Essays on Educational Reformers |
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Side xiii
De Quincey has pointed out that a man who takes up any pursuit without knowing what advances others have made in it works at a great disadvantage . He does not apply his strength in the right direction , he troubles himself about small ...
De Quincey has pointed out that a man who takes up any pursuit without knowing what advances others have made in it works at a great disadvantage . He does not apply his strength in the right direction , he troubles himself about small ...
Side xxvi
Nicole Light from within . Teach by the Senses ... Best teaching escapes common tests Studying impossible without a will ... Against making beginnings bitter Port - Royal advance . Books on Port - Royal Rollin , Compayré , & c .
Nicole Light from within . Teach by the Senses ... Best teaching escapes common tests Studying impossible without a will ... Against making beginnings bitter Port - Royal advance . Books on Port - Royal Rollin , Compayré , & c .
Side xxvii
He did not advance Science of Education ... Milton an educator of mankind Chapter XIII . - Locke . ( 1632-1704 . ) 2nd , Reason for Truth 99 ... Locke's two main characteristics 1st , Truth för itself . Locke's definition of knowledge ...
He did not advance Science of Education ... Milton an educator of mankind Chapter XIII . - Locke . ( 1632-1704 . ) 2nd , Reason for Truth 99 ... Locke's two main characteristics 1st , Truth för itself . Locke's definition of knowledge ...
Side 17
Most ideals have this merit at least , that he who makes even a feeble and abortive attempt to reach them is benefited in proportion to his advance , however small that advance may be . If he fails to seize the coat of gold , he carries ...
Most ideals have this merit at least , that he who makes even a feeble and abortive attempt to reach them is benefited in proportion to his advance , however small that advance may be . If he fails to seize the coat of gold , he carries ...
Side 31
The typical English schoolmaster of the century , Mulcaster , was in this and many other ways greatly in advance of Sturm . To him it was plain that we should " care for that most which we ever use most , because we need it most .
The typical English schoolmaster of the century , Mulcaster , was in this and many other ways greatly in advance of Sturm . To him it was plain that we should " care for that most which we ever use most , because we need it most .
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according acquired advance become begin better body boys bring called century child Comenius common considered course directed doubt edition effect English especially everything examination exercises experience eyes faculties French give given grammar hand heart human ideas important influence instruction interest Janua Jesuits kind knowledge language Latin learning least less lessons literature living Locke master means memory method mind Montaigne Nature never object observe once perhaps Pestalozzi possible practice principles published pupils quoted Ratke reason received reformers Renascence Rousseau rules says scholars schoolmaster seems senses speak taught teachers teaching things thought tongue translation true truth understand University writing young
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.
Bibliografiske oplysninger
| Titel | Essays on Educational Reformers Books for college libraries Essays on Educational Reformers, Robert Hebert Quick Bind 17 af International education series International education series, ed. by W. T. Harris . . . vol. xvii |
| Forfatter | Robert Hebert Quick |
| Udgave | 2 |
| Udgiver | D. Appleton, 1890 |
| Oprindeligt fra | Harvard University |
| Digitaliseret | 22. mar 2007 |
| Længde | 568 sider |
| Eksporter henvisning | BiBTeX EndNote RefMan |