Essays on Educational ReformersLongmans, Green and Company, 1868 - 328 sider |
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Side iii
... COLL . CAM . , LATE SECOND MASTER IN THE SURREY COUNTY SCHOOL , AND FORMERLY CURATE OF ST . MARK'S , WHITECHAPEL . BIBL LONDON : LONG MANS , GREEN , AND CO . 1868 . 232. f . 65 . 1 . PREFACE . ' IT IS CLEAR that in COMENIUS.
... COLL . CAM . , LATE SECOND MASTER IN THE SURREY COUNTY SCHOOL , AND FORMERLY CURATE OF ST . MARK'S , WHITECHAPEL . BIBL LONDON : LONG MANS , GREEN , AND CO . 1868 . 232. f . 65 . 1 . PREFACE . ' IT IS CLEAR that in COMENIUS.
Side xi
... Comenius I have had much assistance from a life of him prefixed to an English translation of his School of Infancy , by Daniel Benham ( London , 1858 ) . For almost all the infor- mation given about Jacotot , I am indebted to Mr ...
... Comenius I have had much assistance from a life of him prefixed to an English translation of his School of Infancy , by Daniel Benham ( London , 1858 ) . For almost all the infor- mation given about Jacotot , I am indebted to Mr ...
Side xiv
... Comenius in London Mersenne .. Comenius goes to De Geer Interviews with Oxenstiern Comenius settles at Elbing Pecuniary difficulties Comenius made senior Bishop Goes into Transylvania Writes the Orbis Pictus Returns to Leszno Leszno ...
... Comenius in London Mersenne .. Comenius goes to De Geer Interviews with Oxenstiern Comenius settles at Elbing Pecuniary difficulties Comenius made senior Bishop Goes into Transylvania Writes the Orbis Pictus Returns to Leszno Leszno ...
Side xiv
... COMENIUS . His early years Settled at Fulneck His banishment Settles at Leszno Writes the Didactica Magna Writes the Janua Comenius in London Mersenne Comenius goes to De Geer Interviews with Oxenstiern Comenius settles at Elbing ...
... COMENIUS . His early years Settled at Fulneck His banishment Settles at Leszno Writes the Didactica Magna Writes the Janua Comenius in London Mersenne Comenius goes to De Geer Interviews with Oxenstiern Comenius settles at Elbing ...
Side 39
... the constant repetition ; but Ratich's pupils must have been bored to death . His plan of making them familiar with the translation first , was subsequently advocated by Comenius , and may have advantages , but in effect.
... the constant repetition ; but Ratich's pupils must have been bored to death . His plan of making them familiar with the translation first , was subsequently advocated by Comenius , and may have advantages , but in effect.
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Vanlige uttrykk og setninger
acquired Æsop afterwards Ascham attention Basedow better bien boys c'est cation child Comenius connected course cultivate declension deponent verb Dessau docet Émile endeavour enfant English Eustachian tubes everything exercises facts faculties feeling give Göthe grammar Greek heart Heptarchy homme ideas ignorant important influence instruction intellectual interest Jacotot jamais Jesuits kind knowledge Köthen labour language Latin Latin language ledge lesson Leszno Locke master means memory ment method mind Montaigne moral Moravian Brethren n'est nature Neuhof never notion object observe Orbis Pictus perhaps Pestalozzi Philanthropin practice principles pupils qu'il qu'on quæ Ratich rien Rousseau rules says scholars schoolmaster seems senses soon speak Spencer taught teacher teaching things thought tion tongue tout translation truth understand words writing young youth
Populære avsnitt
Side 304 - But because our understanding cannot in this body found itself- but on sensible things, nor arrive so clearly to the knowledge of God and things invisible, as by orderly conning over the visible and inferior creature, the same method is necessarily to be followed in all discreet teaching.
Side 266 - We have no sympathy but what is propagated by pleasure: I would not be misunderstood; but wherever we sympathize with pain, it will be found that the sympathy is produced and carried on by subtle combinations with pleasure. We have no knowledge, that is, no general principles drawn from the contemplation of particular facts, but what has been built up by pleasure, and exists in us by pleasure alone.
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 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 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 254 - 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 76 - 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 106 - Julie, veut que les enfants soient enfants avant que d'être hommes. Si nous voulons pervertir cet ordre, nous produirons des fruits précoces qui n'auront ni maturité ni saveur, et ne tarderont pas à se corrompre; nous aurons de jeunes docteurs et de vieux enfants.
Side 24 - This done thus, let the child, by and by, both construe and parse it over again; so that it may appear that the child doubteth in nothing that his master taught him before. After this, the child must take a paper book, and sitting in some place, where no man shall prompt him, by himself, let him translate into English his former lesson. Then showing it to his master, let the master take from him his Latin book, and pausing an hour at the least, then let the child translate his own English into Latin...
Side 112 - Pour apprendre à penser, il faut donc exercer nos membres, nos sens, nos organes, qui sont les instruments de notre intelligence; et pour tirer tout le parti possible de ces instruments, il faut que le corps, qui les fournit, soit robuste et sain. Ainsi, loin que la véritable raison de l'homme se forme indépendamment du corps, c'est la bonne constitution du corps qui rend les opérations de l'esprit faciles et sûres.