Essays on Educational ReformersLongmans, Green and Company, 1868 - 328 sider |
Fra bogen
Resultater 1-5 af 7
Side 144
... Dessau . Behrisch was tutor to the Prince's son , and by him the Prince was so interested in Basedow's plans that he determined to found an Institute in which they should be realised . Basedow PHILANTHROPIN OPENED . 145 was therefore ...
... Dessau . Behrisch was tutor to the Prince's son , and by him the Prince was so interested in Basedow's plans that he determined to found an Institute in which they should be realised . Basedow PHILANTHROPIN OPENED . 145 was therefore ...
Side 145
Robert Hebert Quick. PHILANTHROPIN OPENED . 145 was therefore called to Dessau , and under his direction was opened the famous Philanthropin . Then for the first , and probably for the last time , a school was started in which use and ...
Robert Hebert Quick. PHILANTHROPIN OPENED . 145 was therefore called to Dessau , and under his direction was opened the famous Philanthropin . Then for the first , and probably for the last time , a school was started in which use and ...
Side 148
... we might infer from Göthe's description of him , was by no means a model director for the model Institution , but he was fortunate in FRITZENS REISE NACH DESSAU . 149 his assistants . Of 148 BASEDOW AND THE PHILANTHROPIN .
... we might infer from Göthe's description of him , was by no means a model director for the model Institution , but he was fortunate in FRITZENS REISE NACH DESSAU . 149 his assistants . Of 148 BASEDOW AND THE PHILANTHROPIN .
Side 149
... Dessau . ' It purports to be written by a boy of twelve years old , and to describe what took place without attempting criticism . A few extracts will give us a notion of the instruction carried on in the Philanthropin . ' I have just ...
... Dessau . ' It purports to be written by a boy of twelve years old , and to describe what took place without attempting criticism . A few extracts will give us a notion of the instruction carried on in the Philanthropin . ' I have just ...
Side 152
... Dessau with a favourable impression of the Philanthropin . They were especially struck with the brightness and animation of the children . How far did the Philanthropin really deserve their good opinion ? The conclusion to which we are ...
... Dessau with a favourable impression of the Philanthropin . They were especially struck with the brightness and animation of the children . How far did the Philanthropin really deserve their good opinion ? The conclusion to which we are ...
Indhold
158 | |
165 | |
180 | |
187 | |
188 | |
213 | |
217 | |
232 | |
69 | |
76 | |
82 | |
88 | |
89 | |
91 | |
97 | |
103 | |
113 | |
116 | |
119 | |
126 | |
128 | |
131 | |
139 | |
238 | |
246 | |
252 | |
260 | |
266 | |
272 | |
275 | |
284 | |
295 | |
300 | |
305 | |
308 | |
314 | |
323 | |
Andre udgaver - Se alle
Almindelige termer og sætninger
acquired apprendre attention autres Basedow besoin bien boys Burgdorf c'est cation child childhood choses Comenius course cultivate deponent verb Dessau doit Émile enfants English être Eustachian tubes everything exercise facts faculties fait faut feel give Göthe grammar heart Herr Wolke homme ideas ignorant important influence instruction interest Jacotot jamais Jesuits knowledge Köthen l'enfant l'homme labour language Latin Latin language lesson Leszno Locke Locke's master means memory ment method mind Montaigne n'est nature Neuhof never notion object Orbis Pictus perhaps Pestalozzi peut Philanthropin practice première principles pupils qu'il qu'on quæ raison Ratich rien Rousseau s'il says scholars schoolmaster senses soon speak Spencer taught teacher teaching things thought tion tongue tous ces mots tout truth understand words writing young youth
Populære passager
Side 304 - But because our understanding cannot in this body found itself- but on sensible things, nor arrive so clearly to the knowledge of God and things invisible, as by orderly conning over the visible and inferior creature, the same method is necessarily to be followed in all discreet teaching.
Side 266 - We have no sympathy but what is propagated by pleasure: I would not be misunderstood; but wherever we sympathize with pain, it will be found that the sympathy is produced and carried on by subtle combinations with pleasure. We have no knowledge, that is, no general principles drawn from the contemplation of particular facts, but what has been built up by pleasure, and exists in us by pleasure alone.
Side 232 - In what way to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way to bring up a family; in what way to behave as a citizen; in what way to utilize all those sources of happiness which nature supplies— how to use all our faculties to the greatest advantage of ourselves and others— how to live completely?
Side 40 - Charondas, and thence to all the Roman edicts and tables with their Justinian, and so down to the Saxon and common laws of England, and the statutes.
Side 254 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
Side 76 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind.
Side 232 - To prepare us for complete living is the function which education has to discharge ; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such function.
Side 106 - Julie, veut que les enfants soient enfants avant que d'être hommes. Si nous voulons pervertir cet ordre, nous produirons des fruits précoces qui n'auront ni maturité ni saveur, et ne tarderont pas à se corrompre; nous aurons de jeunes docteurs et de vieux enfants.
Side 24 - This done thus, let the child, by and by, both construe and parse it over again; so that it may appear that the child doubteth in nothing that his master taught him before. After this, the child must take a paper book, and sitting in some place, where no man shall prompt him, by himself, let him translate into English his former lesson. Then showing it to his master, let the master take from him his Latin book, and pausing an hour at the least, then let the child translate his own English into Latin...
Side 112 - Pour apprendre à penser, il faut donc exercer nos membres, nos sens, nos organes, qui sont les instruments de notre intelligence; et pour tirer tout le parti possible de ces instruments, il faut que le corps, qui les fournit, soit robuste et sain. Ainsi, loin que la véritable raison de l'homme se forme indépendamment du corps, c'est la bonne constitution du corps qui rend les opérations de l'esprit faciles et sûres.