Essays on Educational ReformersR. Clarke & Company, 1874 - 331 sider |
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Side 28
... consider Latin his mother - tongue . At six years old he knew no more French , he tells us , than Arabic . As I intend giving an account of Montaigne's prin- MONTAIGNE . 29 ciples , in the form in which 28 ASCHAM , MONTAIGNE , RATICH ...
... consider Latin his mother - tongue . At six years old he knew no more French , he tells us , than Arabic . As I intend giving an account of Montaigne's prin- MONTAIGNE . 29 ciples , in the form in which 28 ASCHAM , MONTAIGNE , RATICH ...
Side 39
... consider that this point has been brought out al- ready with sufficient distinctness . When we compare Ratich's method with that of Ascham , we find that they have much in common . Ratich began the study of a language with one book ...
... consider that this point has been brought out al- ready with sufficient distinctness . When we compare Ratich's method with that of Ascham , we find that they have much in common . Ratich began the study of a language with one book ...
Side 61
... Considering the classical authors not suited to boys ' understanding , and not fit for the education of Chris- tians , Comenius proposed writing a set of Latin man- uals for the different stages between childhood and manhood : these ...
... Considering the classical authors not suited to boys ' understanding , and not fit for the education of Chris- tians , Comenius proposed writing a set of Latin man- uals for the different stages between childhood and manhood : these ...
Side 70
... considers how diametrically opposite the skill of living well and managing as a man should do his affairs in the world is to that malapertness , trickery , or violence learnt amongst schoolboys , will think the faults of a privater ...
... considers how diametrically opposite the skill of living well and managing as a man should do his affairs in the world is to that malapertness , trickery , or violence learnt amongst schoolboys , will think the faults of a privater ...
Side 71
... consider how far Locke is undoubtedly right in these remarks , we shall agree with him at least in two things : Ist , that virtue and good manners are more valuable than school learning , or , indeed , any learning ; 2d , that the ...
... consider how far Locke is undoubtedly right in these remarks , we shall agree with him at least in two things : Ist , that virtue and good manners are more valuable than school learning , or , indeed , any learning ; 2d , that the ...
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Vanlige uttrykk og setninger
acquired afterward attention Basedow better bien boys Burgdorf c'est child Comenius connected course cultivate declension deponent verb Dessau drawing Early Education Émile enfant English Eustachian tubes everything exercise facts faculties fait feel give grammar hand heart Heptarchy Herbert Spencer homme ideas ignorant important influence instruction intellectual interest Jacotot jamais Jesuits kind knowl knowledge labor language Latin Latin language lesson Leszno Letters on Early Locke master Matthew Arnold means memory ment method mind moral n'est nature never notion object observation Orbis Pictus perhaps Pestalozzi Philanthropin pleasure practice principles pupils qu'il qu'on quæ raison Rasselas Ratich rien Rousseau says scholars schoolmaster senses set tones soon speak Spencer taught teacher teaching things thought tion tongue tout truth understand words write young youth
Populære avsnitt
Side 212 - Denn eben wo Begriffe fehlen, Da stellt ein Wort zur rechten Zeit sich ein.
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 305 - But the truth is, that the knowledge of external nature, and the sciences which that knowledge requires or includes, are not the great or the frequent business of the human mind. 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...
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 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 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 40 - 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 76 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind.
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.
Side 23 - First, let him teach the child cheerfully and plainly the cause and matter of the Letter ; then let him construe it into English, so oft as the child may easily carry away the understanding of it; lastly, parse it over perfectly.