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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accidental ascendancy Adverbial Æneid answer Arithmetic arranged attained become better boys called Cambridge character child conscious course Demy desks discipline duty effective English English language exercises experience fact faculty French give grammar Greek habit illustrations important instruction intellectual intelligence intelligent home interest Joseph Lancaster kind knowledge language Latin learned by heart learner lectures lesson logical matter means memory ment mental method metic mind moral nature nouns object Octavo once oral P. G. TAIT particular Phaedrus physical practical principles punishment pupils purpose question reason remember require result rule Rule Britannia scholars school discipline schoolmaster sense sentence shew simple Socrates St John's College taught teacher teaching Theuth thing thought tion true truth University University of Cambridge whole words writing
Popular passages
Page 434 - 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 277 - Before all temples the upright heart and pure, Instruct me, for thou know'st; thou from the first Wast present, and, with mighty wings outspread, Dove-like, sat'st brooding on the vast abyss, And mad'st it pregnant: what in me is dark Illumine; what is low, raise and support; That to the height of this great argument I may assert eternal Providence, And justify the ways of God to men.
Page 268 - 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 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 276 - 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...
Page 437 - The Pointed Prayer Book, being the Book of Common Prayer with the Psalter or Psalms of David, pointed as they are to be sung or said in Churches.