The History of PedagogyHeath, 1885 - 598 sider |
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Side iii
... Greeks ....... CHAPTER III . - Education at Rome .... PAGE v - vii ix - xxii 1-16 17-42 43-60 CHAPTER IV . - The Early Christians and the Middle Age ... 61-82 CHAPTER V. - The Renaissance and the Theories of Educa tion in the Sixteenth ...
... Greeks ....... CHAPTER III . - Education at Rome .... PAGE v - vii ix - xxii 1-16 17-42 43-60 CHAPTER IV . - The Early Christians and the Middle Age ... 61-82 CHAPTER V. - The Renaissance and the Theories of Educa tion in the Sixteenth ...
Side 2
... Greeks and the Romans , after hav- ing thrown a rapid glance over some Eastern nations consid- ered either in their birthplace and remote origin , or in their more recent development . 2. THE PEDAGOGY OF THE HINDOOS . - It would not be ...
... Greeks and the Romans , after hav- ing thrown a rapid glance over some Eastern nations consid- ered either in their birthplace and remote origin , or in their more recent development . 2. THE PEDAGOGY OF THE HINDOOS . - It would not be ...
Side 11
... Greek or Roman culture penetrated this closed world . The Jewish doctors covered with the same contempt him who raises hogs and him who teaches his son Greek science . 15. EDUCATION AMONG THE CHINESE . We have at- tempted to throw into ...
... Greek or Roman culture penetrated this closed world . The Jewish doctors covered with the same contempt him who raises hogs and him who teaches his son Greek science . 15. EDUCATION AMONG THE CHINESE . We have at- tempted to throw into ...
Side 14
... Greek writers , especially Xenophon , and there will be found in his Cyropædia a thrill- ing picture of the brave and noble manners of the ancient Persians.1 1 On a recent occasion Archdeacon Farrar referred to Persian edu- cation as ...
... Greek writers , especially Xenophon , and there will be found in his Cyropædia a thrill- ing picture of the brave and noble manners of the ancient Persians.1 1 On a recent occasion Archdeacon Farrar referred to Persian edu- cation as ...
Side 16
... perpetuate class distinctions . There was no appearance of the conception that education is a universal right and a universal good . ] CHAPTER II . EDUCATION AMONG THE GREEKS . GREEK PEDAGOGY 16 THE HISTORY OF PEDAGOGY .
... perpetuate class distinctions . There was no appearance of the conception that education is a universal right and a universal good . ] CHAPTER II . EDUCATION AMONG THE GREEKS . GREEK PEDAGOGY 16 THE HISTORY OF PEDAGOGY .
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Almindelige termer og sætninger
ANALYTICAL SUMMARY Aristotle century Chalotais child Christian colleges Comenius Condorcet Descartes devoted discipline doctrine duties educa education of women elementary Émile established exercises faculties Fénelon finally Fræbel France French Froebel girls give grammar Greek human ideas inspired intellectual intelligence Jacqueline Pascal Jansenists Jesuits knowledge La Chalotais Lakanal language Latin lessons letters liberty Locke Madame de Genlis Madame de Maintenon Madame Necker Malebranche ment methods mind Montaigne moral education mother nature necessary normal schools organization Paris pedagogy Père Girard Pestalozzi philosophers physical Plato Plutarch Port Royal practical primary instruction primary schools principles progress public instruction punishment pupils purpose Quintilian Rabelais reason reform religious Rollin Rousseau Saint Cyr Salle says sense Socrates soul speak Spencer spirit taught teachers teaching things thought tion treatise truth University virtues words writing young
Populære passager
Side 556 - It is chiefly through books that we enjoy intercourse with superior minds, and these invaluable means of communication are in the reach of all. In the best books great men talk to us, give us their most precious thoughts, and pour their souls into ours.
Side 6 - Withhold not correction from the child : for if thou beatest him with the rod, he shall not die. Thou shalt beat him with the rod, and shalt deliver his soul from hell.
Side 541 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
Side 31 - The purpose of education is to give to the body and to the soul all the beauty and all the perfection of which they are capable.
Side 309 - The education of the child must accord both in mode and arrangement with the education of mankind as considered historically; or in other words, the genesis of knowledge in the individual must follow the same course as the genesis of knowledge in the race.
Side 103 - But, withal, let my governor remember to what end his instructions are principally directed, and that he do not so much imprint in his pupil's memory the date of the ruin of Carthage, as the manners of Hannibal and Scipio; nor so much where Marcellus died, as why it was unworthy of his duty that he died there.
Side 301 - 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 29 - Ought we not, on the contrary, to seek out artists of another stamp, who by the power of genius can trace out the nature of ^ the fair and the graceful, that our young men, dwelling as it were in a healthful region, may drink in good from every quarter, whence any emanation from noble works may strike upon their eye or their ear, like a gale wafting health from salubrious lands, and win them imperceptibly from their earliest childhood into resemblance, love, and harmony with the true beauty of reason?
Side 557 - God be thanked for books ! They are the voices of the distant and the dead, and make us heirs of the spiritual life of past ages. Books are the true levellers. They give to all who will faithfully use them, the society, the spiritual presence of the best and greatest of our race.
Side 206 - I hear it is said, that children should be employed in getting things by heart, to exercise and improve their memories. I could wish this were said with as much authority of reason, as it is with forwardness of assurance; and that this practice were established upon good observation, more than old custom; for it is evident, that strength of memory is owing to a happy constitution, and not to any habitual improvement got by exercise.