Essays on Educational Reformers |
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Page 8
... and Scholars ( Longmans , 1867 ) . Here we have a good deal of information which we want , and also , as it seems to me , a good deal which we do not want . The PREFACE . I have , therefore , thought it worth 8 PREFACE .
... and Scholars ( Longmans , 1867 ) . Here we have a good deal of information which we want , and also , as it seems to me , a good deal which we do not want . The PREFACE . I have , therefore , thought it worth 8 PREFACE .
Page 9
Robert Hebert Quick. PREFACE . I have , therefore , thought it worth while to publish a few such imperfect sketches as these , with which the reader can hardly be less satisfied than the author . They may , however , prove useful till ...
Robert Hebert Quick. PREFACE . I have , therefore , thought it worth while to publish a few such imperfect sketches as these , with which the reader can hardly be less satisfied than the author . They may , however , prove useful till ...
Page 15
... Thoughts and Suggestions . XII . Moral and Religious Education . Appendix.- Class Matches .... 138 156 176 196 224 255 276 288 Doctrinale Alexandri de Villa Dei .. 289 Lily's Grammar . 290 Colet .. 292 Mulcaster 293 Words and Things ...
... Thoughts and Suggestions . XII . Moral and Religious Education . Appendix.- Class Matches .... 138 156 176 196 224 255 276 288 Doctrinale Alexandri de Villa Dei .. 289 Lily's Grammar . 290 Colet .. 292 Mulcaster 293 Words and Things ...
Page 22
... thought of no other instruction than in Latin and Greek , or rather in literature based on those languages . The subject - matter of the teaching in the Jesuit schools was to be " præter Grammaticam , quod ad Rhetoricam , Poësim et ...
... thought of no other instruction than in Latin and Greek , or rather in literature based on those languages . The subject - matter of the teaching in the Jesuit schools was to be " præter Grammaticam , quod ad Rhetoricam , Poësim et ...
Page 29
... were to be as light as possible , and the master was to shut his eyes to offences whenever he thought he might do so with safety . Grave offences were to be visited by flogging , performed by a " cor- rector , " who was not a member of the.
... were to be as light as possible , and the master was to shut his eyes to offences whenever he thought he might do so with safety . Grave offences were to be visited by flogging , performed by a " cor- rector , " who was not a member of the.
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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...