Essays on Educational Reformers |
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Page xiv
... 30 31 31 32 32 .. 33 34 34 35 35 36 ff . 38 , 39 : : .. 39 40 41 , 42 : : .. 43 44 45 45 46 46 47 , 48 49 49 50 51 .. 52 52 53 53 53 54 54 54 55 ..56 ff . : CONTENTS . Instruction not to be given too soon , xiv CONTENTS .
... 30 31 31 32 32 .. 33 34 34 35 35 36 ff . 38 , 39 : : .. 39 40 41 , 42 : : .. 43 44 45 45 46 46 47 , 48 49 49 50 51 .. 52 52 53 53 53 54 54 54 55 ..56 ff . : CONTENTS . Instruction not to be given too soon , xiv CONTENTS .
Page xv
Robert Hebert Quick. CONTENTS . Instruction not to be given too soon , nor the form before the material Subject must first be understood , and studied in outline Prearranged course Injurious influences Order of mental development Desire ...
Robert Hebert Quick. CONTENTS . Instruction not to be given too soon , nor the form before the material Subject must first be understood , and studied in outline Prearranged course Injurious influences Order of mental development Desire ...
Page 1
... soon seized on education as a stepping - stone to power and influence ; and with their talent for or- ganisation , they framed a system of schools which drove all important competitors from the field , and made Jesuits the instructors ...
... soon seized on education as a stepping - stone to power and influence ; and with their talent for or- ganisation , they framed a system of schools which drove all important competitors from the field , and made Jesuits the instructors ...
Page 18
... soon love his teaching . Let him , therefore , show an interest in everything that concerns them and not merely in their studies . Let him rejoice with those that re- joice , and not disdain to weep with those that weep . After the ...
... soon love his teaching . Let him , therefore , show an interest in everything that concerns them and not merely in their studies . Let him rejoice with those that re- joice , and not disdain to weep with those that weep . After the ...
Page 32
... soon the advantage of study- ing the mother - tongue and rejecting the dominion of Latin was ad- vocated in this country . RATICH . 33 the superintendence of the master , rather 32 ASCHAM , MONTAIGNE , RATICH , MILTON .
... soon the advantage of study- ing the mother - tongue and rejecting the dominion of Latin was ad- vocated in this country . RATICH . 33 the superintendence of the master , rather 32 ASCHAM , MONTAIGNE , RATICH , MILTON .
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Common terms and phrases
acquired apprendre attention autres Basedow besoin bien boys Burgdorf c'est cation child childhood choses Comenius course cultivate deponent verb Dessau doit Émile enfants English être Eustachian tubes everything exercise facts faculties fait faut feel give Göthe grammar heart Herr Wolke homme ideas ignorant important influence instruction interest Jacotot jamais Jesuits knowledge Köthen l'enfant l'homme labour language Latin Latin language lesson Leszno Locke Locke's master means memory ment method mind Montaigne n'est nature Neuhof never notion object Orbis Pictus perhaps Pestalozzi peut Philanthropin practice première principles pupils qu'il qu'on quæ raison Ratich rien Rousseau s'il says scholars schoolmaster senses soon speak Spencer taught teacher teaching things thought tion tongue tous ces mots tout 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'être hommes. Si nous voulons pervertir cet ordre, nous produirons des fruits précoces qui n'auront ni maturité ni saveur, et ne tarderont pas à 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 à 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 sûres.