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 10
... taught , and what authors should be les- soned to them . 66 METHOD FOR THE FIRST CLASS . " In the first place , it has been not improperly re- solved that our school be divided into eight Classes . The first of these is to contain the ...
... taught , and what authors should be les- soned to them . 66 METHOD FOR THE FIRST CLASS . " In the first place , it has been not improperly re- solved that our school be divided into eight Classes . The first of these is to contain the ...
Side 12
... taught , your principal concern will be to lesson them in some select epistles of Cicero ; as none other seem to us more easy in their style , or more productive of rich copious- ness of language . 66 FOR THE SIXTH CLASS . " Moreover ...
... taught , your principal concern will be to lesson them in some select epistles of Cicero ; as none other seem to us more easy in their style , or more productive of rich copious- ness of language . 66 FOR THE SIXTH CLASS . " Moreover ...
Side 22
... taught , and constantly used , would not only take wholly away this butcherly fear in making of Latins , but would also with ease and pleasure , and in short time , as I know by good experience , work a true choice and placing of words ...
... taught , and constantly used , would not only take wholly away this butcherly fear in making of Latins , but would also with ease and pleasure , and in short time , as I know by good experience , work a true choice and placing of words ...
Side 23
... taught by the master , and so hardly learned by the scholar in all common schools , which after this sort the master shall teach without all error , and the scholar shall learn without great pain ; the master being led by so sure a ...
... taught by the master , and so hardly learned by the scholar in all common schools , which after this sort the master shall teach without all error , and the scholar shall learn without great pain ; the master being led by so sure a ...
Side 24
... taught in common schools . For when the master shall compare Tully's book with the scholar's translation , let the master at the first lead and teach his scholar to join the rules of his grammar book with the examples of his present ...
... taught in common schools . For when the master shall compare Tully's book with the scholar's translation , let the master at the first lead and teach his scholar to join the rules of his grammar book with the examples of his present ...
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Almindelige termer og sætninger
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
Populære passager
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...