Essays on Educational ReformersD. Appleton, 1890 - 568 páginas |
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Página xxii
... influence . A pupil's summing - up Some books ... ... ... Barbier's advice to new master ... Loyola and Montaigne . Port - Royal Chapter V. - Rabelais . ( 1483-1553 . ) Rabelais ' ideal . A new start Religion . Study of Things ...
... influence . A pupil's summing - up Some books ... ... ... Barbier's advice to new master ... Loyola and Montaigne . Port - Royal Chapter V. - Rabelais . ( 1483-1553 . ) Rabelais ' ideal . A new start Religion . Study of Things ...
Página xxviii
... Influence of Philanthropinists IM ... ... ... : ... 273-289 ... 274 275 ... 276 277 ... 278 279 280 ... 281 800 282 ... 283 ... 284 285 286 ... 287 288 ... ... 289 Chapter XVI . - Pestalozzi . ( 1746-1827 . ) xxviii CONTENTS .
... Influence of Philanthropinists IM ... ... ... : ... 273-289 ... 274 275 ... 276 277 ... 278 279 280 ... 281 800 282 ... 283 ... 284 285 286 ... 287 288 ... ... 289 Chapter XVI . - Pestalozzi . ( 1746-1827 . ) xxviii CONTENTS .
Página xxxiii
... 464 465 466 467 ... 468 469 470-491 471 ... 472 473 ... 474 475 476 477 ... 478 479 ... 480 481 ... 482 483 ... 484 485 ... 486 487 488 ... 489 ... 490 491 Chapter XXI . - The Schoolmaster's Moral and Religious Influence CONTENTS . xxxiii.
... 464 465 466 467 ... 468 469 470-491 471 ... 472 473 ... 474 475 476 477 ... 478 479 ... 480 481 ... 482 483 ... 484 485 ... 486 487 488 ... 489 ... 490 491 Chapter XXI . - The Schoolmaster's Moral and Religious Influence CONTENTS . xxxiii.
Página xxxiv
... Influence through the Sixth . Day schools wanted Teaching religion in England and Germany Religious teaching connected with worship Education to goodness and piety How to avoid narrowmindedness Chapter XXII . - Conclusion A growing ...
... Influence through the Sixth . Day schools wanted Teaching religion in England and Germany Religious teaching connected with worship Education to goodness and piety How to avoid narrowmindedness Chapter XXII . - Conclusion A growing ...
Página 1
... influence of it . " Do just the opposite of what has been done and you will do right , " said Rousseau ; and this rule of negation would make the Past regulate the Present and the Future no less than its opposite , " Do always what is ...
... influence of it . " Do just the opposite of what has been done and you will do right , " said Rousseau ; and this rule of negation would make the Past regulate the Present and the Future no less than its opposite , " Do always what is ...
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Termos e frases comuns
acquired Antoine Arnauld Ascham Basedow body boys Burgdorf called century child Comenius elementary endeavoured English everything exercise faculties feeling French Friedrich Froebel Froebel German give grammar Guimps Hartlib heart Herbert Spencer human ideas influence instruction intellectual interest Jacotot Janua Jesuits knowledge labour language Latin Latin language learner learning lessons literature Locke Mark Pattison master Matthew Arnold means memory method Middendorff Milton mind Montaigne moral mother-tongue Mulcaster Nature neglect Neuhof never notion object observation Orbis Pictus perhaps Pestalozzi Port-Royal practice principles pupils qu'il Quintilian Rabelais Ratke reason Reformers Renascence Rousseau rules Saint-Cyran Samuel Hartlib says scholars school-room schoolmaster seems senses speak Spencer Stanz Sturm taught teachers teaching things thought tion tongue tout translation true truth understand words writing young Yverdun
Passagens mais conhecidas
Página 23 - And though a linguist should pride himself to have all the tongues that Babel cleft the world into, yet if he have not studied the solid things in them as well as the words and lexicons, he were nothing so much to be esteemed a learned man, as any yeoman or tradesman competently wise in his mother dialect only.
Página 20 - Though nothing can bring back the hour Of splendour in the grass, of glory in the flower; We will grieve not, rather find Strength in what remains behind ; In the primal sympathy Which having been must ever be, In the soothing thoughts that spring Out of human suffering, In the faith that looks through death, In years that bring the philosophic mind.
Página 440 - 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...
Página 211 - 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 neerest by possessing our souls of true vertue, which being united to the heavenly grace of faith makes up the highest • perfection.
Página 212 - And seeing every nation affords not experience and tradition enough for all kind of learning, therefore we are chiefly taught the languages of those people who have at any time been most industrious after wisdom; so that language is but the instrument conveying to us things useful to be known.
Página 435 - I am convinced that the method of teaching which approaches most nearly to the method of investigation is incomparably the best; since, not content with serving up a few barren and lifeless truths, it leads to the stock on which they grew; it tends to set the reader himself .in the track of invention, and to direct him into those paths in which the author has made his own discoveries, if he should be so happy as to have made any that are valuable.
Página 131 - That by desiring what is perfectly good, even when we don't quite know what it is and cannot do what we would, we are part of the divine power against evil - widening the skirts of light and making the struggle with darkness narrower.
Página 234 - The business of education, as I have already observed, is not, as I think, to make them perfect in any one of the sciences, but so to open and dispose their minds as may best make them capable of any, when they shall apply themselves to it.
Página 471 - ... 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. The man of science, the chemist and mathematician, whatever difficulties and disgusts they may have had to struggle with, know and feel this.
Página 440 - 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.