faculties or the circumstances of his life. According to my experience, success depends upon whether what is taught to children commends itself to them as true, through being closely connected with their own personal observation and experience.
Side 205 - Idea, be it of devotion to a man or class of men, to a creed, to an institution, or even, as in more ancient times, to a piece of land, is ever a true Loyalty; has in it something of a religious, paramount, quite infinite character; it is properly the Soul of the State, its Life...
Side 145 - It is not intended to teach the trade of the carpenter, the mason, the dyer, or any other particular business ; but there is no trade which does not depend more or less upon scientific principles, and to teach what these are, and to point out their practical application...
Side 1 - But thou would'st not alone Be saved, my father! alone Conquer and come to thy goal, Leaving the rest in the wild.
Bibliografiske oplysninger
| Titel | Education in the Nineteenth Century History of education ; fiches 25,123-25,126 History of education |
| Redaktør | Robert Davies Roberts |
| Udgiver | University Press, 1901 |
| Oprindeligt fra | Harvard University |
| Digitaliseret | 26. mar 2007 |
| Længde | 274 sider |
| Eksporter henvisning | BiBTeX EndNote RefMan |