Essays on Educational ReformersR. Clarke & Company, 1874 - 331 páginas |
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Resultados 1-5 de 24
Página xviii
... Tout est dans tout . ...... 208 Everything in the model book ... 208 Memory helped by connection of ideas .. .... 209 Learning something thoroughly , and referring the rest to it ... 210 Ascham , etc. , use a model book .... Jacotot's ...
... Tout est dans tout . ...... 208 Everything in the model book ... 208 Memory helped by connection of ideas .. .... 209 Learning something thoroughly , and referring the rest to it ... 210 Ascham , etc. , use a model book .... Jacotot's ...
Página 98
... tout la pratique etablie , que d'en pren- dre une bonne a demi . Point de mere , point d'enfant . CHILDREN SHOULD BE KEPT IGNORANT . 99 the art of 98 ROUSSEAU'S " EMILE . " Rousseau's rule of doing the opposite of established custom ...
... tout la pratique etablie , que d'en pren- dre une bonne a demi . Point de mere , point d'enfant . CHILDREN SHOULD BE KEPT IGNORANT . 99 the art of 98 ROUSSEAU'S " EMILE . " Rousseau's rule of doing the opposite of established custom ...
Página 103
... Tout est bien , sortant des mains de l'Auteur des choses ; tout dégénère entre les mains de l'homme . Nous naissons faibles , nous avons besoin de forces ; nous nais- sons dépourvus de tout , nous avons besoin d'assistance ; nous nais ...
... Tout est bien , sortant des mains de l'Auteur des choses ; tout dégénère entre les mains de l'homme . Nous naissons faibles , nous avons besoin de forces ; nous nais- sons dépourvus de tout , nous avons besoin d'assistance ; nous nais ...
Página 104
... Tout ce que nous n'avons pas à notre naissance , et dont nous avons besoin étant grands , nous est donné par l'éducation . Cette éducation nous vient ou de la nature , ou des hommes , ou des choses . Le développement interne de nos ...
... Tout ce que nous n'avons pas à notre naissance , et dont nous avons besoin étant grands , nous est donné par l'éducation . Cette éducation nous vient ou de la nature , ou des hommes , ou des choses . Le développement interne de nos ...
Página 107
... in the full vigor of manhood . † Je vous prêche un art difficile ; c'est de gouverneur sans préceptes , et de tout faire en ne faisant rien . : The most distinctive characteristic of childhood is vitality . His functions.
... in the full vigor of manhood . † Je vous prêche un art difficile ; c'est de gouverneur sans préceptes , et de tout faire en ne faisant rien . : The most distinctive characteristic of childhood is vitality . His functions.
Índice
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68 | |
82 | |
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94 | |
103 | |
105 | |
111 | |
119 | |
126 | |
128 | |
133 | |
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302 | |
308 | |
315 | |
329 | |
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.