Practical Education, 第 1 巻G. F. Hopkins, 1801 |
この書籍内から
検索結果1-5 / 29
10 ページ
... asked , what was meant by something that was very indistinctly represented as hanging round the arm of a figure in one of the prints of the London Cries , He He said it was a glove ; though it had 10 PRACTICAL EDUCATION .
... asked , what was meant by something that was very indistinctly represented as hanging round the arm of a figure in one of the prints of the London Cries , He He said it was a glove ; though it had 10 PRACTICAL EDUCATION .
11 ページ
... asked how he knew that it was a glove , he answered , " that it ought to be a glove , because the woman had one upon her other arm , and none upon that where the thing " was hanging . " Having seen the gown of a female figure in a print ...
... asked how he knew that it was a glove , he answered , " that it ought to be a glove , because the woman had one upon her other arm , and none upon that where the thing " was hanging . " Having seen the gown of a female figure in a print ...
17 ページ
... asked " why a hoop , or a plate , if rolled upon its edge , keeps " up as long as it rolls , but falls as soon as it stops , and will " not stand if you try to make it stand still upon its edge ? " Was not the boy's understanding as ...
... asked " why a hoop , or a plate , if rolled upon its edge , keeps " up as long as it rolls , but falls as soon as it stops , and will " not stand if you try to make it stand still upon its edge ? " Was not the boy's understanding as ...
49 ページ
... asked why it would not do when the sun did not shine . The sun went behind a cloud whilst he was trying his experiments : " There was light , " said he , " though " there was no sunshine . " He then said he thought that . the different ...
... asked why it would not do when the sun did not shine . The sun went behind a cloud whilst he was trying his experiments : " There was light , " said he , " though " there was no sunshine . " He then said he thought that . the different ...
67 ページ
... asked , how can we in education attempt to teach in any but customary terms ? There is no occasion to make any sudden or violent alteration in language ; but a man who attempts to teach , will find it necessary to select his terms with ...
... asked , how can we in education attempt to teach in any but customary terms ? There is no occasion to make any sudden or violent alteration in language ; but a man who attempts to teach , will find it necessary to select his terms with ...
他の版 - すべて表示
多く使われている語句
acquire admiration affection agreeable Alcibiades amongst amusement appear asso associated Atalantis attention better called character chil child circumstances command Condillac consequence conversation danger desire difficult dren early eloquence excite exer exercise exertion expect experience explain express falsehood father fatigue fear feel frequently friends Gil Blas give habits happiness hope hope and fear humor ideas idle imagination indolent knowledge labor language lessons look looking-glass Lord Kames Madame de Genlis manner means ment metaphysical mind moral mother natural necessary never obedience objects observe pain parents passion pathy perceive perhaps play pleasure praise preceptor present principles prudence punishment pupils quire racter reason reward rience riety Rousseau sensible servants shew Silleri sometimes speak species sufficient sympathy taste taught teach temper thing thought tion treache truth tutor understanding vanity virtue whilst wish words young
人気のある引用
329 ページ - Whose iron scourge, and torturing hour, The bad affright, afflict the best ! Bound in thy adamantine chain, The proud are taught to taste of pain, And purple tyrants vainly groan With pangs unfelt before, unpitied, and alone.
330 ページ - And bade to form her infant mind. Stern, rugged Nurse ! thy rigid lore With patience many a year she bore ; What sorrow was, thou bad'st her know, And from her own she learn'd to melt at others
36 ページ - As it is usually managed, it is a dreadful task indeed to learn, and if possible a more dreadful task to teach to read ; with the help of counters, and coaxing, and gingerbread, or by dint of reiterated pain and terror, the names of the four-andtwenty letters of the alphabet are, perhaps, in the course of some weeks, firmly fixed in the pupil's memory.
104 ページ - For as knowledges are now delivered, there is a kind of contract of error, between the deliverer and the receiver ; for he that delivereth knowledge, desireth to deliver it in such form as may be best believed, and not as may be best examined: and he that receiveth knowledge, desireth rather present satisfaction, than expectant inquiry ; and so rather not to doubt, than not to err ; glory making the author not to lay open his weakness, and sloth making the disciple not to know his strength.
332 ページ - Her virgin vot'ries, and at early dawn, Sacred to May and love's mysterious rite, Brush the light dew-drops from the spangled lawn . To her no more Augusta's wealthy pride Pours the full tribute from Potosi's mine : Nor fresh-blown garlands village maids provide, A purer oif ring at her rustic shrine. No more the Maypole's verdant height around To valour's games th" ambitious youth advance ; No merry bells and tabor's sprightlier sound Wake the loud carol, and the sportive dance.
342 ページ - The perfect composition, the nervous language, the well-turned periods of Dr. Robertson, inflamed me to the ambitious hope that I might one day tread in his footsteps: the calm philosophy, the careless inimitable beauties of his friend and rival, often forced me to close the volume with a mixed sensation of delight and despair.
302 ページ - This is one of the best books for young people from seven to ten years old that has yet appeared in the world ; and the mixture of scientific and moral lessons is so happily blended as to relieve the attention."— Miss Edgetcorth.
65 ページ - They told me chou signifies a book: so that I thought whenever the word chou was pronounced, a book was the subject. Not at all! Chou, the next time I heard it, I found signified a tree. Now I was to recollect; chou was a book or a tree.
109 ページ - What has been said of the understanding and dispositions of servants, relates only to servants as they are now educated. Their vices and their ignorance arise from the same causes, the want of education. They are. aot a separate cast in society, doomed to ignorance, or degraded by inherent vice ; they are capable, they are desirous of instruction. Let them be well educated,* and the difference in their conduct and understanding will repay society for the trouble of the undertaking.
201 ページ - It is the business of education to prevent crimes, and to prevent all those habitual propensities which necessarily lead to their commission