Essays on Educational ReformersR. Clarke & Company, 1885 - 351 sider |
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Side viii
... Comenius I have had much assistance from a life of him prefixed to an English translation of his School of Infancy , by Daniel Benham ( London , 1858 ) . For almost all the information given about Jacotot , I am in- debted to Mr ...
... Comenius I have had much assistance from a life of him prefixed to an English translation of his School of Infancy , by Daniel Benham ( London , 1858 ) . For almost all the information given about Jacotot , I am in- debted to Mr ...
Side xii
... COMENIUS . 7592- His early years .. Settled at Fulneck ... His banishment .. Settles at Leszno ... Writes the Didactica Magna . Writes the Janua ............ . Comenius in London ...... Mersenne ... ..... Comenius goes to De Geer ...
... COMENIUS . 7592- His early years .. Settled at Fulneck ... His banishment .. Settles at Leszno ... Writes the Didactica Magna . Writes the Janua ............ . Comenius in London ...... Mersenne ... ..... Comenius goes to De Geer ...
Side xiii
... Comenius at Amsterdam .... His last years ... ....... .... Education according to Nature ... Comenius ' principles Instruction not to be given too soon , nor the form before the material . ...... Subject must first be understood , and ...
... Comenius at Amsterdam .... His last years ... ....... .... Education according to Nature ... Comenius ' principles Instruction not to be given too soon , nor the form before the material . ...... Subject must first be understood , and ...
Side 39
... Comenius , and may have advantages , but in effect the pupil would be tired of the play before he began to translate it . Then Ratich's plan of going through and through seems very inferior to that of thoroughly mastering one lesson ...
... Comenius , and may have advantages , but in effect the pupil would be tired of the play before he began to translate it . Then Ratich's plan of going through and through seems very inferior to that of thoroughly mastering one lesson ...
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Vanlige uttrykk og setninger
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
Populære avsnitt
Side 212 - Denn eben wo Begriffe fehlen, Da stellt ein Wort zur rechten Zeit sich ein.
Side 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.
Side 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.
Side 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.
Side 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.
Side 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.
Side 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?
Side 76 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind.
Side 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.
Side 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.