Education in the Nineteenth Century |
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Side 25
An infant between three and four years old in an elementary school in London recently gave it as his opinion that " bogies were things to frighten kids with . " This attitude towards the unknown has , I believe , in very large part ...
An infant between three and four years old in an elementary school in London recently gave it as his opinion that " bogies were things to frighten kids with . " This attitude towards the unknown has , I believe , in very large part ...
Side 31
I am not defending the way in which these ideas were carried out in the past or are carried out in the present : I simply note them as being , in my opinion , mainly due to Froebelian influences . I regard them as blessed ideas both for ...
I am not defending the way in which these ideas were carried out in the past or are carried out in the present : I simply note them as being , in my opinion , mainly due to Froebelian influences . I regard them as blessed ideas both for ...
Side 37
Their moral ideal is to be seen in the well - known couplet : God bless the Squire and his relations , And make us keep our proper stations . But after all their aim was not an ungenerous aim . Relatively to the state of opinion in the ...
Their moral ideal is to be seen in the well - known couplet : God bless the Squire and his relations , And make us keep our proper stations . But after all their aim was not an ungenerous aim . Relatively to the state of opinion in the ...
Side 49
Nevertheless we are unanimously of opinion that the present system of ' payment by results ' is carried too far and is too rigidly applied , and that it ought to be modified and relaxed in the interests equally of the scholars , of the ...
Nevertheless we are unanimously of opinion that the present system of ' payment by results ' is carried too far and is too rigidly applied , and that it ought to be modified and relaxed in the interests equally of the scholars , of the ...
Side 63
The Cambridge Commission was more guarded in its expression of opinion . But the case for reform was so strong that in 1854 and in 1856 Acts of Parliament were passed for Oxford and Cambridge , respectively embodying some of the chief ...
The Cambridge Commission was more guarded in its expression of opinion . But the case for reform was so strong that in 1854 and in 1856 Acts of Parliament were passed for Oxford and Cambridge , respectively embodying some of the chief ...
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Almindelige termer og sætninger
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 |