Essays on Educational ReformersR. Clarke & Company, 1874 - 331 sider |
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Side 71
... to be that large schools are the worst possible places in which to train boys to virtue and good manners . This deduction , however , is very far from the truth . The direct influence of the private tutor is The argument examined.
... to be that large schools are the worst possible places in which to train boys to virtue and good manners . This deduction , however , is very far from the truth . The direct influence of the private tutor is The argument examined.
Side 72
Robert Hebert Quick. truth . The direct influence of the private tutor is , I believe , less , and the indirect influence of the masters of a school more , than Locke and those who side with him imagine . Indeed , the influence of a ...
Robert Hebert Quick. truth . The direct influence of the private tutor is , I believe , less , and the indirect influence of the masters of a school more , than Locke and those who side with him imagine . Indeed , the influence of a ...
Side 99
... direct instruc- tion whatever . " At that age he shall not know what a book is , " says Rousseau ; though elsewhere we are told that he will learn to read of his own accord by the time he is ten , if no attempt is made to teach him . He ...
... direct instruc- tion whatever . " At that age he shall not know what a book is , " says Rousseau ; though elsewhere we are told that he will learn to read of his own accord by the time he is ten , if no attempt is made to teach him . He ...
Side 112
... direct it ; make the best possible use of each , and let the impressions of one confirm those of another . Measure , reckon , weigh , compare . ' " " * struments ; et , pour pouvoir employer utilement ces instruments , il faut les faire ...
... direct it ; make the best possible use of each , and let the impressions of one confirm those of another . Measure , reckon , weigh , compare . ' " " * struments ; et , pour pouvoir employer utilement ces instruments , il faut les faire ...
Side 133
... Direct the attention of your pupil to the phenomena of nature , and you will soon awaken his curiosity ; but to keep that curiosity alive , you must be in no haste to satisfy it . Put questions to him . adapted to his capacity , and ...
... Direct the attention of your pupil to the phenomena of nature , and you will soon awaken his curiosity ; but to keep that curiosity alive , you must be in no haste to satisfy it . Put questions to him . adapted to his capacity , and ...
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Vanlige uttrykk og setninger
acquired Æsop afterward attention Basedow besoin better bien boys Burgdorf c'est cation child Comenius connected course cultivate declension deponent verb Dessau drawing Early Education Émile enfant English Eustachian tubes everything exercises facts faculties fait feel give Göthe grammar hand heart Herbert Spencer Herr Wolke homme ideas ignorant important influence instruction interest Jacotot jamais Jesuits knowl knowledge Köthen l'enfant l'homme labor language Latin Latin language lesson Leszno Letters on Early Locke master means memory ment method mind n'est nature Neuhof never notion object Orbis Pictus perhaps Pestalozzi peut Philanthropin practice principles pupils qu'il qu'on quæ raison Rasselas Ratich rien Rousseau says scholars schoolmaster senses soon speak Spencer taught teacher teaching things thought tion tongue tout truth understand words writing young youth
Populære avsnitt
Side 305 - 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.
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 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...
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 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 76 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind.
Side 251 - The education of the child must accord both in mode and arrangement with the education of mankind as considered historically; or in other words, the genesis of knowledge in the individual must follow the same course as the genesis of knowledge in the race.
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.