Essays on Educational ReformersC.W. Bardeen, 1886 - 331 Seiten |
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Seite 33
... reason , the master should send daily to inquire after him , because the parents will be pleased by such attention . When the motive of the inquiry is suspected , the parents will be pleased no longer . B what would be of most interest ...
... reason , the master should send daily to inquire after him , because the parents will be pleased by such attention . When the motive of the inquiry is suspected , the parents will be pleased no longer . B what would be of most interest ...
Seite 50
... reason has conquered ] , as if the opposite to ratio was vetustas . 8. " Everything without coercion . " The human under- standing , he says , is so formed that it best retains what it finds pleasure in receiving . * The rod should be ...
... reason has conquered ] , as if the opposite to ratio was vetustas . 8. " Everything without coercion . " The human under- standing , he says , is so formed that it best retains what it finds pleasure in receiving . * The rod should be ...
Seite 64
... reason why Comenius chose this town for his resi- dence . But Hartlib , instead of assisting with money , seems at this time to have needed assistance , for in October , 1642 , Comenius writes to De Geer that he fears Fundanius and ...
... reason why Comenius chose this town for his resi- dence . But Hartlib , instead of assisting with money , seems at this time to have needed assistance , for in October , 1642 , Comenius writes to De Geer that he fears Fundanius and ...
Seite 88
... reason and experience , that the tender constitutions of children should have as little done to them as possible , and as the absolute necessity of the case requires . " Among many practical sugges- tions which he gives in this part of ...
... reason and experience , that the tender constitutions of children should have as little done to them as possible , and as the absolute necessity of the case requires . " Among many practical sugges- tions which he gives in this part of ...
Seite 89
... reason directs as best , though the appetite leans the other way . " Again , he says , " He that has not mastery over his inclinations , he that knows not how to resist the impor- tunity of present pleasure or pain , for the sake of ...
... reason directs as best , though the appetite leans the other way . " Again , he says , " He that has not mastery over his inclinations , he that knows not how to resist the impor- tunity of present pleasure or pain , for the sake of ...
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Häufige Begriffe und Wortgruppen
acquired afterward Ascham attention Basedow boys called cation child Comenius connected course declension deponent verb Dessau educa Emile endeavor English Eustachian tubes everything exercises facts faculties feel give Goethe grammar Greek guage hand heart Heptarchy Herbert Spencer Herr Wolke ideas ignorant important influence instruction intellectual interest Jacotot Janua ject Jesuits JOHN AMOS COMENIUS kind knowl knowledge Köthen labor language Latin Latin language lesson Leszno Locke master means memory method mind moral Moravian Brethren nature never notion object observation opinion Orbis Pictus perhaps Pestalozzi Philanthropin pleasure practice principles pupils Ratich Ratio Studiorum reform religious Rousseau rules says scholars schoolmaster seems senses soon speak Spencer taught teacher teaching things thought tion tongue translation truth understand words writing young youth
Beliebte Passagen
Seite 301 - Whether we provide for action or conversation, whether we wish to be useful or pleasing, the first requisite is the religious and moral knowledge of right and wrong ; the next is an acquaintance with the history of mankind, and with those examples which may be said to embody truth, and prove by events the reasonableness of opinions.
Seite 55 - Charondas, and thence to all the Roman edicts and tables with their Justinian, and so down to the Saxon and common laws of England, and the statutes.
Seite 299 - 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 nearest by possessing our souls of true virtue, which, being united to the heavenly grace of faith, makes up the highest perfection.
Seite 229 - 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— how to live completely?
Seite 85 - But till you can find a school, wherein it is possible for the master to look after the manners of his scholars, and can show as great effects of his care of forming their minds to virtue, and their carriage to good breeding, as of forming their tongues to the learned languages ; you must confess, that you have a strange value for words, when, preferring the languages of the ancient Greeks and Romans to that which made them such brave men, you think it worth while to hazard your son's innocence and...
Seite 249 - The education of the child must accord both in mode and arrangement with the education of mankind as considered historically; or in other words, the genesis of knowledge in the individual must follow the same course as the genesis of knowledge in the race.
Seite 301 - Prudence and justice are virtues and excellences of all times and of all places ; we are perpetually moralists, but we are geometricians only by chance. Our intercourse with intellectual nature is necessary ; our speculations upon matter are voluntary and at leisure.
Seite 229 - 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.
Seite 249 - Thus confounding two kinds of simplification, teachers have constantly erred by setting out with " first principles " : a proceeding essentially, though not apparently, at variance with the primary rule; which implies that the mind should be introduced to principles through the medium of examples, and so should be led from the particular to the general — from the concrete to the abstract.
Seite 250 - 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.