Education in the Nineteenth Century |
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Side vi
It necessarily follows that the lectures are not so closely linked together as would have been the case if the lecturers had been in communication with each other when the course was arranged . Chapters X. and XI . are the exceptions ...
It necessarily follows that the lectures are not so closely linked together as would have been the case if the lecturers had been in communication with each other when the course was arranged . Chapters X. and XI . are the exceptions ...
Side 4
It is of course impossible in a lecture like this to give any adequate account of these sermons , once so famous and so potent for good . If we were to call witnesses , they would be the boys who heard them , and the readers who have ...
It is of course impossible in a lecture like this to give any adequate account of these sermons , once so famous and so potent for good . If we were to call witnesses , they would be the boys who heard them , and the readers who have ...
Side 6
It is not of course my object to claim for Arnold that he alone originated efforts for Christianizing life and work at schools ; or that the lines on which he worked were the only true lines ; or that but for him nothing would have been ...
It is not of course my object to claim for Arnold that he alone originated efforts for Christianizing life and work at schools ; or that the lines on which he worked were the only true lines ; or that but for him nothing would have been ...
Side 20
At six years old I worked one in cross - stitch letters , with the alphabet and numerals , and , of course , appropriate mottoes , one of which I remember and have acted upon since , ' A stitch in time saves nine ' : however defective ...
At six years old I worked one in cross - stitch letters , with the alphabet and numerals , and , of course , appropriate mottoes , one of which I remember and have acted upon since , ' A stitch in time saves nine ' : however defective ...
Side 35
I have enumerated roughly three or four of the main sources of the influence which has shaped our course , ( 1 ) Endowments , ( 2 ) Philanthropic and voluntary effort , ( 3 ) Legislation , and ( 4 ) Municipal and corporate action ...
I have enumerated roughly three or four of the main sources of the influence which has shaped our course , ( 1 ) Endowments , ( 2 ) Philanthropic and voluntary effort , ( 3 ) Legislation , and ( 4 ) Municipal and corporate action ...
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Almindelige termer og sætninger
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
Populære passager
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 |