Essays on Educational ReformersR. Clarke & Company, 1885 - 351 Seiten |
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Seite viii
... draw the attention of the editor of an educational periodical , say the Museum or the Quarterly Journal of Education , to it . I have come upon references to many other works on the nistory of Education , but of these the only ones I ...
... draw the attention of the editor of an educational periodical , say the Museum or the Quarterly Journal of Education , to it . I have come upon references to many other works on the nistory of Education , but of these the only ones I ...
Seite xiv
... drawing ... .. 87 Latin should not be taught to boys intended for trade .... Knowledge of things Interlinear translations . Gentlemen should study their own grammar , not foreign gram- mar ....... Instruction should be easy at first ...
... drawing ... .. 87 Latin should not be taught to boys intended for trade .... Knowledge of things Interlinear translations . Gentlemen should study their own grammar , not foreign gram- mar ....... Instruction should be easy at first ...
Seite xv
... drawing ............ ... 113 Children taught nothing but words .... 114 What they should be taught ... 116 Bad effect of making early studies disagreeable ............... 116 Education should be concerned only with things near at hand ...
... drawing ............ ... 113 Children taught nothing but words .... 114 What they should be taught ... 116 Bad effect of making early studies disagreeable ............... 116 Education should be concerned only with things near at hand ...
Seite 75
... draw on diseases . Nor even upon every little indisposition is physic to be given , or the physician called to children , especially if he be a busy man that will presently fill their windows with gallipots and their stomachs with drugs ...
... draw on diseases . Nor even upon every little indisposition is physic to be given , or the physician called to children , especially if he be a busy man that will presently fill their windows with gallipots and their stomachs with drugs ...
Seite 79
... draw him to things that are un- easy to him ; he , I say , that knows how to reconcile these seeming contradictions , has , in my opinion , got the true secret of education . " No corporal punishment , Locke tells us , is useful where ...
... draw him to things that are un- easy to him ; he , I say , that knows how to reconcile these seeming contradictions , has , in my opinion , got the true secret of education . " No corporal punishment , Locke tells us , is useful where ...
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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.