Outlines of Educational DoctrineC. Humphrey, 1882 - 80 strani |
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ability abstract abstract law acquired acquisition Action of Examinations aliment antagonism Archæology Aristotle authority become cation child classification co-ordinate Comenius concrete condition Corporal punishment cultivate definite discipline distinct dogma educa educational doctrine educational science elaboration elementary notions empiricism employed error exercise faculty fitness for teaching furnish genesis of knowledge give grade human ideal ideas illustrated importance intellectual interpret language knowl knowledge subjects learning lessons liberal education material maturity means memory ment mental culture Metaphysics Method of Discovery Method of Instruction mind mind's activities mode moral motives normal schools obedience observation old education oral instruction order of nature organization perfect Pestalozzi phase Philosophy pleasure practice predetermined end present principles Principles of Psychology Progressive Studies punishment pupils purpose recitation reproduction SCHOOL MANAGEMENT science of education sense Spencer symbols teacher text-book things thought tion truth typical uncon UNIVERSITY OF MICHIGAN Whewell whole words
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Stran 78 - ... the head ; and the like. So if a man's wit be wandering, let him study the mathematics ; for in demonstrations, if his wit be called away never so little, he must begin again : if his wit be not apt to distinguish or find differences, let him study the schoolmen ; for they are cymini sectores : if he be not apt to beat over matters, and to call up one thing to prove and illustrate another, let him study the lawyers' cases : so every defect of the mind may have a special receipt.
Stran 51 - 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.
Stran 78 - Nay, there is no stond or impediment in the wit but may be wrought out by fit studies, like as diseases of the body may have appropriate exercises. Bowling...
Stran 78 - ... shooting for the lungs and breast; gentle walking for the stomach; riding for the head; and the like. So if a man's wit be wandering, let him study the mathematics; for in demonstrations, if his wit be called away never so little, he must begin again: if his wit be not apt to distinguish or find dif-ferences, let him study the schoolmen; for they are cymini sectores: if he be not apt to beat over matters, and to call up one thing to prove and illustrate another, let him study the lawyers' cases:...
Stran 48 - Everything is good as it comes from the hands of the Author of Nature; but everything degenerates in the hands of man.
Stran 78 - Histories make men wise; poets, witty; the mathematics, subtile; natural philosophy, deep; moral, grave; logic and rhetoric, able to contend. Abeunt studia in mores. Nay, there is no stond or impediment in the wit but may be wrought out by fit studies, like as diseases of the body may have appropriate exercises.
Stran iii - No rational plea can be put forward for leaving the Art of Education out of our curriculum. Whether as bearing upon the happiness of parents themselves, or whether as affecting the characters and lives of their children and remote descendants, we must admit that a knowledge of the right methods of juvenile culture, physical, intellectual, and moral, is., a. know ledge second to none in importance.
Stran 41 - Tis not enough, your counsel still be true; Blunt truths more mischief than nice falsehoods do; Men must be taught as if you taught them not, And things unknown proposed as things forgot.
Stran 53 - The sophism consists in this illogical transition from the general to the particular, from the abstract to the concrete ; and a more palpable one can hardly be imagined.
Stran 61 - ... pure imagination : but at the same time every analysis which does not aspire to a synthesis which may be equal to it, is an analysis which halts on the way. On the one hand, synthesis without analysis gives a false science ; on the other hand, analysis without synthesis gives an incomplete science. An incomplete science is a hundred times more valuable than a false science ; but neither a false science nor an incomplete science is the ideal of science. The ideal of science, the ideal of philosophy,...