Essays on Educational ReformersE. L. Kellogg & Company, 1890 - 335 sider |
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Side 26
... never to be any hindrance to a pupil's admis- sion ; and Sacchini says : " Do not let any favoring of the nobility interfere with the care of meaner pupils , since the birth of all is equal in Adam , and the inheri- tance in Christ ...
... never to be any hindrance to a pupil's admis- sion ; and Sacchini says : " Do not let any favoring of the nobility interfere with the care of meaner pupils , since the birth of all is equal in Adam , and the inheri- tance in Christ ...
Side 29
... never to exceed four lines . The last half- hour of the morning was spent in explaining grammar . This was done very slowly and carefully . In the words of the Ratio Studd .: præcepta inculcanda sunt . " SCHOOLS OF THE JESUITS . 29 ...
... never to exceed four lines . The last half- hour of the morning was spent in explaining grammar . This was done very slowly and carefully . In the words of the Ratio Studd .: præcepta inculcanda sunt . " SCHOOLS OF THE JESUITS . 29 ...
Side 37
... never to be of great difficulty . Even the grammar was to be made as easy and attractive as possible . " I think it a mis- take , " says Sacchini , " to introduce at an early stage the more thorny difficulties of grammar : ... for when ...
... never to be of great difficulty . Even the grammar was to be made as easy and attractive as possible . " I think it a mis- take , " says Sacchini , " to introduce at an early stage the more thorny difficulties of grammar : ... for when ...
Side 40
... never attempted a perfect treatise on the subject . This was done some fifty years after- ward by the celebrated Roger Ascham in his " Schole- master . " If laudari a laudatis ( to be praised by the famous ) is any test of merit , we ...
... never attempted a perfect treatise on the subject . This was done some fifty years after- ward by the celebrated Roger Ascham in his " Schole- master . " If laudari a laudatis ( to be praised by the famous ) is any test of merit , we ...
Side 45
... never took yet Greek nor Latin grammar in her hand after the first declining of a noun and a verb ; but only by this double translating of Demosthenes and Isocrates daily , without missing , every forenoon , and likewise some part of ...
... never took yet Greek nor Latin grammar in her hand after the first declining of a noun and a verb ; but only by this double translating of Demosthenes and Isocrates daily , without missing , every forenoon , and likewise some part of ...
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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...