Education in the Nineteenth CenturyRobert Davies Roberts University Press, 1901 - 274 sider |
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Side 245
... Germans came suddenly into contact with hard reality . The Napoleonic wars for freedom saved Germany , and from these wars it gained the imperishable ideal of the unity of the German principalities , the re - establishment of the German ...
... Germans came suddenly into contact with hard reality . The Napoleonic wars for freedom saved Germany , and from these wars it gained the imperishable ideal of the unity of the German principalities , the re - establishment of the German ...
Side 246
... German Empire it bears a national imprint . 2. In social relations also do we find a remarkable differ- ence between the beginning and the end of the century . At the beginning we find German society still bearing the stamp of the ...
... German Empire it bears a national imprint . 2. In social relations also do we find a remarkable differ- ence between the beginning and the end of the century . At the beginning we find German society still bearing the stamp of the ...
Side 248
... German fatherland , the great intellectual empire of the German nation . Weimar was the capital , Schiller and Goethe the chancellors . It was due to them that Germany , intellectually at least , became a nation . Then came the great ...
... German fatherland , the great intellectual empire of the German nation . Weimar was the capital , Schiller and Goethe the chancellors . It was due to them that Germany , intellectually at least , became a nation . Then came the great ...
Side 249
... German schools since the time of Luther , who was himself a lover and promoter of But the question of religious instruction has affected the German schools even more . According to tradition , going back to Luther , religious ...
... German schools since the time of Luther , who was himself a lover and promoter of But the question of religious instruction has affected the German schools even more . According to tradition , going back to Luther , religious ...
Side 252
... German intellectual life , also called the new humanism . They believed they had found the ideal of aesthetic culture in its most perfect form in Hellenism . It is difficult for us to - day to realise what Greece and especially • Homer ...
... German intellectual life , also called the new humanism . They believed they had found the ideal of aesthetic culture in its most perfect form in Hellenism . It is difficult for us to - day to realise what Greece and especially • Homer ...
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Almindelige termer og sætninger
Arnold authority Board of Education boys Bryce Commission Cambridge Charity Charity Commission child Christian Church classes classical Commission Committee Council course curriculum early educa elementary education elementary schools endowments England English established examination experience Francis Place German girls Girton Colleges give Government grants Herbart High Schools idea ideal important industrial influence institutions intellectual interest knowledge large number lectures lessons London Lord Playfair means ment methods mind Miss modern Monitorial System movement national education nature Newnham College nineteenth century organisation Oxford Pestalozzi political practical primary education Public Schools question realised Realschule recognised reforms religious Richmal Mangnall Rugby scheme scholars Science and Art science teaching scientific secondary education secondary schools Society taught Technical Education technical instruction tion to-day training colleges training of teachers Tripos University of Cambridge W. E. Forster women
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Side 217 - ... has no occasion to exert his understanding, or to exercise his invention in finding out expedients for removing difficulties which never occur. He naturally loses, therefore, the habit of such exertion, and generally becomes as stupid and ignorant as it is possible for a human creature to become.
Side 138 - we are weary, And we cannot run or leap; If we cared for any meadows, it were merely To drop down in them and sleep. Our knees tremble sorely in the stooping; We fall upon our faces, trying to go; And, underneath our heavy eyelids drooping, The reddest flower would look as pale as snow; For all day we drag our burden tiring, Through the coal-dark, under-ground; Or all day we drive the wheels of iron In...
Side 139 - So complete was my father's reliance on the influence of reason over the minds of mankind, whenever it is allowed to reach them, that he felt as if all would be gained if the whole population were taught to read, if all sorts of opinions were allowed to be addressed to them by word and in writing, and if by means of the suffrage they could nominate a legislature to give effect to the opinions they adopted.
Side 218 - The torpor of his mind renders him, not only incapable of relishing or bearing a part in any rational conversation, but of conceiving any generous, noble, or tender sentiment, and consequently of forming any just judgment concerning many even of the ordinary duties of private life. Of the great and extensive interests of his country he is altogether incapable of judging...
Side 164 - technical instruction ' shall mean instruction in the principles of science and art applicable to industries, and in the application of special branches of science and art to specific industries or employments.
Side 131 - I believe that the first development of thought in the child is very much disturbed by a wordy system of teaching, which is not adapted either to his faculties or the circumstances of his life. According to my experience, success depends upon whether what is taught to children commends itself to them as true, through being closely connected with their own personal observation and experience.
Side 205 - Idea, be it of devotion to a man or class of men, to a creed, to an institution, or even, as in more ancient times, to a piece of land, is ever a true Loyalty; has in it something of a religious, paramount, quite infinite character; it is properly the Soul of the State, its Life...
Side 145 - It is not intended to teach the trade of the carpenter, the mason, the dyer, or any other particular business ; but there is no trade which does not depend more or less upon scientific principles, and to teach what these are, and to point out their practical application...
Side 1 - But thou would'st not alone Be saved, my father! alone Conquer and come to thy goal, Leaving the rest in the wild.