The Principles of EducationLongmans, Green, and Company, 1904 - 381 من الصفحات |
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abstract abstract law acquired applied arithmetic attention bartian boarding school boys branches of instruction chap chapter character child child-study classical connection corporal punishment course curricula curriculum definite distinction drawing elementary English examinations example exercises fact faculty psychology formal grammar geography geometry grammar gymnastic Herbart Herbartian Herbert Spencer idea illustrated imitation important individual influence intellectual interest J. S. Mill knowledge language Latin least less lessons literature mathematics matter means ment mental method mind moral nature nature-study notions objects observation organisation pedagogic perhaps physical practice primary education primary school principle problems psychology punishment pupil purpose question reading recognised reference regarded require rule secondary education secondary school sense stage taught teaching tendency text-books theory thing tion true truth whilst whole words writing young teacher
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الصفحة 359 - Why are we never quite at our ease in the presence of a schoolmaster ? — because we are conscious that he is not quite at his ease in ours. He is awkward, and out of place, in the society of his equals.
الصفحة 325 - Let the history of your domestic rule typify, in little, the history of our political rule: at the outset, autocratic control, where control is really needful; by-and-by an incipient constitutionalism, in which the liberty of the subject gains some express recognition; successive extensions of this liberty of the subject; gradually ending in parental abdication.
الصفحة 362 - But as the individuals who carry the images fall naturally into classes, we may practically say that he has as many different social selves as there are distinct groups of persons about whose opinion he cares.
الصفحة 101 - Reading maketh a full man, conference a ready man, and writing an exact man. And therefore, if a man write little, he had need have a great memory; if he confer little...
الصفحة 223 - Trace science, then, with modesty thy guide; First strip off" all her equipage of pride; Deduct what is but vanity, or dress, Or learning's luxury, or idleness: Or tricks to show the stretch of human brain, Mere curious pleasure, or ingenious pain; Expunge the whole, or lop th...
الصفحة 101 - We may be quite sure that the acquirement of those classes of facts which are most useful for regulating conduct, involves a mental exercise best fitted for strengthening the faculties. It would be utterly contrary to the beautiful economy of Nature, if one kind of culture were needed for the gaining of information and another kind were needed as a mental gymnastic.
الصفحة 38 - And secondary instruction is technical, ie, it teaches the boy so to apply the principles he is learning, and so to learn the principles by applying them, or so to use the instruments he is being made to know, as to perform or produce something, interpret a literature or a science, make a picture or a book, practise a plastic or a manual art, convince a jury or persuade a senate, translate or annotate an author, dye wool, weave cloth, design or construct a machine, navigate a ship, or command an...
الصفحة 281 - ... ideas, and not in the least leading him to be an active inquirer or self-instructor— and what with taxing the faculties to excess; there are very few minds that become as efficient as they might be. Examinations being once passed, books are laid aside; the greater part of what has been acquired, being unorganized, soon drops out of recollection; what remains is mostly inert— the art of applying knowledge not having been cultivated; and there is but little power either of accurate observation...
الصفحة 128 - The only medicine for suffering, crime, and all the other woes of mankind, is wisdom. Teach a man to read and write, and you have put into his hands the great keys of the wis1odom box.
الصفحة 66 - Yet the boy has not become a boy, nor has the youth become a youth, by reaching a certain age, but only by having lived through childhood, and, further on, through boyhood, true to the requirements of his mind, his feelings, and his body ; similarly, adult man has not become an adult man by reaching a certain age, but only by faithfully satisfying the requirements of his childhood, boyhood, and youth.