Essays on Educational ReformersD. Appleton and Company, 1890 - 568 sider |
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Side 28
... Common , " alias Hieronymites . Many of the arrangements of this school he afterwards reproduced in the Strassburg Gymnasium , and in this way the good Brethren gained an influence over classical educa- tion throughout the world . § 5 ...
... Common , " alias Hieronymites . Many of the arrangements of this school he afterwards reproduced in the Strassburg Gymnasium , and in this way the good Brethren gained an influence over classical educa- tion throughout the world . § 5 ...
Side 37
... common in Scotland . But some forms were always taught , as the highest is in Scotland , by the same master , who remained a teacher for life . § 7. Great care was to be taken that the frequent changes in the staff of masters did not ...
... common in Scotland . But some forms were always taught , as the highest is in Scotland , by the same master , who remained a teacher for life . § 7. Great care was to be taken that the frequent changes in the staff of masters did not ...
Side 48
... common- wealth , which many fail to see from its being underground . " Perhaps he had read of Trotzendorf's address to a school , " Hail reverend divines , learned doctors , worshipful magistrates , & c . " * " Circa illorum valetudinem ...
... common- wealth , which many fail to see from its being underground . " Perhaps he had read of Trotzendorf's address to a school , " Hail reverend divines , learned doctors , worshipful magistrates , & c . " * " Circa illorum valetudinem ...
Side 52
... common notion of the Jesuits ' course of instruction that their controversialists could treat anyone , even a Casaubon , who had not gone through it , as an uneducated person . * " Sapientum hoc omnium seu veterum seu recentum constans ...
... common notion of the Jesuits ' course of instruction that their controversialists could treat anyone , even a Casaubon , who had not gone through it , as an uneducated person . * " Sapientum hoc omnium seu veterum seu recentum constans ...
Side 84
... common schools . . . We do not contemn rules , but we gladly teach rules ; and teach them more plainly , sensibly , and orderly , than they be commonly taught in common schools . For when the master shall compare Tully's book with the ...
... common schools . . . We do not contemn rules , but we gladly teach rules ; and teach them more plainly , sensibly , and orderly , than they be commonly taught in common schools . For when the master shall compare Tully's book with the ...
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Almindelige termer og sætninger
acquired Antoine Arnauld Arnauld Ascham Basedow body boys Burgdorf called century child classics Comenius course edition endeavoured English everything exercise faculties French Froebel give grammar Greek Guimps Hartlib heart Herbert Spencer human ideas influence instruction intellectual interest Jacotot Janua Jesuits knowledge labour language Latin Latin language learner learning lessons Leszna literature Locke Mark Pattison master Matthew Arnold means memory method Milton mind Montaigne moral mother-tongue Mulcaster Nature neglect never notion object observation Orbis Pictus Pestalozzi Port-Royal Port-Royal des Champs Port-Royalists principles pupils qu'il Quintilian quoted Rabelais Ratke Ratke's reason reformers Renascence Richard Mulcaster Rousseau rules Saint-Cyran Samuel Hartlib says scholars school-room schoolmaster seems senses speak Spencer Sturm taught teachers teaching things thought tion tongue translation truth understand words 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 20 - 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.
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 236 - 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 463 - 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 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 153 - Something new, something that you did not know before, in every paragraph. But would you therefore put the wretched cookery-book on a higher level of estimation than the divine poem ? What you owe to Milton is not any knowledge, of which a million separate items are still but a million...
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.