Essays on Educational ReformersR. Clarke & Company, 1874 - 331 sider |
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Side 74
... faire . But writers on education , on dietetics , and the like , in their great zeal against laissez faire , generally run into the opposite extreme , and talk as if narrow indeed were the way that leads to health , and as if only the ...
... faire . But writers on education , on dietetics , and the like , in their great zeal against laissez faire , generally run into the opposite extreme , and talk as if narrow indeed were the way that leads to health , and as if only the ...
Side 100
... faire et ne rien laisser faire ; si vous pouviez amener votre élève sain et robuste à l'âge de douze ans , sans qu'il sût distinguer sa main droite de sa main gauche , dès vos premières leçons les yeux de son en- tendement s'ouvriraient ...
... faire et ne rien laisser faire ; si vous pouviez amener votre élève sain et robuste à l'âge de douze ans , sans qu'il sût distinguer sa main droite de sa main gauche , dès vos premières leçons les yeux de son en- tendement s'ouvriraient ...
Side 104
... faire de ce développement est l'éducation des hommes ; et l'acquis de notre propre expérience sur les objets qui nous affectent est l'éducation des choses . * Puisque le concours des trois éducations est nécessaire à leur per- fection ...
... faire de ce développement est l'éducation des hommes ; et l'acquis de notre propre expérience sur les objets qui nous affectent est l'éducation des choses . * Puisque le concours des trois éducations est nécessaire à leur per- fection ...
Side 105
... faire ; mais je crois avoir bien vu le sujet sur lequel on doit opérer . Commencez donc par mieux étudier vos élèves ; car trés - assurément vous ne les connaissez point : or , si vous lisez ce livre dans cette vue , je ne le crois pas ...
... faire ; mais je crois avoir bien vu le sujet sur lequel on doit opérer . Commencez donc par mieux étudier vos élèves ; car trés - assurément vous ne les connaissez point : or , si vous lisez ce livre dans cette vue , je ne le crois pas ...
Side 107
... those have who are in the full vigor of manhood . † Je vous prêche un art difficile ; c'est de gouverneur sans préceptes , et de tout faire en ne faisant rien . : The most distinctive characteristic of childhood is vitality . His functions.
... those have who are in the full vigor of manhood . † Je vous prêche un art difficile ; c'est de gouverneur sans préceptes , et de tout faire en ne faisant rien . : The most distinctive characteristic of childhood is vitality . His functions.
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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.