Essays on Educational ReformersD. Appleton, 1912 - 568 sider |
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Side 8
... say they knew how to say it . § 9. And thus it happens that in the period of change , when Europe was re - arranging its institutions , developing new ideas and settling into new grooves of habit , we find the men most influential in ...
... say they knew how to say it . § 9. And thus it happens that in the period of change , when Europe was re - arranging its institutions , developing new ideas and settling into new grooves of habit , we find the men most influential in ...
Side 46
... says that much time should be spent in going over the more important things , which are " veluti multorum fontes et capita ( as it were the sources and starting points of many others ) " ; and that the master should prefer to teach a ...
... says that much time should be spent in going over the more important things , which are " veluti multorum fontes et capita ( as it were the sources and starting points of many others ) " ; and that the master should prefer to teach a ...
Side 51
... says , must point out to his pupils the advantages we derive from memory ; that we only know and possess that which we retain , that this cannot be taken from us , but is with us always and is always ready for use , a living library ...
... says , must point out to his pupils the advantages we derive from memory ; that we only know and possess that which we retain , that this cannot be taken from us , but is with us always and is always ready for use , a living library ...
Side 54
... says Sacchini , " to introduce at an early stage the more thorny difficulties of grammar : . . for when the pupils ... say he thought Kingsley could find good in every one except the Jesuits , and , he added , he thought he could find ...
... says Sacchini , " to introduce at an early stage the more thorny difficulties of grammar : . . for when the pupils ... say he thought Kingsley could find good in every one except the Jesuits , and , he added , he thought he could find ...
Side 56
... says , had a body been so sagaciously organized , or had wielded so great resources for good and for evil . * ( See Buisson , ij , 1419. ) 35. To the English schoolmaster the Jesuits must always be interesting , if for no other reason ...
... says , had a body been so sagaciously organized , or had wielded so great resources for good and for evil . * ( See Buisson , ij , 1419. ) 35. To the English schoolmaster the Jesuits must always be interesting , if for no other reason ...
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acquired Arnauld Ascham Basedow body boys Burgdorf c'est century child Cicero classical Comenius course Dessau edition Émile endeavoured English everything exercise faculties French give grammar Greek Guimps Hartlib heart human ideas instruction intellectual Janua Jesuits knowledge labour language Latin Latin language learning lessons Leszna literary literature Locke Locke's Mark Pattison master Matthew Arnold means memory method Milton mind Montaigne moral mother-tongue Mulcaster Nature neglect Neuhof never notion object observe Orbis Pictus Pestalozzi Philanthropinum Port-Royal Port-Royal des Champs Port-Royalists principles pupils qu'il quæ Quintilian quoted Rabelais Ratke Ratke's reason reformers Renascence Richard Mulcaster Rousseau rules Saint-Cyran Samuel Hartlib says scholars schoolmasters schoolroom seems senses speak Stanz Sturm taught teachers teaching things thought tongue tout translation truth understand wisdom words writing young