The Philosophy of Training: Or, The Principles and Art of a Normal Education; with a Brief Review of Its Origin and History. Also, Remarks on the Practice of Corporal Punishments in Schools; and Strictures on the Prevailing Mode of Teaching Languages |
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Page xii
... conduct to a right knowledge and practice of the art of mental train- ing . Henry Pestalozzi may in one sense , therefore , be well compared to Bacon , Copernicus , or Newton , in having literally founded a new ' school ' of education ...
... conduct to a right knowledge and practice of the art of mental train- ing . Henry Pestalozzi may in one sense , therefore , be well compared to Bacon , Copernicus , or Newton , in having literally founded a new ' school ' of education ...
Page xiii
... conduct are then not from within , but from without ; but it is the inward desires and inclinations that must be attended to , and gratified by reason , up to that point where instinct fails to supply them - when reason must then not ...
... conduct are then not from within , but from without ; but it is the inward desires and inclinations that must be attended to , and gratified by reason , up to that point where instinct fails to supply them - when reason must then not ...
Page xv
... conduct - Evolution of goodness out of all events . 1 CHAPTER II . Rise and progress of education - Parallel to language - Opinions concerning the latter - Capacities of inferior animals - Artificial education a result of language - Its ...
... conduct - Evolution of goodness out of all events . 1 CHAPTER II . Rise and progress of education - Parallel to language - Opinions concerning the latter - Capacities of inferior animals - Artificial education a result of language - Its ...
Page xvii
... conduct naturally -Analogies - Normal school a moral daguerreotype - No provi- sion made for training tutors to the rich , and for grammar schools , & c . - Tutor for the Prince of Wales - Extraneous qualifi- cations - Choice of ...
... conduct naturally -Analogies - Normal school a moral daguerreotype - No provi- sion made for training tutors to the rich , and for grammar schools , & c . - Tutor for the Prince of Wales - Extraneous qualifi- cations - Choice of ...
Page 19
... conduct . In all these instances , too , however selfish may be the impelling motives , the actions themselves invariably educe some moral good ; and while one looks in vain to man to aid in the development of a higher guiding impulse ...
... conduct . In all these instances , too , however selfish may be the impelling motives , the actions themselves invariably educe some moral good ; and while one looks in vain to man to aid in the development of a higher guiding impulse ...
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Common terms and phrases
abstrac abstract acquired action ancient Rome animal applied artificial benevolent bodily body called Carthage cause Chaldea character child communicating conduct connexion correct course cultivated declensions disposition duty effect Egypt English enlightened entirely evil exercise faculties feelings former gained grammar gratifying Greek habits hand Hanno the Carthaginian higher human ideas impressions individual induce inductive philosophy inductive reasoning influence instruction instrument intel intellect irreligion kind knowledge language Latin latter laws learning less lesson lighthouse of Alexandria Lycurgus manner master means ment mental mind mode moral training motive names nature necessary necessity obedience objects operation original parent passions perfection Phenicia philosophy physical Polybius practice principles punishment pupil Pythagoras racter reason reflection regarding religion religious render Roger Ascham Rome selfish similar simply sound Sparta speech spirit superstratum taught teacher teaching thing tion truth virtue wants words
Popular passages
Page 274 - But love ye .your enemies, and do good, and lend, hoping for nothing again ; and your reward shall be great, and ye shall be the children of the Highest : for he is kind unto the unthankful and to the evil.
Page 351 - And that which casts our proficiency therein so much behind is our time lost partly in too oft idle vacancies given both to schools and universities; partly in a preposterous exaction, forcing the empty wits of children to compose themes, verses, and orations, which are the acts of ripest judgment and the final work of a head filled by long reading and observing with elegant maxims and copious invention.
Page 273 - And if ye lend to them of whom ye hope to receive, what thank have ye? for sinners also lend to sinners, to receive as much again.
Page 368 - First, let him teach the child cheerfully and plainly the cause and matter of the letter ; then, let him construe it into English so oft, as the child may easily carry away the understanding of it; lastly, parse it over perfectly. 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.
Page 369 - And though a linguist should pride himself to have all the tongues that Babel cleft the world into, yet, if he have not studied the solid things in them as well as the words and lexicons, he were nothing so much to be esteemed a learned man, as any yeoman or tradesman competently wise in his mother dialect only. Hence appear the many mistakes which have made learning generally so unpleasing and so unsuccessful...
Page 369 - ... judgment,* and the final work of a head filled by long reading and observing, with elegant maxims and copious invention. These are not matters to be wrung from poor striplings, like blood out of the nose, or the plucking of untimely fruit ; besides the ill habit which they get of wretched barbarising against the Latin and Greek idiom, with their untutored Anglicisms, odious to be read...
Page 376 - Hence appear the many mistakes which have made learning generally so unpleasing and so unsuccessful ; first, we do amiss to spend seven or eight years merely in scraping together so much miserable Latin and Greek, as might be learned otherwise easily and delightfully in one year...
Page 153 - Accent therefore seems to be regulated in a great measure by etymology. In words from the Saxon, the accent is generally on the root ; in words from the learned languages, it is generally on the termination ; and if to these we...
Page 370 - ... its whole business. How else is it possible that a child should be chained to the oar seven, eight or ten of the best years of his life to get a language or two...
Page 368 - And seeing every nation affords not experience and tradition enough for all kind of learning, therefore we are chiefly taught the languages of those people who have at any time been most industrious after wisdom ; so that language is but the instrument conveying to us things useful to be known.