Essays on Educational ReformersR. Clarke & Company, 1874 - 331 páginas |
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Página iv
... century description of the personal appear- ance of St. Mark when he landed at Alexandria . The author treats only of the times which preceded the Council of Trent . A very PREFACE . I have , therefore , thought it worth iv PREFACE .
... century description of the personal appear- ance of St. Mark when he landed at Alexandria . The author treats only of the times which preceded the Council of Trent . A very PREFACE . I have , therefore , thought it worth iv PREFACE .
Página v
Robert Hebert Quick. PREFACE . I have , therefore , thought it worth while to publish a few such imperfect sketches as these , with which the reader can hardly be less satisfied than the author . They may , however , prove useful till ...
Robert Hebert Quick. PREFACE . I have , therefore , thought it worth while to publish a few such imperfect sketches as these , with which the reader can hardly be less satisfied than the author . They may , however , prove useful till ...
Página xiii
... Thoughts " were written , and why influential ........ 68 Locke wrote for gentlemen ... Locke's argument against public schools .. The argument examined .... . Locke exaggerates the effects of formal education .... Physical education ...
... Thoughts " were written , and why influential ........ 68 Locke wrote for gentlemen ... Locke's argument against public schools .. The argument examined .... . Locke exaggerates the effects of formal education .... Physical education ...
Página xix
... THOUGHTS AND SUGGESTIONS ABOUT TEACHING CHILDREN . Difficulties as to what to teach .................. . 260 The teaching of non - university men .. 260 The teaching of university men ..... 261 Importance of exciting the interest of ...
... THOUGHTS AND SUGGESTIONS ABOUT TEACHING CHILDREN . Difficulties as to what to teach .................. . 260 The teaching of non - university men .. 260 The teaching of university men ..... 261 Importance of exciting the interest of ...
Página 7
... thought of no other instruction than in Latin and Greek , or rather in literature based on those languages . The subject - matter of the teach- ing in the Jesuit schools was to be " præter Gram- maticam , quod ad Rhetoricam , Poësim et ...
... thought of no other instruction than in Latin and Greek , or rather in literature based on those languages . The subject - matter of the teach- ing in the Jesuit schools was to be " præter Gram- maticam , quod ad Rhetoricam , Poësim et ...
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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.