Essays on Educational Reformers |
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Page 8
... things , may derive benefit from the knowl- edge of what has already been said and done by the leading men engaged in it , both past and present . All study of this kind , however is very much impeded by want of books . " Good books are ...
... things , may derive benefit from the knowl- edge of what has already been said and done by the leading men engaged in it , both past and present . All study of this kind , however is very much impeded by want of books . " Good books are ...
Page 15
... 292 Mulcaster 293 Words and Things . 296 Axiomatic Truths of Methodology - From Janua Linguarum_ Locke on Poetry ... 301 303 304 Dr. Wiese on English vs. German Schools ... 316 SCHOOLS OF THE JESUITS . SINCE the revival of learning.
... 292 Mulcaster 293 Words and Things . 296 Axiomatic Truths of Methodology - From Janua Linguarum_ Locke on Poetry ... 301 303 304 Dr. Wiese on English vs. German Schools ... 316 SCHOOLS OF THE JESUITS . SINCE the revival of learning.
Page 18
... things of the past. When the Jesuits were first formally recognized by a Bull of Paul III. in 1540, the Bull stated that the Order was formed, among other things, "especially for the purpose of instructing boys and ignorant persons in ...
... things of the past. When the Jesuits were first formally recognized by a Bull of Paul III. in 1540, the Bull stated that the Order was formed, among other things, "especially for the purpose of instructing boys and ignorant persons in ...
Page 18
... things of the past . When the Jesuits were first formally recognized by a Bull of Paul III . in 1540 , the Bull stated that the Order was formed , among other things , " especially for the purpose of instructing boys and ignorant ...
... things of the past . When the Jesuits were first formally recognized by a Bull of Paul III . in 1540 , the Bull stated that the Order was formed , among other things , " especially for the purpose of instructing boys and ignorant ...
Page 28
... things , which are " veluti mul- torum fontes et capita " [ like the sources and central points of many things ] ; and that the master should prefer to teach a few things perfectly to giving indistinct impres- sions of many things . We ...
... things , which are " veluti mul- torum fontes et capita " [ like the sources and central points of many things ] ; and that the master should prefer to teach a few things perfectly to giving indistinct impres- sions of many things . We ...
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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...