Comenius and the Beginnings of Educational ReformC. Scribner's sons, 1900 - 184 sider |
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Alsted Amsterdam Andreæ Aristotle art of teaching authors Bacon Basedow Bateus Bohemian Bruges Campanella chapter child Church Cicero classes classical didactic discipline early edition educational reform elementary ence England English exercises Fröbel Fulneck Geer German Gotha grade grammar Greek Hartlib Herbart Herborn human humanists imitation influence of Comenius instruction interest Janua Jena John Amos Comenius knowledge labors language teaching Latin eloquence Latin language Latin school learned lesson Lissa London matter mental methods of teaching mind modern moral Moravian Brethren Moravian Church Moravian reformer mother mother-tongue nature Nicholas Murray Butler objects Orbis pictus pansophic pedagogic Pestalozzi practice Prerau Professor pupils Ratke Ratke's Raumer religious Rousseau Saros-Patak says School of infancy sciences senses sixteenth century study of language Sturm subjects Sweden taught teachers theology things thought tion tongue translation University vernacular Vestibulum Vittorino da Feltre Vives words writings of Comenius young youth Yverdon Zerotin
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Side 23 - This kind of degenerate learning did chiefly reign amongst the school-men, who, having sharp and strong wits, and abundance of leisure, and small variety of reading ; but their wits being shut up in the cells of a few authors (chiefly Aristotle their dictator) as their persons were shut up in the cells of monasteries and colleges, and knowing little history, either of nature or time, did out of no great quantity of matter, and infinite agitation of wit, spin out unto us those laborious webs of learning...
Side 157 - knew less geography than a child in one of our primary schools ; yet it was from him that I gained my chief knowledge of this science, for it was in listening to him that I first conceived the idea of the natural method. It was he who opened the way to me, and I take pleasure in attributing whatever value my work may possess entirely to him.
Side 24 - ... resistance of creatures was still left to him — the power of subduing and managing them by true and solid arts — yet this too through our insolence, and because we desire to be like God and to follow the dictates of our own reason, we in great part lose.
Side 147 - We never know how to put ourselves in the place of children; we do not enter into their ideas, but we ascribe to them our own; and...
Side 78 - Mr. Henry Dunster, continued the President of HarvardColledge, until his unhappy entanglement in the snares of anabaptism fill'd the overseers with uneasie fears, lest the students, by his means, should come to be ensnared...
Side 78 - Janua) could carry it, was indeed agreed with all by our Mr. Winthrop in his Travels through the Low Countries, to come over into New England and Illuminate this Colledge and country, in the Quality of a President, which was now become vacant.
Side 148 - Everything is good as it comes from the hands of the Author of Nature; but everything degenerates in the hands of man.
Side 152 - These come of themselves in later years. Treat children like children, that they may remain the longer uncorrupted. A boy whose acutest faculties are his senses, and who has no perception of anything abstract, must first of all be made acquainted with the world as it presents itself to the senses.
Side 13 - I have strange news brought me, saith Mr. Secretary, this morning, that divers scholars of Eton be run away from the school, for fear of beating. Whereupon Mr. Secretary took occasion to wish, that some more discretion were in many schoolmasters, in using correction, than commonly there is. Who many times punish rather the weakness of nature than the fault of the scholar. Whereby many scholars that might else prove well be driven to hate learning, before they know what learning meaneth ; and so are...
Side 132 - And it will be very well worth the pains to have once brought it to pass, that scare-crows may be taken away out of Wisdom's Gardens.