Essays on Educational ReformersR. Clarke & Company, 1885 - 351 Seiten |
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Seite 18
... become a little one amongst little ones , that he may make them adult in Christ , and Christ adult in them . . . Let him " Sapientum hoc omnium seu veterum seu recentum constans judicium est , institutionem puerilem tum fore optimam cum ...
... become a little one amongst little ones , that he may make them adult in Christ , and Christ adult in them . . . Let him " Sapientum hoc omnium seu veterum seu recentum constans judicium est , institutionem puerilem tum fore optimam cum ...
Seite 19
... become familiar with the easier parts , use will , by degrees , make the more difficult clear to them . His mind mar : * " Conciliabit facilè studiis quos primùm sibi conciliârit . Det itaque omnem operam illorum erga se observantionem ...
... become familiar with the easier parts , use will , by degrees , make the more difficult clear to them . His mind mar : * " Conciliabit facilè studiis quos primùm sibi conciliârit . Det itaque omnem operam illorum erga se observantionem ...
Seite 65
... become acquainted with things . " Come on , " says the teacher in the opening dialogue ; " let us go forth into the open air . There you shall view whatsoever God produced from the beginning , and doth yet affect by nature . Afterward ...
... become acquainted with things . " Come on , " says the teacher in the opening dialogue ; " let us go forth into the open air . There you shall view whatsoever God produced from the beginning , and doth yet affect by nature . Afterward ...
Seite 75
... become es- tablished customs . We have got to believe in the use of cold water , though we should not think to ap pease the fears of mothers by quoting the example of Seneca . But there are two or three points in Locke's very practical ...
... become es- tablished customs . We have got to believe in the use of cold water , though we should not think to ap pease the fears of mothers by quoting the example of Seneca . But there are two or three points in Locke's very practical ...
Seite 82
... becoming confidence and behavior , and so to raise them to the conversation of those above their age , as dancing , I think they should be taught to dance as soon as they are capable of learning it . For though this consists only in ...
... becoming confidence and behavior , and so to raise them to the conversation of those above their age , as dancing , I think they should be taught to dance as soon as they are capable of learning it . For though this consists only in ...
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Andere Ausgaben - Alle anzeigen
Häufige Begriffe und Wortgruppen
acquired Æsop afterward Ascham attention Basedow besoin bien boys Burgdorf c'est called child choses Comenius connected course cultivate Dessau Émile enfant English everything exercise faculties fait feeling Froebel give Göthe grammar Greek heart Herr Wolke homme ideas important influence instruction interest Jacotot jamais Jesuits Kindergarten knowl knowledge Köthen l'enfant l'homme labor language Latin Latin language lesson Leszno Locke Locke's master means memory ment method Middendorff mind Montaigne Moravian Brethren n'est nature Neuhof never notion object Orbis Pictus perhaps Pestalozzi peut Philanthropin practice principles pupils qu'il qu'on quæ raison Ratich Ratio Studiorum rien Rousseau rules says scholars schoolmasters seems senses soon speak Spencer taught teacher teaching things thought tion tongue tout translation truth understanding words writing young youth
Beliebte Passagen
Seite 212 - Denn eben wo Begriffe fehlen, Da stellt ein Wort zur rechten Zeit sich ein.
Seite 305 - 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 305 - 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 251 - 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 303 - 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 263 - I would not be misunderstood; but wherever we sympathize with pain, it will be found that the sympathy is produced and carried on by subtle combinations with 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.
Seite 230 - 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 76 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind.
Seite 251 - 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 230 - 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.