Great Educators of Three Centuries: Their Work and Its Influence on Modern Education, Bind 4Macmillan, 1912 - 289 sider |
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... LOCKE AND EDUCATION AS DISCIPLINE FRANCKE AND HIS INSTITUTIONS · PAGE I ΙΟ 27 52 220 67 VII . ROUSSEAU AND NATURALISM IN EDUCATION VIII . BASEDOW AND THE PHILANTHROPINUM · 77 112 • 122 • 167 · • 194 IX . PESTALOZZI AND EDUCATION AS ...
... LOCKE AND EDUCATION AS DISCIPLINE FRANCKE AND HIS INSTITUTIONS · PAGE I ΙΟ 27 52 220 67 VII . ROUSSEAU AND NATURALISM IN EDUCATION VIII . BASEDOW AND THE PHILANTHROPINUM · 77 112 • 122 • 167 · • 194 IX . PESTALOZZI AND EDUCATION AS ...
Side 3
... Locke did later , the formal work in Latin composition , " forcing the empty wits of children to compose themes , verses , and orations , which are the acts of ripest judgment and the final work of a head filled by long reading and ob ...
... Locke did later , the formal work in Latin composition , " forcing the empty wits of children to compose themes , verses , and orations , which are the acts of ripest judgment and the final work of a head filled by long reading and ob ...
Side 7
... Locke , whose Thoughts 3 became the great guide for the managers of the Puritan academies . In 1689 , when the Act of Toleration put nonconformity upon a legal footing , the academies were allowed to be regularly incorporated . ondary ...
... Locke , whose Thoughts 3 became the great guide for the managers of the Puritan academies . In 1689 , when the Act of Toleration put nonconformity upon a legal footing , the academies were allowed to be regularly incorporated . ondary ...
Side 11
... Locke . The educational theorists , as a result , began to introduce science and a knowledge of real things into the curricu- lum . It was felt that humanism gave a knowledge only of words , books , and opinions , and did not even at ...
... Locke . The educational theorists , as a result , began to introduce science and a knowledge of real things into the curricu- lum . It was felt that humanism gave a knowledge only of words , books , and opinions , and did not even at ...
Side 51
... and the Beginnings of Educational Reform . MUNROE , J. P. The Educational Ideal . * QUICK , R. H. Educational Reformers . Chap . IV . Chap . X. Locke's theo- ries should be estimated by of the Under- COMENIUS AND HIS GREAT DIDACTIC 51.
... and the Beginnings of Educational Reform . MUNROE , J. P. The Educational Ideal . * QUICK , R. H. Educational Reformers . Chap . IV . Chap . X. Locke's theo- ries should be estimated by of the Under- COMENIUS AND HIS GREAT DIDACTIC 51.
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activities afterward August Hermann Francke Bacon BARNARD bartian Basedow became boys Burgdorf cation century Chap child ciples Comenius Common School curriculum declares deism Didactica discipline doctrine educa Educational Reformers Educational Review educational theory elementary Emile England essay experience formal Francis Bacon Francke Francke's Froebel geography German Gertrude Herbart Herbartian Herbert Spencer History of Education Horace Mann human ideals ideas influence institution instruction intellectual interest Janua kindergarten knowledge Köthen Lancaster language largely later Latin Leszno Locke Mann's means ment mental method Modern Education monitorial monitorial system moral mother nature observation Orbis Pictus organization pansophic Pedagogy Pesta Pestalozzi philosophy physical Pietism practical principles Prussia psychology pupil Ratich realist Realschule religion religious Rousseau Schola sciences scientific self-activity sense social society Spencer stage subjects SUPPLEMENTARY READING taught teachers teaching things tion tional translated treatise unity University writing Yverdun
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Side 12 - ... proceeds to judgment and to the discovery of middle axioms. And this way is now in fashion. The other derives axioms from the senses and particulars, rising by a gradual and unbroken ascent, so that it arrives at the most general axioms last of all. This is the true way, but as yet untried.
Side 276 - 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 3 - Hence appear the many mistakes which have made learning generally so unpleasing and so unsuccessful; first, we do amiss to spend seven or eight years merely in scraping together so much miserable Latin and Greek, as might be learned otherwise easily and delightfully in one year.
Side 4 - 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 61 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind. And the great principle and foundation of all virtue and worth is placed in this, that a man is able to deny himself his own desires, cross his own inclinations, and purely follow what reason directs as best, though the appetite lean the other way.
Side 54 - When I consider what ado is made about a little Latin and Greek, how many years are spent in it, and what a noise and business it makes to no purpose, I can hardly forbear thinking, that the parents of children still live in fear of the schoolmaster's rod...
Side 60 - I have mentioned mathematics as a way to settle in the mind a habit of reasoning closely and in train; not that I think it necessary that all men should be deep mathematicians, but that, having got the way of reasoning, which that study necessarily brings the mind to, they might be able to transfer it to other parts of knowledge, as they shall have occasion.
Side 82 - THE first man who. having enclosed a piece of ground, bethought himself of saying This is mine, and found people simple enough to believe him, was the real founder of civil society.
Side 96 - Thus the whole education of women ought to be relative to men. To please them, to be useful to them, to make themselves loved and honored by them, to educate them when young, to care for them when grown, to counsel them, to console them, and to make life agreeable and sweet to them — these are the duties of women at all times, and what should be taught them from their infancy.
Side 53 - Learning must be had, but in the second place, as subservient only to greater qualities. Seek out somebody that may know how discreetly to frame his manners ; place him in hands where you may, as much as possible, secure his innocence, cherish and nurse up the good, and gently correct and weed out any bad inclinations, and settle in him good habits. This is the main point ; and this being provided for, learning may be had into the bargain, and that, as I think, at a very easy rate, by methods that...