A Defence of Classical EducationMacmillan and Company, Limited, 1916 - 278 sider |
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Side viii
... problem · 2. Fallacy of the theory that classical education is a mere accidental survival from the Middle Ages 3. We study Ancient Greece : ( a ) as containing , with Rome , the history of our origins , and explaining much in our ...
... problem · 2. Fallacy of the theory that classical education is a mere accidental survival from the Middle Ages 3. We study Ancient Greece : ( a ) as containing , with Rome , the history of our origins , and explaining much in our ...
Side x
... problems : ( a ) In history : a parallel between fourth cen- tury Athens and modern Europe ( b ) In thought : the ... problem of industrialism PAGE 179 182 186 191 195 CHAPTER VI THE CASE FOR GRAMMAR AND PROSE COMPOSITION 1. How far can ...
... problems : ( a ) In history : a parallel between fourth cen- tury Athens and modern Europe ( b ) In thought : the ... problem of industrialism PAGE 179 182 186 191 195 CHAPTER VI THE CASE FOR GRAMMAR AND PROSE COMPOSITION 1. How far can ...
Side xi
Richard Winn Livingstone. CHAPTER VII REFORMS 1. The problem affects three classes : ( a ) The problem of boys in the elementary stages · · ( b ) Sixth form boys : present weaknesses in their teaching ; these partly due to emphasis on ...
Richard Winn Livingstone. CHAPTER VII REFORMS 1. The problem affects three classes : ( a ) The problem of boys in the elementary stages · · ( b ) Sixth form boys : present weaknesses in their teaching ; these partly due to emphasis on ...
Side 7
... problems . Professor Hofmann adds . . . that Liebig that Liebig expressed him- self at various times to the same effect . " 1 Similar testimony is given by the professors of Mathe- matics , Zoology , Modern Languages , Economics and ...
... problems . Professor Hofmann adds . . . that Liebig that Liebig expressed him- self at various times to the same effect . " 1 Similar testimony is given by the professors of Mathe- matics , Zoology , Modern Languages , Economics and ...
Side 8
... Problems in Prussian Secondary Education ( Board of Education Special Reports , vol . 3 , p . 218 ) . In the same place is quoted the interesting protest by the late M. Jaurès in favour of classical education . " He spoke against giving ...
... Problems in Prussian Secondary Education ( Board of Education Special Reports , vol . 3 , p . 218 ) . In the same place is quoted the interesting protest by the late M. Jaurès in favour of classical education . " He spoke against giving ...
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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.