Essays on Educational Reformers |
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Page x
... does not seem to me so readable as Raumer's history , but is much more complete , and comes down to quite recent times . For my account of the Jesuit schools and of Pesta- PREFACE . xi lozzi , the authorities will be found X PREFACE .
... does not seem to me so readable as Raumer's history , but is much more complete , and comes down to quite recent times . For my account of the Jesuit schools and of Pesta- PREFACE . xi lozzi , the authorities will be found X PREFACE .
Page xi
... the following pages attract but few readers it will be some consolation , though rather a melancholy one , that I share the fate of my betters . INGATESTONE , ESSEX : May , 1868 . R. H. Q. CONTENTS . I. SCHOOLS OF THE JESUITS , PAGE 2.
... the following pages attract but few readers it will be some consolation , though rather a melancholy one , that I share the fate of my betters . INGATESTONE , ESSEX : May , 1868 . R. H. Q. CONTENTS . I. SCHOOLS OF THE JESUITS , PAGE 2.
Page xiii
Robert Hebert Quick. CONTENTS . I. SCHOOLS OF THE JESUITS , PAGE 2 3 .. 3 Authorities , see nole Ratio Studiorum ... Jesuit teaching Learning by heart .. .. Learning to be made pleasant Importance of the system ..8 ff . 9 10 12 12 13 13 ...
Robert Hebert Quick. CONTENTS . I. SCHOOLS OF THE JESUITS , PAGE 2 3 .. 3 Authorities , see nole Ratio Studiorum ... Jesuit teaching Learning by heart .. .. Learning to be made pleasant Importance of the system ..8 ff . 9 10 12 12 13 13 ...
Page xxii
... learning one thing well Some account of Mangnall's Questions Dr. Wiese on English and German education : PAGE 300 301 303 307 308 309 310 311 313 314 316 ESSAYS , ETC. I. SCHOOLS OF THE JESUITS . SINCE xxii CONTENTS .
... learning one thing well Some account of Mangnall's Questions Dr. Wiese on English and German education : PAGE 300 301 303 307 308 309 310 311 313 314 316 ESSAYS , ETC. I. SCHOOLS OF THE JESUITS . SINCE xxii CONTENTS .
Page 1
Robert Hebert Quick. ESSAYS , ETC. I. SCHOOLS OF THE JESUITS . SINCE the revival of learning , no body of men has played so prominent a part in education as the Jesuits . With characteristic sagacity and energy , they soon seized on ...
Robert Hebert Quick. ESSAYS , ETC. I. SCHOOLS OF THE JESUITS . SINCE the revival of learning , no body of men has played so prominent a part in education as the Jesuits . With characteristic sagacity and energy , they soon seized on ...
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acquired Ćsop afterwards Ascham attention Basedow better bien boys c'est cation child Comenius connected course cultivate declension deponent verb Dessau docet Émile endeavour enfant English Eustachian tubes everything exercises facts faculties feeling give Göthe grammar Greek heart Heptarchy homme ideas ignorant important influence instruction intellectual interest Jacotot jamais Jesuits kind knowledge Köthen labour language Latin Latin language ledge lesson Leszno Locke master means memory ment method mind Montaigne moral Moravian Brethren n'est nature Neuhof never notion object observe Orbis Pictus perhaps Pestalozzi Philanthropin practice principles pupils qu'il qu'on quć Ratich rien Rousseau rules says scholars schoolmaster seems senses soon speak Spencer taught teacher teaching things thought tion tongue tout translation truth understand words writing young youth
Popular passages
Page 304 - But because our understanding cannot in this body found itself- but on sensible things, nor arrive so clearly to the knowledge of God and things invisible, as by orderly conning over the visible and inferior creature, the same method is necessarily to be followed in all discreet teaching.
Page 266 - We have no sympathy but what is propagated by pleasure: I would not be misunderstood; but wherever we sympathize with pain, it will be found that the sympathy is produced and carried on by subtle combinations with 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.
Page 232 - 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 40 - Charondas, and thence to all the Roman edicts and tables with their Justinian, and so down to the Saxon and common laws of England, and the statutes.
Page 254 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
Page 76 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind.
Page 232 - 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 106 - Julie, veut que les enfants soient enfants avant que d'ętre hommes. Si nous voulons pervertir cet ordre, nous produirons des fruits précoces qui n'auront ni maturité ni saveur, et ne tarderont pas ŕ se corrompre; nous aurons de jeunes docteurs et de vieux enfants.
Page 24 - This done thus, let the child, by and by, both construe and parse it over again; so that it may appear that the child doubteth in nothing that his master taught him before. After this, the child must take a paper book, and sitting in some place, where no man shall prompt him, by himself, let him translate into English his former lesson. Then showing it to his master, let the master take from him his Latin book, and pausing an hour at the least, then let the child translate his own English into Latin...
Page 112 - Pour apprendre ŕ penser, il faut donc exercer nos membres, nos sens, nos organes, qui sont les instruments de notre intelligence; et pour tirer tout le parti possible de ces instruments, il faut que le corps, qui les fournit, soit robuste et sain. Ainsi, loin que la véritable raison de l'homme se forme indépendamment du corps, c'est la bonne constitution du corps qui rend les opérations de l'esprit faciles et sűres.