Andre udgaver - Se alle
Arnold authority beginning Board of Education boys Bryce Commission Cambridge Charity Charity Commission child Christian Church classes classical Commission Committee Council course curriculum educa elementary education elementary schools endowments England English established examination experience Francis Place German girls Girton Colleges give Government grants Herbart High Schools idea ideal important industrial influence institutions intellectual interest knowledge large number lectures lessons London Lord Playfair means ment methods mind Miss modern Monitorial System movement national education Newnham College nineteenth century organisation Oxford Pestalozzi political practical primary education professional Public Schools question realised Realschule recognised reform religious Richmal Mangnall Rugby scheme scholars Science and Art science teaching scientific secondary education secondary schools Society taught Technical Education technical instruction tion to-day training colleges training of teachers Tripos University of Cambridge W. E. Forster women
Side 223 - ... has no occasion to exert his understanding, or to exercise his invention in finding out expedients for removing difficulties which never occur. He naturally loses, therefore, the habit of such exertion, and generally becomes as stupid and ignorant as it is possible for a human creature to become.
Side 214 - O for the coming of that glorious time When, prizing knowledge as her noblest wealth And best protection, this imperial Realm, While she exacts allegiance, shall admit An obligation, on her part, to teach Them who are born to serve her and obey ; Binding herself by statute to secure For all the children whom her soil maintains The rudiments of letters, and inform The mind with moral and religious truth...
Side 143 - So complete was my father's reliance on the influence of reason over the minds of mankind, whenever it is allowed to reach them, that he felt as if all would be gained if the whole population were taught to read, if all sorts of opinions were allowed to be addressed to them by word and in writing, and if by means of the suffrage they could nominate a legislature to give effect to the opinions they adopted.
Side 224 - The torpor of his mind renders him, not only incapable of relishing or bearing a part in any rational conversation, but of conceiving any generous, noble, or tender sentiment, and consequently of forming any just judgment concerning many even of the ordinary duties of private life. Of the great and extensive interests of his country he is altogether incapable of judging...
Side 170 - He paused, as if revolving in his soul Some weighty matter ; then, with fervent voice And an impassioned majesty, exclaimed — " O for the coming of that glorious time When, prizing knowledge as her noblest wealth And best protection, this imperial Realm, While she exacts allegiance, shall admit An obligation, on her part, to teach Them who are born to serve her and obey ; Rinding herself by statute ' to secure For all the children whom her soil maintains 1 See Note.
Side 5 - If, in the paths of the world, Stones might have wounded thy feet, Toil or dejection have tried Thy spirit, of that we saw Nothing - to us thou wast still Cheerful, and helpful, and firm! Therefore to thee it was given Many to save with thyself; And, at the end of thy day, O faithful shepherd! to come, Bringing thy sheep in thy hand.
Side 170 - technical instruction' shall mean instruction in the principles of science and art applicable to industries, and in the application of special branches of science and art to specific industries or employments.
Side 5 - But thou would'st not alone Be saved, my father ! alone Conquer and come to thy goal, Leaving the rest in the wild.
Side 22 - If we had been ducks, we might dabble in mud; Or dogs, we might play till it ended in blood : So foul and so fierce are their natures; But Thomas and William, and such pretty names, Should be cleanly and harmless as doves or as lambs, Those lovely sweet innocent creatures.
Side 135 - I believe that the first development of thought in the child is very much disturbed by a wordy system of teaching, which is not adapted either to his faculties or the circumstances of his life. According to my experience, success depends upon whether what is taught to children commends itself to them as true, through being closely connected with their own personal observation and experience.