Essays on Educational ReformersD. Appleton, 1890 - 568 sider |
Fra bogen
Resultater 1-5 af 11
Side xxix
... Neuhof filled with children ... Appeal for the new Institution ... Bankruptcy . The children sent away Eighteen years of poverty and distress ... " Gertrude " to the rescue . Pestalozzi's religion He turns author . " E. H. of Hermit ...
... Neuhof filled with children ... Appeal for the new Institution ... Bankruptcy . The children sent away Eighteen years of poverty and distress ... " Gertrude " to the rescue . Pestalozzi's religion He turns author . " E. H. of Hermit ...
Side 296
... Neuhof , " which Pestalozzi had built on his land . § 11. But in spite of his excellent ideas and great in- dustry , his speculation failed . The bankers soon withdrew their money . Pestalozzi was not cautious enough for them . However ...
... Neuhof , " which Pestalozzi had built on his land . § 11. But in spite of his excellent ideas and great in- dustry , his speculation failed . The bankers soon withdrew their money . Pestalozzi was not cautious enough for them . However ...
Side 297
... Neuhof . The consequences to his wife and to his little son only four years old might have vanquished the courage of a less ardent philanthropist . " Our position entailed much suffering on my wife ; " he writes , " but nothing could ...
... Neuhof . The consequences to his wife and to his little son only four years old might have vanquished the courage of a less ardent philanthropist . " Our position entailed much suffering on my wife ; " he writes , " but nothing could ...
Side 299
... Neuhof , treated Pestalozzi with the greatest insolence , and often induced their children to run away in their new clothes . This would account for much , but there was another cause of failure that accounted for a great deal more ...
... Neuhof , treated Pestalozzi with the greatest insolence , and often induced their children to run away in their new clothes . This would account for much , but there was another cause of failure that accounted for a great deal more ...
Side 300
... Neuhof , and her master having just died she resolved to go to the rescue . first Pestalozzi refused her help . He did not wish her to share the poverty of his household , and he felt himself out of sympathy with her " evangelical ...
... Neuhof , and her master having just died she resolved to go to the rescue . first Pestalozzi refused her help . He did not wish her to share the poverty of his household , and he felt himself out of sympathy with her " evangelical ...
Indhold
45 | |
48 | |
70 | |
76 | |
84 | |
90 | |
99 | |
103 | |
109 | |
115 | |
123 | |
129 | |
145 | |
151 | |
157 | |
164 | |
170 | |
182 | |
188 | |
198 | |
208 | |
214 | |
219 | |
225 | |
235 | |
247 | |
255 | |
261 | |
272 | |
284 | |
290 | |
363 | |
369 | |
375 | |
381 | |
384 | |
390 | |
397 | |
403 | |
409 | |
425 | |
431 | |
437 | |
446 | |
452 | |
461 | |
467 | |
475 | |
479 | |
481 | |
487 | |
492 | |
498 | |
504 | |
510 | |
516 | |
522 | |
541 | |
559 | |
562 | |
565 | |
Andre udgaver - Se alle
Almindelige termer og sætninger
acquired Antoine Arnauld Ascham Basedow body boys Burgdorf called century child Comenius elementary endeavoured English everything exercise faculties feeling French Friedrich Froebel Froebel German give grammar Guimps Hartlib heart Herbert Spencer human ideas influence instruction intellectual interest Jacotot Janua Jesuits knowledge labour language Latin Latin language learner learning lessons literature Locke Mark Pattison master Matthew Arnold means memory method Middendorff Milton mind Montaigne moral mother-tongue Mulcaster Nature neglect Neuhof never notion object observation Orbis Pictus perhaps Pestalozzi Port-Royal practice principles pupils qu'il Quintilian Rabelais Ratke reason Reformers Renascence Rousseau rules Saint-Cyran Samuel Hartlib says scholars school-room schoolmaster seems senses speak Spencer Stanz Sturm taught teachers teaching things thought tion tongue tout translation true truth understand words writing young Yverdun
Populære passager
Side 23 - 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 20 - Though nothing can bring back the hour Of splendour in the grass, of glory in the flower; We will grieve not, rather find Strength in what remains behind ; In the primal sympathy Which having been must ever be, In the soothing thoughts that spring Out of human suffering, In the faith that looks through death, In years that bring the philosophic mind.
Side 440 - In what way to treat the body ; in what way to treat the mind ; in what way to manage our affairs ; in what way to bring up a family ; in what way to behave as a citizen ; in what way to utilize all those sources of happiness which nature supplies — how to use all our faculties to the greatest advantage of ourselves and others...
Side 211 - The end then of learning is to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the neerest by possessing our souls of true vertue, which being united to the heavenly grace of faith makes up the highest • perfection.
Side 212 - And seeing every nation affords not experience and tradition enough for all kind of learning, therefore we are chiefly taught the languages of those people who have at any time been most industrious after wisdom; so that language is but the instrument conveying to us things useful to be known.
Side 435 - I am convinced that the method of teaching which approaches most nearly to the method of investigation is incomparably the best; since, not content with serving up a few barren and lifeless truths, it leads to the stock on which they grew; it tends to set the reader himself .in the track of invention, and to direct him into those paths in which the author has made his own discoveries, if he should be so happy as to have made any that are valuable.
Side 131 - That by desiring what is perfectly good, even when we don't quite know what it is and cannot do what we would, we are part of the divine power against evil - widening the skirts of light and making the struggle with darkness narrower.
Side 234 - The business of education, as I have already observed, is not, as I think, to make them perfect in any one of the sciences, but so to open and dispose their minds as may best make them capable of any, when they shall apply themselves to it.
Side 471 - ... pleasure. We have no knowledge, that is, no general principles drawn from the contemplation of particular facts, but what has been built up by pleasure, and exists in us by pleasure alone. The man of science, the chemist and mathematician, whatever difficulties and disgusts they may have had to struggle with, know and feel this.
Side 440 - 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.