Lectures on Teaching Delivered in the University of Cambridge During the Lent Term, 1880 |
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Page 8
... name and character of a Science resolved it merely into a series of speculations into the relative value of different forms of human knowledge , or into the constitution of the The Ideal Teacher . 9 human mind . Those who 8 The Teacher ...
... name and character of a Science resolved it merely into a series of speculations into the relative value of different forms of human knowledge , or into the constitution of the The Ideal Teacher . 9 human mind . Those who 8 The Teacher ...
Page 24
... names of the qualities of objects , while the children repeated mechani- cally his favourite watchwords , which they had learned by heart . Those words had once been full of meaning . But they had ceased to represent real intellectual ...
... names of the qualities of objects , while the children repeated mechani- cally his favourite watchwords , which they had learned by heart . Those words had once been full of meaning . But they had ceased to represent real intellectual ...
Page 40
... name of arithmetic , is often taught more in the nature of a knack , or mechanical art , than as a mental discipline . Grammar too , considered as the art of correct speaking is matter of imitation rather than knowledge . And Physical ...
... name of arithmetic , is often taught more in the nature of a knack , or mechanical art , than as a mental discipline . Grammar too , considered as the art of correct speaking is matter of imitation rather than knowledge . And Physical ...
Page 74
... names appear on the school registers . Nothing so elaborate is needed in the case of higher schools , partly because no grant of public money is involved , and partly because in such schools the scholars attend much more regularly . But ...
... names appear on the school registers . Nothing so elaborate is needed in the case of higher schools , partly because no grant of public money is involved , and partly because in such schools the scholars attend much more regularly . But ...
Page 117
... name is to assume that his character is formed , and this happily is not true even of your worst scholars . If it were true , what could be more discouraging , more fatal to the success of any poor struggles he may make to set himself ...
... name is to assume that his character is formed , and this happily is not true even of your worst scholars . If it were true , what could be more discouraging , more fatal to the success of any poor struggles he may make to set himself ...
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 |
Common terms and phrases
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.