Education in the Nineteenth Century |
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Side 18
Poor thing ! her instinct told her it was wrong , but she submitted . " ( Autobiography of Arthur Young . Edited by Miss Betham - Edwards , pp . 263—4 . ) Thus far " that wise and honest traveller " as Mr John Morley calls Arthur Young ...
Poor thing ! her instinct told her it was wrong , but she submitted . " ( Autobiography of Arthur Young . Edited by Miss Betham - Edwards , pp . 263—4 . ) Thus far " that wise and honest traveller " as Mr John Morley calls Arthur Young ...
Side 25
An infant between three and four years old in an elementary school in London recently gave it as his opinion that " bogies were things to frighten kids with . " This attitude towards the unknown has , I believe , in very large part ...
An infant between three and four years old in an elementary school in London recently gave it as his opinion that " bogies were things to frighten kids with . " This attitude towards the unknown has , I believe , in very large part ...
Side 28
The Pestalozzian method seems to have reached England early in the century , and to have influenced schoolroom tradi- tions in the direction of teaching from things instead of merely by words . But , in education , as we all know ...
The Pestalozzian method seems to have reached England early in the century , and to have influenced schoolroom tradi- tions in the direction of teaching from things instead of merely by words . But , in education , as we all know ...
Side 50
We do not want to bring about again the state of things which existed when the Duke of Newcastle's Commission made its report , and when slovenly teaching and slovenly inspection seemed to call for a sharp and summary remedy .
We do not want to bring about again the state of things which existed when the Duke of Newcastle's Commission made its report , and when slovenly teaching and slovenly inspection seemed to call for a sharp and summary remedy .
Side 63
The Oxford Commission was exceedingly frank in its criticism of the then existing state of things . The Cambridge Commission was more guarded in its expression of opinion . But the case for reform was so strong that in 1854 and in 1856 ...
The Oxford Commission was exceedingly frank in its criticism of the then existing state of things . The Cambridge Commission was more guarded in its expression of opinion . But the case for reform was so strong that in 1854 and in 1856 ...
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authority become beginning Board bodies boys called Cambridge century child Church classes College Commission Committee Council course Department desire direction early effect efforts elementary England English established examination exist experience fact followed German girls give given Government grants hand High higher idea ideal important improvement individual industrial influence institutions instruction intellectual interest kind knowledge lectures less lessons London master means methods mind Miss movement nature object obtained opinion organisation passed persons political possible practical present progress pupils question receive regard religious schools scientific secondary Society success taken taught teachers teaching technical things thought tion true University whole women
Populære passager
Side 223 - ... has no occasion to exert his understanding, or to exercise his invention in finding out expedients for removing difficulties which never occur. He naturally loses, therefore, the habit of such exertion, and generally becomes as stupid and ignorant as it is possible for a human creature to become.
Side 214 - O for the coming of that glorious time When, prizing knowledge as her noblest wealth And best protection, this imperial Realm, While she exacts allegiance, shall admit An obligation, on her part, to teach Them who are born to serve her and obey ; Binding herself by statute to secure For all the children whom her soil maintains The rudiments of letters, and inform The mind with moral and religious truth...
Side 143 - So complete was my father's reliance on the influence of reason over the minds of mankind, whenever it is allowed to reach them, that he felt as if all would be gained if the whole population were taught to read, if all sorts of opinions were allowed to be addressed to them by word and in writing, and if by means of the suffrage they could nominate a legislature to give effect to the opinions they adopted.
Side 224 - The torpor of his mind renders him, not only incapable of relishing or bearing a part in any rational conversation, but of conceiving any generous, noble, or tender sentiment, and consequently of forming any just judgment concerning many even of the ordinary duties of private life. Of the great and extensive interests of his country he is altogether incapable of judging...
Side 170 - He paused, as if revolving in his soul Some weighty matter ; then, with fervent voice And an impassioned majesty, exclaimed — " O for the coming of that glorious time When, prizing knowledge as her noblest wealth And best protection, this imperial Realm, While she exacts allegiance, shall admit An obligation, on her part, to teach Them who are born to serve her and obey ; Rinding herself by statute ' to secure For all the children whom her soil maintains 1 See Note.
Side 5 - If, in the paths of the world, Stones might have wounded thy feet, Toil or dejection have tried Thy spirit, of that we saw Nothing - to us thou wast still Cheerful, and helpful, and firm! Therefore to thee it was given Many to save with thyself; And, at the end of thy day, O faithful shepherd! to come, Bringing thy sheep in thy hand.
Side 170 - technical instruction' shall mean instruction in the principles of science and art applicable to industries, and in the application of special branches of science and art to specific industries or employments.
Side 5 - But thou would'st not alone Be saved, my father ! alone Conquer and come to thy goal, Leaving the rest in the wild.
Side 22 - If we had been ducks, we might dabble in mud; Or dogs, we might play till it ended in blood : So foul and so fierce are their natures; But Thomas and William, and such pretty names, Should be cleanly and harmless as doves or as lambs, Those lovely sweet innocent creatures.
Side 135 - I believe that the first development of thought in the child is very much disturbed by a wordy system of teaching, which is not adapted either to his faculties or the circumstances of his life. According to my experience, success depends upon whether what is taught to children commends itself to them as true, through being closely connected with their own personal observation and experience.
Bibliografiske oplysninger
| Titel | Education in the Nineteenth Century History of education ; fiches 25,123-25,126 History of education |
| Redaktør | Robert Davies Roberts |
| Udgiver | University Press, 1901 |
| Længde | 274 sider |
| Eksporter henvisning | BiBTeX EndNote RefMan |