Lectures on Teaching Delivered in the University of Cambridge During the Lent Term, 1880 |
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Page viii
... consider what subjects have to be taught , and what are the reasons for teaching them ; and so by bringing together a few of the plainer results of experience to place readers in a position in which it will be a little easier for them ...
... consider what subjects have to be taught , and what are the reasons for teaching them ; and so by bringing together a few of the plainer results of experience to place readers in a position in which it will be a little easier for them ...
Page 10
... considering rather the artist than his art - the qualifications which the ideal teacher should bring to his work . It seems a trite thing to say that the teacher of a given subject should first of all possess a full and exact knowledge ...
... considering rather the artist than his art - the qualifications which the ideal teacher should bring to his work . It seems a trite thing to say that the teacher of a given subject should first of all possess a full and exact knowledge ...
Page 16
... consider the nature of childhood . In some professions an artificial gravity of demeanour is not inappropriate . The clergy- man or the surgeon has much to do at the bedside , in the house of mourning , with the sick and the suffering ...
... consider the nature of childhood . In some professions an artificial gravity of demeanour is not inappropriate . The clergy- man or the surgeon has much to do at the bedside , in the house of mourning , with the sick and the suffering ...
Page 36
... consider now the nature and functions of a School generally . The Art of Teaching or Didactics as we may for convenience call it falls under two heads , general and special . And , before seeking to investigate the several subjects ...
... consider now the nature and functions of a School generally . The Art of Teaching or Didactics as we may for convenience call it falls under two heads , general and special . And , before seeking to investigate the several subjects ...
Page 38
... considering merely its worth per se . We must also consider whether it is a kind of knowledge which is capable of being formulated into lessons and imparted by a teacher . For otherwise , how- ever valuable it may be , it is for the ...
... considering merely its worth per se . We must also consider whether it is a kind of knowledge which is capable of being formulated into lessons and imparted by a teacher . For otherwise , how- ever valuable it may be , it is for the ...
Other editions - View all
Lectures on Teaching Delivered in the University of Cambridge During the ... Joshua Girling Fitch No preview available - 2016 |
Lectures on Teaching Delivered in the University of Cambridge During the ... Joshua Girling Fitch, Sir No preview available - 2016 |
Lectures on Teaching Delivered in the University of Cambridge During the ... Joshua Girling Fitch, Sir No preview available - 2016 |
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Popular passages
Page 354 - That man is little to be envied, whose patriotism would not gain force upon the plain of Marathon, or whose piety would not grow • warmer among the ruins of lona.
Page 430 - But if a man live many years, and rejoice in them all; yet let him remember the days of darkness; for they shall be many.
Page 5 - Nalopakhyanam, or, The Tale of Nala ; containing the Sanskrit Text in Roman Characters, followed by a Vocabulary in which each word is placed under its root, with references to derived words in cognate languages, and a sketch of Sanskrit Grammar. By the Rev. THOMAS JARRETT, MA , Trinity College, Regius Professor of Hebrew, late Professor of Arabic, and formerly Fellow of St Catharine's College, Cambridge.
Page 436 - The Missing Fragment of the Latin Translation of the Fourth Book of Ezra, discovered, and edited with an Introduction and Notes, and a facsimile of the MS., by ROBERT L. BENSLY, MA, Sub-Librarian of the University Library, and Reader in Hebrew, Gonville and Caius College, Cambridge.
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Page 3 - To spend too much time in studies is sloth ; to use them too much for ornament is affectation ; to make judgment wholly by their rules is the humour of a scholar.
Page 3 - ... studies themselves do give forth directions too much at large, except they be bounded in by experience. Crafty men contemn studies, simple men admire them, and wise men use them, for they teach not their own use; but that is a wisdom without them, and above them, won by observation.
Page 264 - But now farewell. I am going a long way With these thou seest - — if indeed I go — For all my mind is clouded with a doubt — To the island- valley of Avilion; Where falls not hail, or rain, or any snow, Nor ever wind blows loudly; but it lies Deep-meadow'd, happy, fair with orchard lawns And bowery hollows crown'd with summer sea, Where I will heal me of my grievous wound.
Page 272 - STUDIES serve for delight, for ornament, and for ability. Their chief use for delight is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment and disposition of business...