Studies in the History of Educational Opinion from the RenaissanceUniversity Press, 1905 - 261 ページ |
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16th century Aristotle Ascham authors Bacon Baconian better boys called century chiefly child Cicero classical Comenius conduct curriculum desire discipline Erasmus Europe exercise George Buchanan give grammar gymnastic habit human Humanistic ideas instruction intellectual Jesuit knowledge labour language Latin and Greek learning literary literature living Locke Locke's logic master method Milton mind modern Montaigne Montaigne's moral training natural philosophy natural reaction Orbis Pictus pain pansophic parents philosophy Plato pleasant pleasure Plutarch practice principles Protestantism punishment pupil Quintilian Rabelais Ratke realistic reason reform religion religious Renaissance revival rhetoric Roger Ascham Rudolf Agricola rules says scholar scholastic schoolmasters secondary schools sense speak Spencer spirit Sturm taught teacher teaching things thought tongue translation treatise true ideal truth understanding universities vernacular virtue Vittorino Vittorino da Feltre wisdom wise words write young youth
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172 ページ - I call therefore a complete and generous education, that which fits a man to perform justly, skilfully, and magnanimously all the offices, both private and public, of peace and war.
134 ページ - The End of our Foundation is the knowledge of Causes, and secret motions of things ' ; and the enlarging of the bounds of Human Empire, to the effecting of all things possible.
187 ページ - A SOUND mind in a sound body, is a short but full description of a happy state in this world : he that has these two, has little more to wish for ; and he that wants either of them, will be but little the better for any thing else.
188 ページ - I think I may say, that, of all the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education.
184 ページ - I believe that this is not a bow for every man to shoot in that counts himself a teacher, but will require sinews almost equal to those which Homer gave Ulysses...
173 ページ - These ways would try all their peculiar gifts of nature ; and if there were any secret excellence among them would fetch it out, and give it fair opportunities to advance itself by...
165 ページ - The end then of learning is to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the nearest by possessing our souls of true virtue, which being united to the heavenly grace of faith, makes up the highest perfection.
181 ページ - Prudence and Justice are virtues and excellencies of all places. We are perpetually moralists, but we are geometricians only by chance. Our intercourse with intellectual nature is necessary ; our speculations upon matter are voluntary and at leisure. Physiological learning is of such rare emergence, that one may know another half his life, without being able to estimate his skill in hydrostatics or astronomy ; but his moral and prudential character immediately appears.
124 ページ - I confess that I have as vast contemplative ends, as I have moderate civil ends : for I have taken all knowledge to be my province ; and if I could purge it of two sorts of rovers, whereof the one with frivolous disputations, confutations, and verbosities, the other with blind experiments and auricular traditions and impostures, hath committed so many spoils, I hope I should bring in industrious observations, grounded conclusions, and profitable inventions and discoveries ; the best state of that...
172 ページ - ... to all the art of cavalry, that having in sport, but with much exactness and daily muster, served out the rudiments of their soldiership in all the skill of...