Essays on Educational ReformersD. Appleton, 1890 - 568 sider |
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Side xvi
... some claim on the gratitude of English readers , if he gives information which we cannot get in our own language . To Raumer I am indebted for all that I have written about Ratke , and almost all about Basedow . xvi PREFACE .
... some claim on the gratitude of English readers , if he gives information which we cannot get in our own language . To Raumer I am indebted for all that I have written about Ratke , and almost all about Basedow . xvi PREFACE .
Side xvii
Robert Hebert Quick. written about Ratke , and almost all about Basedow . Else- where his history has been used , though not to the same extent . C. A. Schmid's Encyclopädie des Erziehungs - und - Unter- richtswesens is a vast mine of ...
Robert Hebert Quick. written about Ratke , and almost all about Basedow . Else- where his history has been used , though not to the same extent . C. A. Schmid's Encyclopädie des Erziehungs - und - Unter- richtswesens is a vast mine of ...
Side xxiv
... Ratke's method for language Ratke's method and Ascham's Slow progress in methods ... .M ... ... Chapter X. - Comenius . ( 1592–1671 . ) His first book ... Early years . Troubles . Exile Pedagogic studies at Leszna ...
... Ratke's method for language Ratke's method and Ascham's Slow progress in methods ... .M ... ... Chapter X. - Comenius . ( 1592–1671 . ) His first book ... Early years . Troubles . Exile Pedagogic studies at Leszna ...
Side 89
... Ratke , Comenius , Jacotot , Hamilton , Robertson , and Prendergast . These naturally divide themselves into two parties , which I have ventured to call " Rapid Impressionists , " and " Com- plete Retainers . " The first of these plunge ...
... Ratke , Comenius , Jacotot , Hamilton , Robertson , and Prendergast . These naturally divide themselves into two parties , which I have ventured to call " Rapid Impressionists , " and " Com- plete Retainers . " The first of these plunge ...
Side 105
... Ratke ( to adopt the true form of the original ) was con- nected , as Basedow was a hundred and fifty years later , with Holstein and Hamburg . He was born at Wilster in Holstein in 1571 , and studied at Hamburg and at the University of ...
... Ratke ( to adopt the true form of the original ) was con- nected , as Basedow was a hundred and fifty years later , with Holstein and Hamburg . He was born at Wilster in Holstein in 1571 , and studied at Hamburg and at the University of ...
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acquired Antoine Arnauld Ascham authority body boys Burgdorf century child classics Comenius course docet edition elementary endeavoured English everything exercises faculties Froebel Gargantua German give given grammar Greek Guimps Hartlib heart Herbert Spencer human ideas influence instruction intellectual interest Jacotot Janua Jesuits knowledge labour language Latin Latin language learner learning lesson Leszna literature Locke Mark Pattison master Matthew Arnold means memory method mind Montaigne moral mother-tongue Mulcaster Nature never notion object observed Orbis Pictus perhaps Pestalozzi Port-Royal practice principles pupils quæ Quintilian quoted Rabelais Ratio Studiorum Ratke Ratke's reason Reformers Renascence Richard Mulcaster Rousseau rules Sacchini Saint-Cyran Samuel Hartlib says scholars schoolmaster schoolroom seems senses speak Spencer taught teachers teaching things thought tion tongue translation truth wisdom words writing young youth
Populære passager
Side 23 - And though a linguist should pride himself to have all the tongues that Babel cleft the world into, yet if he have not studied the solid things in them as well as the words and lexicons, he were nothing so much to be esteemed a learned man, as any yeoman or tradesman competently wise in his mother dialect only.
Side 442 - 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...
Side 213 - The end then of learning is to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the neerest by possessing our souls of true vertue, which being united to the heavenly grace of faith makes up the highest • perfection.
Side 437 - I am convinced that the method of teaching which approaches most nearly to the method of investigation is incomparably the best; since, not content with serving up a few barren and lifeless truths, it leads to the stock on which they grew; it tends to set the reader himself .in the track of invention, and to direct him into those paths in which the author has made his own discoveries, if he should be so happy as to have made any that are valuable.
Side 442 - 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 217 - And here will be an occasion of inciting and enabling them hereafter to improve the tillage of their country, to recover the bad soil, and to remedy the waste that is made of good: for this was one of Hercules
Side 451 - Prescribe, apply, and call their masters fools. Some on the leaves of ancient authors prey, Nor time nor moths e'er spoil'd so much as they: Some drily plain, without invention's aid, Write dull receipts how poems may be made.
Side 473 - 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 30 - The Hebrew, Chaldee, and the Syriac, Do, like their letters, set men's reason back, And turn their wits that strive to understand it (Like those that write the characters) left-handed. Yet he that is but able to express No sense at all in several languages, Will pass for learneder than he that's known To speak the strongest reason in his own.
Side 88 - ... Isocrates daily without missing every forenoon, and likewise some part of Tully every afternoon, for the space of a year or two, hath attained to such a perfect understanding in both the tongues and to such a ready utterance of the Latin, and that with such a judgment as they be few in number in both the universities, or elsewhere in England, that be in both tongues comparable with Her Majesty.