Great Educators of Three Centuries: Their Work and Its Influence on Modern Education, Bind 4Macmillan, 1912 - 289 sider |
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Side 20
... afterward the University of Jena similarly had four to apply his principles of its staff look into the. 1 I.e. Ratichius . were uni- formly unsuc- cessful . 1 Methodus Institutionis Nova 20 RATICH AND HIS EDUCATIONAL CLAIMS.
... afterward the University of Jena similarly had four to apply his principles of its staff look into the. 1 I.e. Ratichius . were uni- formly unsuc- cessful . 1 Methodus Institutionis Nova 20 RATICH AND HIS EDUCATIONAL CLAIMS.
Side 30
... , 19 and 22-24 ) , he refers to it as Palatium , and the fourth book , afterward called Palatium , he there speaks of as Thesaurus . 1 Scholæ Pansophicæ Delineatio . 2 It would be the 30 GREAT EDUCATORS OF THREE CENTURIES.
... , 19 and 22-24 ) , he refers to it as Palatium , and the fourth book , afterward called Palatium , he there speaks of as Thesaurus . 1 Scholæ Pansophicæ Delineatio . 2 It would be the 30 GREAT EDUCATORS OF THREE CENTURIES.
Side 31
... afterward ( 1656 ) produced in Amsterdam and inserted between the Vestibulum and the Janua . 3 The reprint of the English edition , published by Bardeen ( Syracuse , 1887 ) , should be consulted . This method of presentation is referred ...
... afterward ( 1656 ) produced in Amsterdam and inserted between the Vestibulum and the Janua . 3 The reprint of the English edition , published by Bardeen ( Syracuse , 1887 ) , should be consulted . This method of presentation is referred ...
Side 57
... afterward by reflection . The develop- ment , therefore , of such knowledge to the most complex ideas comes through induction , and in this way the sciences should be studied . In the Conduct , he states : - " The surest way for a ...
... afterward by reflection . The develop- ment , therefore , of such knowledge to the most complex ideas comes through induction , and in this way the sciences should be studied . In the Conduct , he states : - " The surest way for a ...
Side 68
... afterward transferred to his favorite subject of theology . To make ends meet , schule , ' a schule , ' and a he. Through his pastorate at Glaucha , he was led to found an 1 Like the names Puritan and Methodist , however , it was afterward ...
... afterward transferred to his favorite subject of theology . To make ends meet , schule , ' a schule , ' and a he. Through his pastorate at Glaucha , he was led to found an 1 Like the names Puritan and Methodist , however , it was afterward ...
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Almindelige termer og sætninger
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 Review educational theory elementary Emile England essay experience formal Francis Bacon Francke Francke's Froebel geography German Gertrude Herbart Herbartian Herbert Spencer Herborn History of Education Horace Mann human ideals ideas influence institution instruction intellectual interest Janua kindergarten knowledge Köthen Krüsi 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 Play Songs practical principles Prussia psychology pupil Ratich realist Realschule religion religious Rousseau sciences scientific self-activity sense social society Spencer stage subjects SUPPLEMENTARY READING taught teachers teaching things tion tional translated treatise unity University writing Yverdun
Populære passager
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...