Essays on Educational ReformersR. Clarke & Company, 1885 - 351 Seiten |
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Seite xvii
... interest of scholar and teacher .. Gulf between the ideal and actual teaching ... 193 194 194 Benefit derived from high aims ... Use of theorists ..... Books on Pestalozzi ... 195 195 • 196 note Pestalozzi on the beginning and end of ...
... interest of scholar and teacher .. Gulf between the ideal and actual teaching ... 193 194 194 Benefit derived from high aims ... Use of theorists ..... Books on Pestalozzi ... 195 195 • 196 note Pestalozzi on the beginning and end of ...
Seite xix
... interest of pupils .... Wordsworth and Professor Bain quoted on this subject ..... Failure of the driving system ... What makes subjects interesting . Children easily interested ............ .. But generally taught the wrong things ...
... interest of pupils .... Wordsworth and Professor Bain quoted on this subject ..... Failure of the driving system ... What makes subjects interesting . Children easily interested ............ .. But generally taught the wrong things ...
Seite 18
... interest in everything that concerns them and not merely in their studies . Let him rejoice with those that re- joice , and not disdain to weep with those that weep . After the example of the Apostle let him become a little one amongst ...
... interest in everything that concerns them and not merely in their studies . Let him rejoice with those that re- joice , and not disdain to weep with those that weep . After the example of the Apostle let him become a little one amongst ...
Seite 20
... interest to those who are engaged in education . No other school system has been built up by the united efforts of so many astute intellects ; no other system has meet with so great success , or attained such wide - spread influence ...
... interest to those who are engaged in education . No other school system has been built up by the united efforts of so many astute intellects ; no other system has meet with so great success , or attained such wide - spread influence ...
Seite 22
... interest they took in the instruction of the young , and the insight they had into the art of teaching , never attempted a perfect treatise on the subject . This was done some fifty years afterward by the celebrated Roger Ascham in his ...
... interest they took in the instruction of the young , and the insight they had into the art of teaching , never attempted a perfect treatise on the subject . This was done some fifty years afterward by the celebrated Roger Ascham in his ...
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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.