Essays on Educational ReformersD. Appleton, 1890 - 568 sider |
Fra bogen
Resultater 6-10 af 59
Side 53
... him , because the parents will be pleased by such attention . When the motive of the inquiry is suspected , th parents will be pleased no longer . Work moderate in amount and difficulty . § 32. Not THE JESUITS . 53 Sympathy with each pupil.
... him , because the parents will be pleased by such attention . When the motive of the inquiry is suspected , th parents will be pleased no longer . Work moderate in amount and difficulty . § 32. Not THE JESUITS . 53 Sympathy with each pupil.
Side 57
... attention to what really interests him - the practical details . In this he re- sembles the Jesuits . The end has been settled for them by their founder . They revel in practical details , in which they are truly great , and here we may ...
... attention to what really interests him - the practical details . In this he re- sembles the Jesuits . The end has been settled for them by their founder . They revel in practical details , in which they are truly great , and here we may ...
Side 67
... attention he pays to physical education . A day does not pass on which Gargantua does not gallantly exercise his body as he has already exercised his mind . The exercises prescribed are very various , and include running , jumping ...
... attention he pays to physical education . A day does not pass on which Gargantua does not gallantly exercise his body as he has already exercised his mind . The exercises prescribed are very various , and include running , jumping ...
Side 78
... attention is concentrated on the least important part of his duty . * " " * Lord Armstrong has perhaps never read Montaigne's Essay on Pedantry ; certainly , he has not borrowed from it ; and yet much that he says in discussing " The ...
... attention is concentrated on the least important part of his duty . * " " * Lord Armstrong has perhaps never read Montaigne's Essay on Pedantry ; certainly , he has not borrowed from it ; and yet much that he says in discussing " The ...
Side 94
... attention from the thing to be learnt to the learner : " Non l'objet , le savoir , mais le sujet , c'est l'homme . " ( Nos Fils , p . 170. ) Mulcaster has a claim to share this honour with his great contemporary . He really laid the ...
... attention from the thing to be learnt to the learner : " Non l'objet , le savoir , mais le sujet , c'est l'homme . " ( Nos Fils , p . 170. ) Mulcaster has a claim to share this honour with his great contemporary . He really laid the ...
Indhold
76 | |
82 | |
103 | |
109 | |
115 | |
123 | |
129 | |
145 | |
151 | |
157 | |
170 | |
176 | |
182 | |
183 | |
188 | |
194 | |
202 | |
208 | |
219 | |
225 | |
239 | |
247 | |
262 | |
268 | |
274 | |
280 | |
288 | |
290 | |
296 | |
302 | |
308 | |
314 | |
367 | |
370 | |
373 | |
379 | |
383 | |
390 | |
397 | |
406 | |
412 | |
423 | |
425 | |
429 | |
435 | |
443 | |
449 | |
461 | |
467 | |
473 | |
479 | |
485 | |
491 | |
492 | |
498 | |
504 | |
510 | |
516 | |
522 | |
534 | |
541 | |
544 | |
559 | |
565 | |
Andre udgaver - Se alle
Almindelige termer og sætninger
acquired Antoine Arnauld Ascham Basedow body boys Burgdorf called child Comenius course elementary endeavoured English everything exercise faculties feeling French Friedrich Froebel Froebel German give grammar Guimps Hartlib heart Herbert Spencer human ideas ignorant influence instruction intellectual interest Jacotot Janua Jesuits knowledge labour language Latin Latin language learner learning lessons literature Locke Mark Pattison master Matthew Arnold means memory method Middendorff Milton mind Montaigne moral mother-tongue Mulcaster Nature neglect Neuhof never notion object observation Orbis Pictus perhaps Pestalozzi Port-Royal practice principles pupils qu'il Quintilian Rabelais Ratke reason Reformers Renascence Rousseau rules Saint-Cyran Samuel Hartlib says scholars school-room schoolmaster seems senses speak Spencer Stanz taught teachers teaching things thought tion tout translation true truth understand words writing young Yverdun
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 424 - Denn eben wo Begriffe fehlen, Da stellt ein Wort zur rechten Zeit sich ein.
Side 213 - Hence appear the many mistakes which have made learning generally so unpleasing and so unsuccessful; first, we do amiss to spend seven or eight years merely in scraping together so much miserable Latin and Greek, as might be learned otherwise easily and delightfully in one year.
Side 440 - 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 211 - 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 212 - And seeing every nation affords not experience and tradition enough for all kind of learning, therefore we are chiefly taught the languages of those people who have at any time been most industrious after wisdom; so that language is but the instrument conveying to us things useful to be known.
Side 234 - The business of education, as I have already observed, is not, as I think, to make them perfect in any one of the sciences, but so to open and dispose their minds as may best make them capable of any, when they shall apply themselves to it.
Side 440 - 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 461 - 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 519 - Though nothing can bring back the hour Of splendour in the grass, of glory in the flower; We will grieve not, rather find Strength in what remains behind ; In the primal sympathy Which having been must ever be, In the soothing thoughts that spring Out of human suffering, In the faith that looks through death, In years that bring the philosophic mind.