Essays on Educational Reformers |
From inside the book
Results 1-5 of 25
Page 20
... lead to alter- ation in the conduct of the school . Each teacher was bound to carry on the established instruction by the established methods . All his personal peculiarities and opinions were to be as much as possible suppressed . To ...
... lead to alter- ation in the conduct of the school . Each teacher was bound to carry on the established instruction by the established methods . All his personal peculiarities and opinions were to be as much as possible suppressed . To ...
Page 29
... lead to refinement of manners , and that human scholarship may become the handmaid of divine wisdom ] . Each lesson was to begin with a prayer or sign of the cross . The pupils were to hear mass every morning , and were to be urged to ...
... lead to refinement of manners , and that human scholarship may become the handmaid of divine wisdom ] . Each lesson was to begin with a prayer or sign of the cross . The pupils were to hear mass every morning , and were to be urged to ...
Page 31
... lead him . Originality and independence of mind , love of truth for its own sake , the power of reflecting , and of forming correct judgments , were not merely neglected - they were suppressed in the Jesuits ' system . But in what they ...
... lead him . Originality and independence of mind , love of truth for its own sake , the power of reflecting , and of forming correct judgments , were not merely neglected - they were suppressed in the Jesuits ' system . But in what they ...
Page 32
... lead , not drive their pupils ; to make " disciplinam non modo tolerabilem , sed etiam amabilem , " [ discipline not only endurable but even agreeable ] . Sacchini expresses himself very forcibly on this subject . " It is , " says he ...
... lead , not drive their pupils ; to make " disciplinam non modo tolerabilem , sed etiam amabilem , " [ discipline not only endurable but even agreeable ] . Sacchini expresses himself very forcibly on this subject . " It is , " says he ...
Page 34
... lead us to be clearer in our aims ; and to value more highly a well - organized plan of instruction— without which even humble aims will mostly prove un- attainable . ASCHAM AND MONTAIGNE . MASTERS and scholars who sigh over 34 SCHOOLS ...
... lead us to be clearer in our aims ; and to value more highly a well - organized plan of instruction— without which even humble aims will mostly prove un- attainable . ASCHAM AND MONTAIGNE . MASTERS and scholars who sigh over 34 SCHOOLS ...
Other editions - View all
Common terms and phrases
acquired Ascham attention Basedow boys called cation child Cloth Comenius connected course declension deponent verb Dessau edition educa Emile endeavor English Eustachian tubes everything exercises facts faculties feel give Goethe grammar Greek guage hand heart Herbert Spencer Herr Wolke ideas ignorant important influence instruction interest Jacotot Janua Jesuits JOHN AMOS COMENIUS kind knowl knowledge Köthen labor language Latin Latin language lesson Leszno Locke master means memory method mind moral Moravian Brethren nature never notion object observation opinion Orbis Pictus Paper perhaps Pestalozzi Philanthropin pleasure practice Prince principles pupils questions Ratich Ratio Studiorum Reformers religious Rousseau rules says scholars schoolmaster seems senses soon speak Spencer taught teacher teaching things thought tion tongue translation truth understand words writing young youth
Popular passages
Page 299 - 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 of opinions. Prudence and justice are virtues and excellences of all times and of all places ; we are perpetually moralists, but we are geometricians only by chance.
Page 71 - there is nothing in the mind that was not first in the senses...
Page 227 - 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?
Page 297 - 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.
Page 89 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind.
Page 83 - But till you can find a school, wherein it is possible for the master to look after the manners of his scholars, and can show as great effects of his care of forming their minds to virtue, and their carriage to good breeding, as of forming their tongues to the learned languages ; you must confess, that you have a strange value for words, when, preferring the languages of the ancient Greeks and Romans to that which made them such brave men, you think it worth while to hazard your son's innocence and...
Page 247 - The education of the child must accord both in mode and arrangement with the education of mankind as considered historically; or in other words, the genesis of knowledge in the individual must follow the same course as the genesis of knowledge in the race.
Page 299 - Prudence and 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.
Page 227 - 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.
Page 97 - ... to give him some little taste of what his own industry must perfect. For who expects that under a tutor a young gentleman should be an accomplished critic, orator, or logician; go to the bottom of metaphysics, natural philosophy or mathematics, or be a master in history or chronology? though something of each of these is to be taught him ; but it is only to open the door, that he may look in, and as it were begin an acquaintance, but not to dwell there...