Education in the Nineteenth CenturyRobert Davies Roberts University Press, 1901 - 274 sider |
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Side 2
... regards the school , it was , I fear , a thing unknown . " This was in 1824. Yet again another witness , " At my school we were literally without re- ligious guidance " ; and yet another , " I received no religious instruction whatever ...
... regards the school , it was , I fear , a thing unknown . " This was in 1824. Yet again another witness , " At my school we were literally without re- ligious guidance " ; and yet another , " I received no religious instruction whatever ...
Side 3
... regard to reforms at Rugby , give me credit , I must beg of you , for a most sincere desire to make it a place of Christian educa- tion . At the same time , my object will be , if possible , to form Christian men ; for Christian boys I ...
... regard to reforms at Rugby , give me credit , I must beg of you , for a most sincere desire to make it a place of Christian educa- tion . At the same time , my object will be , if possible , to form Christian men ; for Christian boys I ...
Side 31
... regard them as blessed ideas both for teachers and children , and I therefore bow reverently before the genius who forced us to give them even that imperfect and halting trial which is all we can claim to - day as having been won for ...
... regard them as blessed ideas both for teachers and children , and I therefore bow reverently before the genius who forced us to give them even that imperfect and halting trial which is all we can claim to - day as having been won for ...
Side 35
... regard to primary education in England . I have enumerated roughly three or four of the main sources of the influence which has shaped our course , ( 1 ) Endowments , ( 2 ) Philanthropic and voluntary effort , ( 3 ) Legislation , and ...
... regard to primary education in England . I have enumerated roughly three or four of the main sources of the influence which has shaped our course , ( 1 ) Endowments , ( 2 ) Philanthropic and voluntary effort , ( 3 ) Legislation , and ...
Side 51
... regard to education , -how to give guidance and regulation to those who need them , and liberty to those who know how to use it , -is not yet finally solved ; and the nineteenth century , though it has made distinct advance and tried ...
... regard to education , -how to give guidance and regulation to those who need them , and liberty to those who know how to use it , -is not yet finally solved ; and the nineteenth century , though it has made distinct advance and tried ...
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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
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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.