Education in the Nineteenth CenturyRobert Davies Roberts University Press, 1901 - 274 sider |
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Side 35
... institutions and the history of a single human life . We start with more or less of a career before us corresponding to the predilections of our parents or ourselves . But new and unexpected conditions arise . What appeared to be ...
... institutions and the history of a single human life . We start with more or less of a career before us corresponding to the predilections of our parents or ourselves . But new and unexpected conditions arise . What appeared to be ...
Side 43
... institutions , 11 for men and 14 for women , were hastily brought into exist- ence ; the British and Foreign School Society increased its own training accommodation at the Borough Road , and afterwards added at Darlington and Stockwell ...
... institutions , 11 for men and 14 for women , were hastily brought into exist- ence ; the British and Foreign School Society increased its own training accommodation at the Borough Road , and afterwards added at Darlington and Stockwell ...
Side 52
... institutions in the suburbs of London , an annual revenue of about £ 50,000 was secured for the maintenance of those institutions , and otherwise for placing within reach of the young artizans of London , trade 52 Education in the ...
... institutions in the suburbs of London , an annual revenue of about £ 50,000 was secured for the maintenance of those institutions , and otherwise for placing within reach of the young artizans of London , trade 52 Education in the ...
Side 53
... institutions - Anglican , Roman Catholic , or Wesleyan and 800 from undenominational colleges , including the day students from the normal departments of the great provincial Colleges of University rank . The rest — amounting to about ...
... institutions - Anglican , Roman Catholic , or Wesleyan and 800 from undenominational colleges , including the day students from the normal departments of the great provincial Colleges of University rank . The rest — amounting to about ...
Side 54
... institutions . They will be able to strengthen their position by a more cordial recognition of the great public and social aims which should dominate a national system . But they will not secure it by advancing new claims for denomina ...
... institutions . They will be able to strengthen their position by a more cordial recognition of the great public and social aims which should dominate a national system . But they will not secure it by advancing new claims for denomina ...
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Almindelige termer og sætninger
Arnold authority Board of Education boys Bryce Commission Cambridge Charity Charity Commission child Christian Church classes classical Commission Committee Council course curriculum early educa elementary education elementary schools endowments England English established examination experience Francis Place German girls Girton Colleges give Government grants Herbart High Schools idea ideal important industrial influence institutions intellectual interest knowledge large number lectures lessons London Lord Playfair means ment methods mind Miss modern Monitorial System movement national education nature Newnham College nineteenth century organisation Oxford Pestalozzi political practical primary education Public Schools question realised Realschule recognised reforms religious Richmal Mangnall Rugby scheme scholars Science and Art science teaching scientific secondary education secondary schools Society taught Technical Education technical instruction tion to-day training colleges training of teachers Tripos University of Cambridge W. E. Forster 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.