Essays on Educational ReformersC.W. Bardeen, 1886 - 330 Seiten |
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Seite 13
Robert Hebert Quick. PREFACE . 13 the subject . The second is , I believe , considered a standard work . It does not seem to me so readable as Raumer's history , but is much more complete , and comes down to quite recent times . * For my ...
Robert Hebert Quick. PREFACE . 13 the subject . The second is , I believe , considered a standard work . It does not seem to me so readable as Raumer's history , but is much more complete , and comes down to quite recent times . * For my ...
Seite 36
... witness on the same side . And yet , I believe , few teachers of the dead lan- guages have read Ascham's book , or know the method * Life of Ascham . HIS LATIN METHOD . 37 he proposes . I will 36 ROGER ASCHAM . Roger Ascham.
... witness on the same side . And yet , I believe , few teachers of the dead lan- guages have read Ascham's book , or know the method * Life of Ascham . HIS LATIN METHOD . 37 he proposes . I will 36 ROGER ASCHAM . Roger Ascham.
Seite 41
... believe , abundant evidence that Eliza- beth was an accomplished scholar . Before I leave Ascham , I must make one more quota- tion , to which I shall more than once have occasion to refer . Speaking of the plan of double translation ...
... believe , abundant evidence that Eliza- beth was an accomplished scholar . Before I leave Ascham , I must make one more quota- tion , to which I shall more than once have occasion to refer . Speaking of the plan of double translation ...
Seite 71
... believe , the first who did so . Education should proceed , he said , in the following order : first , educate the senses , then the memory , then the intellect ; last of all the critical faculty . This is the order of Na- ture . The ...
... believe , the first who did so . Education should proceed , he said , in the following order : first , educate the senses , then the memory , then the intellect ; last of all the critical faculty . This is the order of Na- ture . The ...
Seite 84
... , however , is very far from the truth . The direct influence of the private tutor is , I believe , less , and the indirect influence of the masters of a school HIS ARGUMENT EXAMINED . 85 more , than Locke and 84 JOHN LOCKE .
... , however , is very far from the truth . The direct influence of the private tutor is , I believe , less , and the indirect influence of the masters of a school HIS ARGUMENT EXAMINED . 85 more , than Locke and 84 JOHN LOCKE .
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Häufige Begriffe und Wortgruppen
acquired Ascham attention Basedow boys called cation child Cloth Comenius connected course declension deponent verb Dessau edition educa Emile endeavor English Eustachian tubes everything exercises facts faculties feel give Goethe grammar Greek guage hand heart Herbert Spencer Herr Wolke ideas ignorant important influence instruction interest Jacotot Janua 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 Paper perhaps Pestalozzi Philanthropin pleasure practice Prince principles pupils questions Ratich Ratio Studiorum Reformers 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 299 - 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. 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.
Seite 71 - there is nothing in the mind that was not first in the senses...
Seite 227 - 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 297 - 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 89 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind.
Seite 83 - 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 247 - 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 299 - 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 227 - 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 97 - ... to give him some little taste of what his own industry must perfect. For who expects that under a tutor a young gentleman should be an accomplished critic, orator, or logician; go to the bottom of metaphysics, natural philosophy or mathematics, or be a master in history or chronology? though something of each of these is to be taught him ; but it is only to open the door, that he may look in, and as it were begin an acquaintance, but not to dwell there...