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Side ix
Secondary Education Legislation , with Special Reference to Problems awaiting Solution , by R. P. SCOTT , M.A. , LL.D. , Headmaster of the Parmiter's School , and Hon . Sec . of the Incorporated Association of Headmasters 59 CHAPTER V.
Secondary Education Legislation , with Special Reference to Problems awaiting Solution , by R. P. SCOTT , M.A. , LL.D. , Headmaster of the Parmiter's School , and Hon . Sec . of the Incorporated Association of Headmasters 59 CHAPTER V.
Side 36
Univer- sities and secondary education indeed owe much to pious founders . In the 16th and 17th centuries many educational foundations were established , as a result partly of the general revival of learning and partly of the ...
Univer- sities and secondary education indeed owe much to pious founders . In the 16th and 17th centuries many educational foundations were established , as a result partly of the general revival of learning and partly of the ...
Side 52
... except as a part of a wider and more general curriculum of a secondary type , in which the claims of language , literature , and the ' humanities ' generally shall be duly co - ordinated with physical science and manual industry .
... except as a part of a wider and more general curriculum of a secondary type , in which the claims of language , literature , and the ' humanities ' generally shall be duly co - ordinated with physical science and manual industry .
Side 56
There are better methods of teaching to be discovered than any which have been yet devised . We want a clearer perception of the true relation between primary and secondary instruction , and we may ...
There are better methods of teaching to be discovered than any which have been yet devised . We want a clearer perception of the true relation between primary and secondary instruction , and we may ...
Side 58
... to beautify the homes and industries of the workers , and to ennoble the whole of our national life . CHAPTER IV . SECONDARY EDUCATION LEGISLATION , WITH SPECIAL REFERENCE 58 Education in the Nineteenth Century . [ CH . III .
... to beautify the homes and industries of the workers , and to ennoble the whole of our national life . CHAPTER IV . SECONDARY EDUCATION LEGISLATION , WITH SPECIAL REFERENCE 58 Education in the Nineteenth Century . [ CH . III .
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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
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 |