Essays on Educational ReformersR. Clarke & Company, 1885 - 351 Seiten |
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Seite xiv
... ....... The model boy of twelve years old ..... The three kinds of education ... Complete living the object of education .. 98 , 99 · 99 , 100 ΙΟΙ 103 104 CONTENTS . Necessity of studying childhood ... Governor should be xiv CONTENTS .
... ....... The model boy of twelve years old ..... The three kinds of education ... Complete living the object of education .. 98 , 99 · 99 , 100 ΙΟΙ 103 104 CONTENTS . Necessity of studying childhood ... Governor should be xiv CONTENTS .
Seite xvii
... object - lessons .. Arithmetic .... special knowledge .. In what education consists . Development of the affections : anecdote ... 185 186 186 187 187 188 190 190 190 191 191 Physical education .. Esthetic culture ... Exertion necessary ...
... object - lessons .. Arithmetic .... special knowledge .. In what education consists . Development of the affections : anecdote ... 185 186 186 187 187 188 190 190 190 191 191 Physical education .. Esthetic culture ... Exertion necessary ...
Seite 15
... object to be attained was assuredly not the highest object ; but the method , such as it was , was applied with undeviating exact- ness . In this particular the Jesuit schools contrasted strongly with their rivals of old , as indeed ...
... object to be attained was assuredly not the highest object ; but the method , such as it was , was applied with undeviating exact- ness . In this particular the Jesuit schools contrasted strongly with their rivals of old , as indeed ...
Seite 16
... object which the Jesuits pro- posed in their teaching was not the highest object . They did not aim at developing all the faculties of their pupils , but merely the receptive and reproduc- tive faculties . When the young man had ...
... object which the Jesuits pro- posed in their teaching was not the highest object . They did not aim at developing all the faculties of their pupils , but merely the receptive and reproduc- tive faculties . When the young man had ...
Seite 18
... objects also ) , the masters were care- fully to seek the boys ' affections . " When pupils love the master , " says Sacchini , " they will soon love his teaching . Let him , therefore , show an interest in everything that concerns them ...
... objects also ) , the masters were care- fully to seek the boys ' affections . " When pupils love the master , " says Sacchini , " they will soon love his teaching . Let him , therefore , show an interest in everything that concerns them ...
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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.