Essays on Educational ReformersE. L. Kellogg & Company, 1890 - 335 sider |
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Side 22
... lead to alteration in the conduct of the school . Each teacher was bound to carry on the established instruction by the established methods . All his personal peculiarities and opinions were to be as much as possible suppressed . To ...
... lead to alteration in the conduct of the school . Each teacher was bound to carry on the established instruction by the established methods . All his personal peculiarities and opinions were to be as much as possible suppressed . To ...
Side 36
... lead him . Originality and independence of mind , love of truth for its own sake , the power of reflecting , and of forming correct judgments , were not merely neg- lected - they were suppressed in the Jesuit's system . But in what they ...
... lead him . Originality and independence of mind , love of truth for its own sake , the power of reflecting , and of forming correct judgments , were not merely neg- lected - they were suppressed in the Jesuit's system . But in what they ...
Side 38
... lead us to be clearer in our aims ; and to value more highly a well - organized plan of instruction - without which even humble aims will mostly prove unattainable . II . ASCHAM , MONTAIGNE , RATICH , MILTON . 38 ESSAYS ON EDUCATIONAL ...
... lead us to be clearer in our aims ; and to value more highly a well - organized plan of instruction - without which even humble aims will mostly prove unattainable . II . ASCHAM , MONTAIGNE , RATICH , MILTON . 38 ESSAYS ON EDUCATIONAL ...
Side 42
... lead and teach the scholar to join the rules of his grammar book with the examples of his present lesson , until the scholar by himself be able to fetch out of his grammar every rule for every example ; and let the grammar book be ever ...
... lead and teach the scholar to join the rules of his grammar book with the examples of his present lesson , until the scholar by himself be able to fetch out of his grammar every rule for every example ; and let the grammar book be ever ...
Side 80
... lead , not drive them . But Come- nius , advancing so far with the Jesuits , entirely differed from them as to the subjects to be taught . The Jesuits was as purely a literary training as that in our public schools . Comenius was among ...
... lead , not drive them . But Come- nius , advancing so far with the Jesuits , entirely differed from them as to the subjects to be taught . The Jesuits was as purely a literary training as that in our public schools . Comenius was among ...
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Vanlige uttrykk og setninger
acquired Æsop Ascham attention Basedow boys Burgdorf cation child childhood Comenius connected course cultivate deponent verb Dessau drawing educa Émile English Eustachian tubes everything exercises facts faculties feel Froebel German give grammar Greek hand heart Herbert Spencer Herr Wolke human ideas ignorant important influence instruction intellectual interest Jacotot Jesuits Kellogg's kind Kindergarten knowl knowledge labor language Latin Latin language lesson Leszno Locke Locke's master means memory method mind moral Moravian Brethren nature never notion object observation opinion Orbis Pictus paper 15 pd perhaps Pestalozzi Philanthropin pleasure practice principles process of self-development pupils Rasselas Ratich religious Rousseau rules says scholars schoolmasters seems senses soon Spencer taught teacher teaching things thought tion translation truth understand words writing young youth
Populære avsnitt
Side 308 - 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. Prudence and justice are virtues and excellences of all times and of all places ; we are perpetually moralists, but we are geometricians only by chance.
Side 232 - 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 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 308 - 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 53 - Charondas, and thence to all the Roman edicts and tables with their Justinian, and so down to the Saxon and common laws of England, and the statutes.
Side 254 - 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 89 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind.
Side 232 - 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.
Side 255 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
Side 227 - I am convinced that the method of teaching which approaches most nearly to the method of investigation is incomparably the best; since, not content with serving up a few barren and lifeless truths, it leads to the stock on which they grew; it tends to set the reader himself .in the track of invention, and to direct him into those paths in which the author has made his own discoveries, if he should be so happy as to have made any that are valuable.
Side 98 - ... to give him some little taste of what his own industry must perfect. For who expects that under a tutor a young gentleman should be an accomplished critic, orator, or logician; go to the bottom of metaphysics, natural philosophy or mathematics, or be a master in history or chronology? though something of each of these is to be taught him ; but it is only to open the door, that he may look in, and as it were begin an acquaintance, but not to dwell there...