Die pädagogischen schriften John Durys (1596-1680).: Ein beitrag zur geschicte der englischen pädogogik ...Frommannsche hofbuchdr., 1905 - 66 pages |
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allgemeinen Andrew Melville ASCHAM Ausbildung BACON Bedeutung beeinflußt beiden BENZELIUS besonders Brief BRINSLEY Buch COMENIUS damals DESCARTES Dinge DURYS Education Educational Einfluß Elbing Elementarschulen Elementarunterricht England englischen Pädagogen englischer Sprache English Schools ERASMUS ersten Fähigkeiten First FOSTER WATSON Frömmigkeit ganzen Gedächtnis Geist geistigen Geistlichen gelehrt Geschichte Englands Grammar School Grammatik großen HERBERT SPENCER höhere Schule HOOLE Jahre Jahrhundert John Amos JOHN DURY Kenntnisse Kinder Kirche KUNO FISCHER Kunst Ländern läßt Lateinischen und Griechischen Learning Lehrerbildung Lehrplan lernen Lesen lichen ließ London Männern Menschen Methode MILTON Motion tending MULCASTER muß müssen Muttersprache Natur nötig Oliver Cromwell pädagogischen Schriften PELL Phantasie Plan praktische Public Publick Good Realismus Reform Reformation Reformed School Regeln Religion Renaissance Richard Mulcaster richtig ROGER ASCHAM sagt SAMUEL HARTLIB scheint Schreiben Schriftsteller Schule soll Seasonable Discourse sollte Stände Studien Studium Teaching unsere Unterricht Vergl Vernunft viel Volk Vorschläge wahre Werk Winchester Winchester College Wissen Wissenschaften Zeitgenossen ziehung
Popular passages
Page 46 - But because our understanding cannot in this body found itself- but on sensible things, nor arrive so clearly to the knowledge of God and things invisible, as by orderly conning over the visible and inferior creature, the same method is necessarily to be followed in all discreet teaching.
Page 61 - ... 7. This brings me to the last of Mr. Spencer's principles of intellectual education. Instruction must excite the interest of the pupils, and therefore be pleasurable to them. ' Nature has made the healthful exercise of our faculties both of mind and body pleasurable. It is true that some of the highest mental powers, as yet but little developed in the race, and congenitally possessed in any considerable degree only by the most advanced-, are indisposed to the amount of exertion required of them.
Page 43 - Then did Car of Cambridge and Ascham with their lectures and writings almost deify Cicero and Demosthenes, and allure all young men that were studious unto that delicate and polished kind of learning. Then did Erasmus take occasion to make the scoffing echo, "Decem annos consumpsi in legendo Cicerone"; and the echo answered in Greek One, Asine.
Page 2 - Genehmigt von der philosophischen Fakultät der Universität Jena auf Antrag des Herrn Professor Dr.
Page 27 - Motion Tending to the Publick Good of This Age, and of Posteritie. Or the Coppies of certain Letters written by Mr. John Dury to a worthy Knight, at his earnest desire. Shewing briefly, What a Publick good is, and how by the best means of Reformation in Learning and Religion it may be advanced to some perfection.
Page 12 - Cicero saith in like matter, with like words, ' loquendo male loqui discunt ;' and that excellent learned man, G. Budaeus, in his Greek Commentaries, sore complaineth, that when he began to learn the Latin tongue, use of speaking Latin at the table and elsewhere unadvisedly, did bring him to such an evil choice of words, to such a crooked framing...
Page 29 - Particulars 1. What the Grounds and Method of our Reformation ought to be in Religion and Learning. 2. How even in these times of distraction, the work may be advanced.
Page 59 - ... avant que d'être hommes. Si nous voulons pervertir cet ordre, nous produirons des fruits précoces, qui n'auront ni maturité ni saveur, et ne tarderont pas à se corrompre; nous aurons de jeunes docteurs et de vieux enfants. L'enfance a des manières de voir, de penser, de sentir, qui lui sont propres...
Page 56 - Not recognizing the truth that the function of books is supplementary — that they form an indirect means to knowledge when direct means fail — a means of seeing through other men what you cannot see for yourself ; teachers are eager to give secondhand facts in place of first-hand facts. Not perceiving the enormous value of that spontaneous education which goes on in early years — not perceiving that a child's restless observation, instead of being ignored or checked, should be diligently ministered...
Page 11 - hypersthenischer' weise: scribendi et commentandi et declamandi et dicendi videre mihi videor, ipsos magistros non insequi, sed assequi facultatem illam optimarum aetatum quae Athenis et Romae fuit...