The Schoolmaster: Essays on Practical Education, Selected from the Works of Ascham, Milton, Locke, and Butler; from the Quarterly Journal of Education; and from Lectures Delivered Before the American Institute of Instruction, Bind 1C. Knight, 1836 |
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Side 111
... direct and oversee it done . This place should be at once both school and university , not needing a remove to any other house of scholarship , except it be some peculiar college of law or physic where they mean to be practitioners ...
... direct and oversee it done . This place should be at once both school and university , not needing a remove to any other house of scholarship , except it be some peculiar college of law or physic where they mean to be practitioners ...
Side 129
... direct his conduct by such motives as these ? What is it , I say , but to cherish that principle in him , which it is our business to root out and destroy ? And , therefore , I cannot think any correction useful to a child , where the ...
... direct his conduct by such motives as these ? What is it , I say , but to cherish that principle in him , which it is our business to root out and destroy ? And , therefore , I cannot think any correction useful to a child , where the ...
Side 132
... direct opposition to their spirit . To lay the foundation of character in assurance and self - sufficiency , and then to labour at a superstructure of modesty and virtue , is to begin at the wrong end ; but the basis being in virtue ...
... direct opposition to their spirit . To lay the foundation of character in assurance and self - sufficiency , and then to labour at a superstructure of modesty and virtue , is to begin at the wrong end ; but the basis being in virtue ...
Side 137
... consideration - but one of secondary importance . An ordinary skill will be sufficient to direct the mind at first , and to set it fairly in the course it ought to take , and instruction of any kind can do little more ; BY JOHN LOCKE . 137.
... consideration - but one of secondary importance . An ordinary skill will be sufficient to direct the mind at first , and to set it fairly in the course it ought to take , and instruction of any kind can do little more ; BY JOHN LOCKE . 137.
Side 147
... direct expedients . Let a * He mentions further , in confirmation of this view , that , 66 amongst the Portuguese , it is so much a fashion and emulation , amongst their children , to learn to read and write , that they cannot hinder ...
... direct expedients . Let a * He mentions further , in confirmation of this view , that , 66 amongst the Portuguese , it is so much a fashion and emulation , amongst their children , to learn to read and write , that they cannot hinder ...
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acquired action appeal to fear Aristotle Ascham attention better blows Cæsar cation character child Cicero classes corporal punishment course Demosthenes diligently discipline doth duty evil example exercise faculties fagging fault fear feeling follow give grammar Greek habits hath important influence instruction instructor intellectual Isocrates judgment kind knowledge Königsberg labour language Latin tongue laws learning manner master means ment method mind monitor monitorial system moral natural philosophy nature necessary never object observe opinion pain parents passions perfect persons Plato Plautus pleasure Plutarch poor practice present principles proper Prussia punishment pupils Quintilian racter reason religious require rules Sallust scholar schoolmaster seminarists seminary Sir John Cheke society speak Sturmius suppose surely taught teacher teaching thing tion truth Tully unto virtue whole wise words worthy writing Xenophon young youth
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Side 182 - ... bosom of God, her voice the harmony of the world : all things in heaven and earth do her homage, the very least as feeling her care, and the greatest as not exempted from her power : both Angels and men and creatures of what condition soever, though each in different sort and manner, yet all with uniform consent, admiring her as the mother of their peace and joy.
Side 40 - I wis all their sport in the park is but a shadow to that pleasure that I find in Plato. Alas, good folk, they never felt what true pleasure meant.
Side 41 - ... weeping because whatsoever I do else but learning is full of grief, trouble, fear, and whole misliking unto me. And thus my book hath been so much my pleasure, and bringeth daily to me more pleasure and more, that in respect of it all other pleasures in very deed be but trifles and troubles unto me.
Side 117 - ... that sublime art which in Aristotle's poetics, in Horace, and the Italian commentaries of Castelvetro,18 Tasso, Mazzoni, and others, teaches what the laws are of a true epic poem, what of a dramatic, what of a lyric, what decorum is, which is the grand masterpiece to observe.
Side 110 - ... now on the sudden transported under another climate, to be tossed and turmoiled with their unballasted wits in fathomless and unquiet deeps of controversy, do for the most part grow into hatred and contempt of learning, mocked and deluded all this while with ragged notions and babblements, while they expected worthy and delightful knowledge...
Side 116 - Logic, therefore, so much as is useful, is to be referred to this due place, with all her well-couched heads and topics, until it be time to open her contracted palm into a graceful and ornate rhetoric taught out of the rule of Plato, Aristotle, Phalereus, Cicero, Hermogenes, Longinus.
Side 121 - HSrtlib, you have a general view in writing, as your desire was, of that which at several times I had discoursed with you concerning the best and noblest way of education ; not beginning, as some have done, from the cradle, which yet might be worth many considerations, if brevity had not been my scope.
Side 126 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind. And the great principle and foundation of all virtue and worth is placed in this: That a man is able to deny himself his own desires, cross his own inclinations, and purely follow what reason directs as best, though the appetite lean the other way.
Side 108 - The end then of learning is, to repair the ruins of our first parents by regaining to know God aright...
Side 109 - I deem it to be an old error of Universities not yet well recovered from the scholastic grossness of barbarous ages, that instead of beginning with arts most easy, and those be such as are most obvious to the sense, they present their young unmatriculated novices at first coming with the most intellective abstractions of logic and metaphysics...