Essays on Educational ReformersD. Appleton, 1890 - 568 sider |
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Side 13
... reason is , that we have inherited from the Renascence a false notion of the function of literature . § 15. III . I must now point out a fault in the Re- nascence ideal which is perhaps the most remarkable of all . Those by whom this ...
... reason is , that we have inherited from the Renascence a false notion of the function of literature . § 15. III . I must now point out a fault in the Re- nascence ideal which is perhaps the most remarkable of all . Those by whom this ...
Side 22
... reason , of wishing to uproot Christianity itself , * that they might bring back the Golden Age of Pericles . §3 . At the same time another movement was going on , principally in Germany . Here too , men were endeavouring to throw off ...
... reason , of wishing to uproot Christianity itself , * that they might bring back the Golden Age of Pericles . §3 . At the same time another movement was going on , principally in Germany . Here too , men were endeavouring to throw off ...
Side 30
... known To speak the strongest reason in his own . " Om Abuse of Human Learning , " by Samuel Butler . Resulting verbalism . § 11. One of the scholars of 30 STURMIUS . CHAPTER III-continued The Schoolmaster taught Latin mainly.
... known To speak the strongest reason in his own . " Om Abuse of Human Learning , " by Samuel Butler . Resulting verbalism . § 11. One of the scholars of 30 STURMIUS . CHAPTER III-continued The Schoolmaster taught Latin mainly.
Side 53
... reason , the master sh uld send daily to inquire after 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 ...
... reason , the master sh uld send daily to inquire after 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 ...
Side 56
... reason at least for this— that they were so intensely practical . " Les Jésuites ne sont pas des pédagogues assez desintéressés pour nous plaire . — The Jesuits as schoolmasters , " says M. Compayré , " are not disinterested enough for ...
... reason at least for this— that they were so intensely practical . " Les Jésuites ne sont pas des pédagogues assez desintéressés pour nous plaire . — The Jesuits as schoolmasters , " says M. Compayré , " are not disinterested enough for ...
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Almindelige termer og sætninger
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.