Essays on Educational ReformersLongmans, Green and Company, 1868 - 328 sider |
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Side xviii
... interest of scholar and teacher Gulf between the ideal and actual teaching Benefit derived from high aims Use of theorists Books on Pestalozzi Pestalozzi on the beginning and end of life VIII . JACOTOT . Mr. Payne's papers on Jacotot ...
... interest of scholar and teacher Gulf between the ideal and actual teaching Benefit derived from high aims Use of theorists Books on Pestalozzi Pestalozzi on the beginning and end of life VIII . JACOTOT . Mr. Payne's papers on Jacotot ...
Side xx
... interest of pupils Wordsworth and Professor Bain quoted on this subject Failure of the driving system .. What makes subjects interesting .. Children easily interested .. But generally taught the wrong things Use of pictures .. How ...
... interest of pupils Wordsworth and Professor Bain quoted on this subject Failure of the driving system .. What makes subjects interesting .. Children easily interested .. But generally taught the wrong things Use of pictures .. How ...
Side 18
... interest in everything that concerns them and not merely in their studies . Let him rejoice with those that re- joice , and not disdain to weep with those that weep . After the example of the Apostle let him become a with others in two ...
... interest in everything that concerns them and not merely in their studies . Let him rejoice with those that re- joice , and not disdain to weep with those that weep . After the example of the Apostle let him become a with others in two ...
Side 20
... interest to those who are engaged in education . No other school system has been built up by the united efforts of so many astute intellects ; no other system has met with so great success , or attained such wide - spread influence . It ...
... interest to those who are engaged in education . No other school system has been built up by the united efforts of so many astute intellects ; no other system has met with so great success , or attained such wide - spread influence . It ...
Side 22
... interest they took in the instruction of the young , and the insight they had into the art of teaching , never attempted a perfect treatise on the subject . This was * In another matter , also , we find that the masters of these schools ...
... interest they took in the instruction of the young , and the insight they had into the art of teaching , never attempted a perfect treatise on the subject . This was * In another matter , also , we find that the masters of these schools ...
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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.