Essays on Educational ReformersD. Appleton, 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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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.