Essays on Educational ReformersR. Clarke & Company, 1885 - 351 من الصفحات |
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الصفحة xviii
... Tout est dans tout . 208 Everything in the model book ... 208 Memory helped by connection of ideas ...... .. 209 Learning something thoroughly , and referring the rest to it ... 210 Ascham , etc. , use a model book ... Jacotot's use of ...
... Tout est dans tout . 208 Everything in the model book ... 208 Memory helped by connection of ideas ...... .. 209 Learning something thoroughly , and referring the rest to it ... 210 Ascham , etc. , use a model book ... Jacotot's use of ...
الصفحة 98
... tout la pratique établie , que d'en pren- dre une bonne à demi . Point de mère , point d'enfant . CHILDREN SHOULD BE KEPT IGNORANT . 99 the art of 98 ROUSSEAU'S " EMILE . ” Rousseau's rule of doing the opposite of established custom.
... tout la pratique établie , que d'en pren- dre une bonne à demi . Point de mère , point d'enfant . CHILDREN SHOULD BE KEPT IGNORANT . 99 the art of 98 ROUSSEAU'S " EMILE . ” Rousseau's rule of doing the opposite of established custom.
الصفحة 103
... Tout est bien , sortant des mains de l'Auteur des choses ; tout dégénère entre les mains de l'homme . † Nous naissons faibles , nous avons besoin de forces ; nous nais- sons dépourvus de tout , nous avons besoin d'assistance ; nous nais ...
... Tout est bien , sortant des mains de l'Auteur des choses ; tout dégénère entre les mains de l'homme . † Nous naissons faibles , nous avons besoin de forces ; nous nais- sons dépourvus de tout , nous avons besoin d'assistance ; nous nais ...
الصفحة 104
... Tout ce que nous n'avons pas à notre naissance , et dont nous avons besoin étant grands , nous est donné par l'éducation . Cette éducation nous vient ou de la nature , ou des hommes , ou des choses . Le développement interne de nos ...
... Tout ce que nous n'avons pas à notre naissance , et dont nous avons besoin étant grands , nous est donné par l'éducation . Cette éducation nous vient ou de la nature , ou des hommes , ou des choses . Le développement interne de nos ...
الصفحة 107
... in the full vigor of manhood . † Je vous prêche un art difficile ; c'est de gouverner sans préceptes , et de tout faire en ne faisant rien . The most distinctive characteristic of childhood is vitality . " His functions.
... in the full vigor of manhood . † Je vous prêche un art difficile ; c'est de gouverner sans préceptes , et de tout faire en ne faisant rien . The most distinctive characteristic of childhood is vitality . " His functions.
المحتوى
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طبعات أخرى - عرض جميع المقتطفات
عبارات ومصطلحات مألوفة
acquired Æsop afterward Ascham attention Basedow besoin bien boys Burgdorf c'est called child choses Comenius connected course cultivate Dessau Émile enfant English everything exercise faculties fait feeling Froebel give Göthe grammar Greek heart Herr Wolke homme ideas important influence instruction interest Jacotot jamais Jesuits Kindergarten knowl knowledge Köthen l'enfant l'homme labor language Latin Latin language lesson Leszno Locke Locke's master means memory ment method Middendorff mind Montaigne Moravian Brethren n'est nature Neuhof never notion object Orbis Pictus perhaps Pestalozzi peut Philanthropin practice principles pupils qu'il qu'on quæ raison Ratich Ratio Studiorum rien Rousseau rules says scholars schoolmasters seems senses soon speak Spencer taught teacher teaching things thought tion tongue tout translation truth understanding words writing young youth
مقاطع مشهورة
الصفحة 212 - Denn eben wo Begriffe fehlen, Da stellt ein Wort zur rechten Zeit sich ein.
الصفحة 305 - 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.
الصفحة 305 - 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.
الصفحة 251 - Thus confounding two kinds of simplification, teachers have constantly erred by setting out with " first principles " : a proceeding essentially, though not apparently, at variance with the primary rule; which implies that the mind should be introduced to principles through the medium of examples, and so should be led from the particular to the general — from the concrete to the abstract.
الصفحة 303 - 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.
الصفحة 263 - 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.
الصفحة 230 - 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?
الصفحة 76 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind.
الصفحة 251 - 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.
الصفحة 230 - 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.