Essays on Educational ReformersR. Clarke & Company, 1874 - 331 páginas |
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Página iv
... Scholars ( Longmans , 1867 ) . Here we have a good deal of information which we want , and also , as it seems to me , a good deal which we do not want . The work characteristic- ally opens with a 10th century description of the personal ...
... Scholars ( Longmans , 1867 ) . Here we have a good deal of information which we want , and also , as it seems to me , a good deal which we do not want . The work characteristic- ally opens with a 10th century description of the personal ...
Página viii
... Scholars , which are mentioned above , but we have a very good treatise on the principles of education in Marcel's Language as a Means of Mental Culture ( 2 vols . London , 1853 ) . Edge- worth's Practical Education seems falling into ...
... Scholars , which are mentioned above , but we have a very good treatise on the principles of education in Marcel's Language as a Means of Mental Culture ( 2 vols . London , 1853 ) . Edge- worth's Practical Education seems falling into ...
Página xvii
... scholar and teacher .. 194 Gulf between the ideal and actual teaching .. 194 Benefit derived from high aims .. 195 Use of theorists , .. ...... 195 Books on Pestalozzi .... 196 Pestalozzi on the beginning and end of life .. 196 VIII ...
... scholar and teacher .. 194 Gulf between the ideal and actual teaching .. 194 Benefit derived from high aims .. 195 Use of theorists , .. ...... 195 Books on Pestalozzi .... 196 Pestalozzi on the beginning and end of life .. 196 VIII ...
Página 3
... scholars , during which they were engaged chiefly in religious exercises , three years in the study of philosophy and mathematics , four years of theology , and , in the case of the more distinguished students , two years more in ...
... scholars , during which they were engaged chiefly in religious exercises , three years in the study of philosophy and mathematics , four years of theology , and , in the case of the more distinguished students , two years more in ...
Página 5
... scholars , no effort was to be made to increase them ; but , if they fell short of this , donations were to be sought by begging from house to house . Want of money , however , was not a difficulty which the Jesuits often experienced ...
... scholars , no effort was to be made to increase them ; but , if they fell short of this , donations were to be sought by begging from house to house . Want of money , however , was not a difficulty which the Jesuits often experienced ...
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Otras ediciones - Ver todo
Términos y frases comunes
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
Pasajes populares
Página 212 - Denn eben wo Begriffe fehlen, Da stellt ein Wort zur rechten Zeit sich ein.
Página 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.
Página 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...
Página 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.
Página 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?
Página 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.
Página 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.
Página 76 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind.
Página 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.
Página 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.