Essays on Educational ReformersR. Clarke & Company, 1874 - 331 sider |
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Side xiii
... taught in the Schola Vernacula ... The Fanua . The Orbis Pictus . xiii PAGE 53 53 53 54 54 54 55 56 57 58 58 58 59 59 60 60 60 61 ... 61 .. 63 66 IV . LOCKE . Why the " Thoughts " were written , and why influential ........ 68 Locke ...
... taught in the Schola Vernacula ... The Fanua . The Orbis Pictus . xiii PAGE 53 53 53 54 54 54 55 56 57 58 58 58 59 59 60 60 60 61 ... 61 .. 63 66 IV . LOCKE . Why the " Thoughts " were written , and why influential ........ 68 Locke ...
Side xiv
... taught to boys intended for trade .. Knowledge of things . Interlinear translations .... Gentlemen should study their own grammar , not foreign gram- mar .... Instruction should be easy at first .. 90 91 Themes and verses .. 91 Learning ...
... taught to boys intended for trade .. Knowledge of things . Interlinear translations .... Gentlemen should study their own grammar , not foreign gram- mar .... Instruction should be easy at first .. 90 91 Themes and verses .. 91 Learning ...
Side xv
... taught nothing but words .. What they should be taught ......... . 113 .... 113 ... 113 114 116 Bad effect of making early studies disagreeable .... 116 Education should be concerned only with things near at hand .. 119 Morality chiefly ...
... taught nothing but words .. What they should be taught ......... . 113 .... 113 ... 113 114 116 Bad effect of making early studies disagreeable .... 116 Education should be concerned only with things near at hand .. 119 Morality chiefly ...
Side xvii
... 201 This paradox examined ... 201 Meaning of the word teach .. 201 - Division of subjects taught into facts , science , and arts ... 202 Teaching of facts .. 202 PAGE Teaching of science .. 204 Teaching of arts .....
... 201 This paradox examined ... 201 Meaning of the word teach .. 201 - Division of subjects taught into facts , science , and arts ... 202 Teaching of facts .. 202 PAGE Teaching of science .. 204 Teaching of arts .....
Side xviii
... taught .... 216 The schoolmaster and philosopher at issue . 216 Present education fails to give desire of knowledge ............ .. 218 Function of memory in education .. 218 Waste of memory . 218 Value of thorough knowledge ... 219 220 ...
... taught .... 216 The schoolmaster and philosopher at issue . 216 Present education fails to give desire of knowledge ............ .. 218 Function of memory in education .. 218 Waste of memory . 218 Value of thorough knowledge ... 219 220 ...
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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.