A Defence of Classical EducationMacmillan and Company, Limited, 1916 - 278 sider |
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Side viii
... literature , history and philo- sophy . How they assist us to a knowledge of Man ( b ) They develop flexibility of ... literature , language and ideals . • ( b ) for its literature , art and life ; evidence of their value from ( a ) ...
... literature , history and philo- sophy . How they assist us to a knowledge of Man ( b ) They develop flexibility of ... literature , language and ideals . • ( b ) for its literature , art and life ; evidence of their value from ( a ) ...
Side ix
... literature replace them ? • 154 2. Greek and English literature compared 155 3. Disadvantages of educating a nation on its own literature . 162 · 4. Educational advantages of the classics : ( a ) Their completeness ( b ) Their ...
... literature replace them ? • 154 2. Greek and English literature compared 155 3. Disadvantages of educating a nation on its own literature . 162 · 4. Educational advantages of the classics : ( a ) Their completeness ( b ) Their ...
Side 7
... literature , and the works of art of classical antiquity . " This testimony is the more striking , because it is not mere dogmatising without experience by men who might be supposed to have a personal prejudice in favour of the classics ...
... literature , and the works of art of classical antiquity . " This testimony is the more striking , because it is not mere dogmatising without experience by men who might be supposed to have a personal prejudice in favour of the classics ...
Side 21
... literatures . But some one may raise the previous question : Why study literature at all ? This question is often asked in letters written to the papers by indignant fathers , who want to know why their sons , destined for business ...
... literatures . But some one may raise the previous question : Why study literature at all ? This question is often asked in letters written to the papers by indignant fathers , who want to know why their sons , destined for business ...
Side 26
... be unfair to use such views as men of straw , convenient and easy to demolish . Instead , let me take the case against literature , as it might be put by a man of science , who was extreme in his views , but 26 CLASSICAL EDUCATION.
... be unfair to use such views as men of straw , convenient and easy to demolish . Instead , let me take the case against literature , as it might be put by a man of science , who was extreme in his views , but 26 CLASSICAL EDUCATION.
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Almindelige termer og sætninger
achievements Aeschylus Aristotle Athenians Athens beauty better boys century character Cicero civilisation classical education cracy creative intelligence critics democracy Demosthenes disease divine educa empire English Ennius Euripides Euthyphro facts French genius German give grammar Greece Greece and Rome Greek literature Heraclitus Hippocrates human nature ideal ideas ignorant imagination intellectual interest knew knowledge Latin Latin and Greek ledge less literary live Lucretius Matthew Arnold means ment method mind modern languages modern world moral nation never original passion Pericles philosophy physical science place in education Plato Plutarch poetry poets political politicians problems Propertius prose reason religion remember Roman Rome scientific sense Shakespeare shew Socrates soul spirit student Tacitus taught teaching things thinkers thought Thucydides tion translation true virtues whole wish words writers
Populære passager
Side 87 - 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.
Side 47 - The tumult and the shouting dies; The captains and the kings depart; Still stands Thine ancient sacrifice, An humble and a contrite heart: Lord God of Hosts, be with us yet, Lest we forget, lest we forget!
Side 76 - Our constitution is named a democracy, because it is in the hands not of the few but of the many. But our laws secure equal justice for all in their private disputes, and our public opinion welcomes and honors talent in every branch of achievement, not for any sectional reason but on grounds of excellence alone.
Side 122 - I will follow that system of regimen which, according to my ability and judgment, I consider for the benefit of my patients, and abstain from whatever is deleterious and mischievous.
Side 122 - I will keep this oath and this stipulation— to reckon him who taught me this art equally dear to me as my parents, to share my substance with him and relieve his necessities if required, to look upon his offspring in the same footing as my own brothers and to teach them this art if they shall wish to learn it without fee or stipulation...
Side 51 - T is not the grapes of Canaan that repay, But the high faith that failed not by the way; Virtue treads paths that end not in the grave; No ban of endless night exiles the brave; And to the saner mind We rather seem the dead that stayed behind.
Side 93 - Let our artists rather be those who are gifted to discern the true nature of the beautiful and graceful ; then will our youth dwell in a land of health, amid fair sights and sounds, and receive the good in everything; and beauty, the effluence of fair works, shall flow into the eye and ear, like a health-giving breeze from a purer region, and insensibly draw the soul from earliest years into likeness and sympathy with the beauty of reason.
Side 87 - How charming is divine Philosophy ! Not harsh and crabbed, as dull fools suppose, But musical as is Apollo's lute, And a perpetual feast of nectared sweets, Where no crude surfeit reigns.
Side 162 - Since it is the understanding that sets man above the rest of sensible beings, and gives him all the advantage and dominion which he has over them; it is certainly a subject, even for its nobleness, worth our labour to inquire into.
Side 48 - In our halls is hung Armoury of the invincible Knights of old: We must be free or die, who speak the tongue That Shakespeare spake; the faith and morals hold Which Milton held.