Essays on Educational Reformers |
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Page 8
... possible , and he is not likely to employ the best methods if he invents as he goes along , or simply falls back on his rememberance of how he was taught himself , perhaps in very different circumstances . I venture to think , therefore ...
... possible , and he is not likely to employ the best methods if he invents as he goes along , or simply falls back on his rememberance of how he was taught himself , perhaps in very different circumstances . I venture to think , therefore ...
Page 20
... possible suppressed . To secure this a rigid system of supervision was adopted , and reports were furnished by each officer to his immedi- ate superior . Over all stood the General of the Order . Next came the Provincial , appointed by ...
... possible suppressed . To secure this a rigid system of supervision was adopted , and reports were furnished by each officer to his immedi- ate superior . Over all stood the General of the Order . Next came the Provincial , appointed by ...
Page 22
... possible to supersede all other languages , even in speaking ; and nothing else might be used by the pupils in the higher forms on any day but a holiday . Although many good school - books were written by the Jesuits , a great part of ...
... possible to supersede all other languages , even in speaking ; and nothing else might be used by the pupils in the higher forms on any day but a holiday . Although many good school - books were written by the Jesuits , a great part of ...
Page 23
... possible , to go over each one with its writer and his appointed rival or æmulus . The method of hearing the rules , etc. , committed to memory was this : Certain boys in each class , who were called Decurions , repeated their task to ...
... possible , to go over each one with its writer and his appointed rival or æmulus . The method of hearing the rules , etc. , committed to memory was this : Certain boys in each class , who were called Decurions , repeated their task to ...
Page 29
... possible , they may advance in integrity of character and in right con- duct and in learning to the glory of God ] . ( Ratio Studd . , quoted by Schmid . ) And Sacchini tells the master to remember how honorable his office is ; as it ...
... possible , they may advance in integrity of character and in right con- duct and in learning to the glory of God ] . ( Ratio Studd . , quoted by Schmid . ) And Sacchini tells the master to remember how honorable his office is ; as it ...
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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...