Essays on Educational ReformersD. Appleton, 1890 - 568 sider |
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Side 61
... eyes and put up with all the irregularities he thought he had done away with , or to break with a past that he would wish forgotten , and engage in open conflict with the boys who are inclined to set him at defiance . These cases are we ...
... eyes and put up with all the irregularities he thought he had done away with , or to break with a past that he would wish forgotten , and engage in open conflict with the boys who are inclined to set him at defiance . These cases are we ...
Side 76
... eyes of more value than the education in school . And this was acknowledged also in our public schools : " It is not the Latin and Greek they learn or don't learn that we consider so important , " the masters used to say , " but it is ...
... eyes of more value than the education in school . And this was acknowledged also in our public schools : " It is not the Latin and Greek they learn or don't learn that we consider so important , " the masters used to say , " but it is ...
Side 95
... eye be the greatest instruments whereby the receiving and delivery of our learning is chiefly executed , and doth not this Elementary instruct the hand to write , to draw , to play ; the eye to read by letters , to discern by line , to ...
... eye be the greatest instruments whereby the receiving and delivery of our learning is chiefly executed , and doth not this Elementary instruct the hand to write , to draw , to play ; the eye to read by letters , to discern by line , to ...
Side 114
... eyes cling to the method of their predecessors , this rule may seem founded on common - sense . Would any one but a teacher , " or a writer of school books , ever think of making children who do not know a word of French , learn about ...
... eyes cling to the method of their predecessors , this rule may seem founded on common - sense . Would any one but a teacher , " or a writer of school books , ever think of making children who do not know a word of French , learn about ...
Side 116
... eye and finger . Then the teacher began the chapter again , and read about four lines only , which the children read after him . When the book had been worked over in this way , the children were required to read it through without ...
... eye and finger . Then the teacher began the chapter again , and read about four lines only , which the children read after him . When the book had been worked over in this way , the children were required to read it through without ...
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Almindelige termer og sætninger
acquired Antoine Arnauld Ascham Basedow body boys Burgdorf called century child Comenius elementary endeavoured English everything exercise faculties feeling French Friedrich Froebel Froebel German give grammar Guimps Hartlib heart Herbert Spencer human ideas 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 Sturm taught teachers teaching things thought tion tongue 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 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 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 435 - 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 131 - That by desiring what is perfectly good, even when we don't quite know what it is and cannot do what we would, we are part of the divine power against evil - widening the skirts of light and making the struggle with darkness narrower.
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 471 - ... pleasure. 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. The man of science, the chemist and mathematician, whatever difficulties and disgusts they may have had to struggle with, know and feel this.
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.