Practical Education, 第 1 巻Johnson, 1798 - 775 ページ The scientist Richard Lovell Edgeworth, educated at Trinity College, Dublin, and Oxford, was a Member of the Lunar Society of Birmingham, where he exchanged ideas with other scientists, including James Watt, and was known for his significant mechanical inventions. However, Edgeworth's real interest was education: in this two-volume work, written with his daughter, the poet Maria Edgeworth, he draws on his own experience of raising twenty children (by his four wives), from which the work derives its authority and innovative character. The work was very influential, and led to his Essays on Professional Education. The two volumes discuss the theories of philosophers and educationalists, while in general arguing for the importance and formative character of early childhood experiences. Volume 1 deals with different areas of childhood education, including play, learning, and obedience and good behaviour. Volume 2 discusses schooling, the idea of creativity and imagination, and the relationship between public and private education. |
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vii ページ
... affections . A witty writer fays , " Il est permis d'en- nuyer en moralités d'ici jufqu'à Conftantinople . " Unwilling to avail ourselves of this permiffion , we have fedulously avoided . declamation , and , wherever we have been ...
... affections . A witty writer fays , " Il est permis d'en- nuyer en moralités d'ici jufqu'à Conftantinople . " Unwilling to avail ourselves of this permiffion , we have fedulously avoided . declamation , and , wherever we have been ...
xii ページ
... affection , r . attention 162-21 instead of a period after the word will , insert a comma 179-16 after fuch and , infert fuch 183-14 for That in the difficulty in which our minds are flopped or put in motion , there is fomething ...
... affection , r . attention 162-21 instead of a period after the word will , insert a comma 179-16 after fuch and , infert fuch 183-14 for That in the difficulty in which our minds are flopped or put in motion , there is fomething ...
65 ページ
... affection : we should neither be alarmed at one difpofition or at the other , but steadily pursue the fyftem of conduct which will be moft ad- vantageous to both . When a prattling vivacious child pours forth . a multiplicity of words ...
... affection : we should neither be alarmed at one difpofition or at the other , but steadily pursue the fyftem of conduct which will be moft ad- vantageous to both . When a prattling vivacious child pours forth . a multiplicity of words ...
89 ページ
... affection , felf - complacency , benevolence , and liberty . These feelings in youth produce all the virtuous enthu ... affectionate child . Thofe , who neglect to cultivate the affections of their pupils , will never be able to excite ...
... affection , felf - complacency , benevolence , and liberty . These feelings in youth produce all the virtuous enthu ... affectionate child . Thofe , who neglect to cultivate the affections of their pupils , will never be able to excite ...
90 ページ
... affection and esteem is raised in the mind , their exertions feem to be univerfal , and fpontaneous children are then no longer like machines , which re- quire to be wound up regularly to perform certain revolutions ; they are animated ...
... affection and esteem is raised in the mind , their exertions feem to be univerfal , and fpontaneous children are then no longer like machines , which re- quire to be wound up regularly to perform certain revolutions ; they are animated ...
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abſtract accuſtomed acquire affection affociated againſt amongſt amuſement anſwer aſked attention becauſe beſt buſineſs cauſe child children fhould circumſtances Condillac confequence confidence converfation courſe defire diſcover eſteem excite exerciſe exertion expreffion exprefs faid falfehood fame father feel fenfe fenfible fervants feven fhall fhew firſt fituation fociety fome fometimes foon fpecies fubject fuccefs fuch fuffered fufficient fuperior fure fympathy habits happineſs himſelf hiſtory houſe ideas increaſe inftance inſtead intereft juſt leaſt leffons lefs maſter mind moſt muft muſt neceffary nurſe obferve occafion ourſelves paffions pain parents perfon perhaps philofopher pleaſe pleaſure poffible praiſe preceptor prevent puniſhment pupils purpoſe queſtion reaſon reſpect rience ſay ſeem ſenſe ſhall ſhe ſhould ſhould never ſome ſpeak ſtate ſtory ſtudy ſuch taſk taſte teach temper thefe themſelves theſe thing thofe thoſe tion truth underſtanding uſe uſually whilft wiſh words young