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 viii
... philosophy is an instance - though indeed the system of doctrines that became popular under that name was very different from those contained in the genuine writings of the Stagirite . That system was taught in the schools for ages ...
... philosophy is an instance - though indeed the system of doctrines that became popular under that name was very different from those contained in the genuine writings of the Stagirite . That system was taught in the schools for ages ...
Page ix
... philosophy . It was but adding to a building whose foundation was unsound , and which indeed , in another way than they feared , accelerated the ruin of the entire structure . But the temple of truth arose upon a different foundation ...
... philosophy . It was but adding to a building whose foundation was unsound , and which indeed , in another way than they feared , accelerated the ruin of the entire structure . But the temple of truth arose upon a different foundation ...
Page xiv
... philosophy , to that of the Peripatetics , in monk- ish times , the institution of normal seminaries upon any other basis , will form but an excrescence upon existing systems , rather than any new system . CONTENTS . PAGE CHAPTER I ...
... philosophy , to that of the Peripatetics , in monk- ish times , the institution of normal seminaries upon any other basis , will form but an excrescence upon existing systems , rather than any new system . CONTENTS . PAGE CHAPTER I ...
Page 2
... philosophy of an artificial education is never brought fully to bear upon the general purposes of life . Certain natural prin- ciples exercise an influence upon their legitimate objects ; and , whether these operate actively or ...
... philosophy of an artificial education is never brought fully to bear upon the general purposes of life . Certain natural prin- ciples exercise an influence upon their legitimate objects ; and , whether these operate actively or ...
Page 4
... , much upon the animus and skill of those who set it moving , and upon the objects towards which it may be directed , whether it produce its naturally It beneficial effects , or the contrary . If used for 4 PHILOSOPHY OF TRAINING .
... , much upon the animus and skill of those who set it moving , and upon the objects towards which it may be directed , whether it produce its naturally It beneficial effects , or the contrary . If used for 4 PHILOSOPHY OF TRAINING .
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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.