Education in the Nineteenth Century |
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Side 2
... we were literally without re- ligious guidance " ; and yet another , " I received no religious instruction whatever of any kind " ; and yet another , " In my day not only no boys took the Lord's Supper , but no one dreamed of it .
... we were literally without re- ligious guidance " ; and yet another , " I received no religious instruction whatever of any kind " ; and yet another , " In my day not only no boys took the Lord's Supper , but no one dreamed of it .
Side 1
There were indeed many earnest Christian schoolmasters between 1700 and the time of Arnold ; but the conception of school life as a training in Christ both for boys and masters , and the ambition of serving Christ as part of a ...
There were indeed many earnest Christian schoolmasters between 1700 and the time of Arnold ; but the conception of school life as a training in Christ both for boys and masters , and the ambition of serving Christ as part of a ...
Side 2
... we were literally without re- ligious guidance " ; and yet another , " I received no religious instruction whatever of any kind " ; and yet another , " In my day not only no boys took the Lord's Supper , but no one dreamed of it .
... we were literally without re- ligious guidance " ; and yet another , " I received no religious instruction whatever of any kind " ; and yet another , " In my day not only no boys took the Lord's Supper , but no one dreamed of it .
Side 3
At the same time , my object will be , if possible , to form Christian men ; for Christian boys I can scarcely hope to make . " Now , my friends , so far as I can judge , this is a new voice in the English world .
At the same time , my object will be , if possible , to form Christian men ; for Christian boys I can scarcely hope to make . " Now , my friends , so far as I can judge , this is a new voice in the English world .
Side 4
himself to delivering short addresses , of about five minutes ' length , to the boys of his own house . But from the second half year he began to preach frequently ; and from the autumn of 1831 , when he took the Chaplaincy ...
himself to delivering short addresses , of about five minutes ' length , to the boys of his own house . But from the second half year he began to preach frequently ; and from the autumn of 1831 , when he took the Chaplaincy ...
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authority become beginning Board bodies boys called Cambridge century child Church classes College Commission Committee Council course Department desire direction early effect efforts elementary England English established examination exist experience fact followed German girls give given Government grants hand High higher idea ideal important improvement individual industrial influence institutions instruction intellectual interest kind knowledge lectures less lessons London master means methods mind Miss movement nature object obtained opinion organisation passed persons political possible practical present progress pupils question receive regard religious schools scientific secondary Society success taken taught teachers teaching technical things thought tion true University whole women
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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.
Bibliografiske oplysninger
| Titel | Education in the Nineteenth Century History of education ; fiches 25,123-25,126 History of education |
| Redaktør | Robert Davies Roberts |
| Udgiver | University Press, 1901 |
| Længde | 274 sider |
| Eksporter henvisning | BiBTeX EndNote RefMan |