The Philosophy of Training: Or, The Principles and Art of a Normal Education; with a Brief Review of Its Origin and History. Also, Remarks on the Practice of Corporal Punishments in Schools; and Strictures on the Prevailing Mode of Teaching LanguagesSimpkin & Marshall, 1847 - 377 sider |
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Side vii
... taught before . But that which was taught before constituted only a small part of education , and hence little improve- ment in it was thus effected . Nor , for the same reason , was the adoption of the explanatory and intellectual mode ...
... taught before . But that which was taught before constituted only a small part of education , and hence little improve- ment in it was thus effected . Nor , for the same reason , was the adoption of the explanatory and intellectual mode ...
Side viii
... taught in the schools for ages , and a blind submission to its dogmas exacted from pupils . In some universities it was considered scarcely inferior to the Scriptures . It was supported by statutes requiring teachers upon oath to follow ...
... taught in the schools for ages , and a blind submission to its dogmas exacted from pupils . In some universities it was considered scarcely inferior to the Scriptures . It was supported by statutes requiring teachers upon oath to follow ...
Side 5
... taught how to wield it , the chances are not small indeed , that pain will only be inflicted upon the operator himself , or upon those around him . A rightly directed system of education is a moral power in the universe , second only to ...
... taught how to wield it , the chances are not small indeed , that pain will only be inflicted upon the operator himself , or upon those around him . A rightly directed system of education is a moral power in the universe , second only to ...
Side 22
... modes of communicating it to others . Yet the latter of these could find no channel to flow in , until prepared by the instrumentality of language . Many branches of art may be taught without the aid of 22 PHILOSOPHY OF TRAINING .
... modes of communicating it to others . Yet the latter of these could find no channel to flow in , until prepared by the instrumentality of language . Many branches of art may be taught without the aid of 22 PHILOSOPHY OF TRAINING .
Side 23
... taught without the aid of lan- guage , but no science can . Hence many rude arts may have flourished long before many families of the human race had acquired even a spoken language ; just as we see certain inferior animals imitate ...
... taught without the aid of lan- guage , but no science can . Hence many rude arts may have flourished long before many families of the human race had acquired even a spoken language ; just as we see certain inferior animals imitate ...
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Almindelige termer og sætninger
abstract acquired action animal applied artificial Battersea benevolence Bishop of Meaux bodily body called Carthage Carthaginian cause Chaldea character child classes conduct connexion correct course cultivated declensions disposition duty effect Egypt English enlightened entirely equally evil exercise faculties feelings former gained grammar gratifying Greek habits hand higher Hoogeveen human ideas impressions individual induce inductive philosophy inductive reasoning influence instruction instrument intel intellect Joseph Lancaster kind knowledge labour language Latin latter laws learning less lesson manner master means memory ment mental method mind mode moral training motive muscular system names nature necessary necessity obedience objects operation parent Phenicia phrenology physical practice principles proper punishment pupil Pythagoras racter reason reflection regarding render rienced Roger Ascham rules similar simply sounds Sparta speech spirit superstratum taught teacher teaching thing tion trainer translation truth wants words
Populære passager
Side 274 - But love ye .your enemies, and do good, and lend, hoping for nothing again ; and your reward shall be great, and ye shall be the children of the Highest : for he is kind unto the unthankful and to the evil.
Side 351 - And that which casts our proficiency therein so much behind is our time lost partly in too oft idle vacancies given both to schools and universities; partly in a preposterous exaction, 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 observing with elegant maxims and copious invention.
Side 273 - And if ye lend to them of whom ye hope to receive, what thank have ye? for sinners also lend to sinners, to receive as much again.
Side 368 - First, let him teach the child cheerfully and plainly the cause and matter of the letter ; then, let him construe it into English so oft, as the child may easily carry away the understanding of it; lastly, parse it over perfectly. This done thus, let the child, by and by, both construe and parse it over again ; so that it may appear, that the child doubteth in nothing that his master taught him before.
Side 369 - 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. Hence appear the many mistakes which have made learning generally so unpleasing and so unsuccessful...
Side 369 - ... judgment,* and the final work of a head filled by long reading and observing, with elegant maxims and copious invention. These are not matters to be wrung from poor striplings, like blood out of the nose, or the plucking of untimely fruit ; besides the ill habit which they get of wretched barbarising against the Latin and Greek idiom, with their untutored Anglicisms, odious to be read...
Side 376 - 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 153 - Accent therefore seems to be regulated in a great measure by etymology. In words from the Saxon, the accent is generally on the root ; in words from the learned languages, it is generally on the termination ; and if to these we...
Side 370 - ... its whole business. How else is it possible that a child should be chained to the oar seven, eight or ten of the best years of his life to get a language or two...
Side 368 - 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.