The Schoolmaster: Essays on Practical Education, Selected from the Works of Ascham, Milton, Locke and Butler. From the Quarterly Journal of Education and from Lectures Delivered Before the American Institute of Instruction
Charles Knight, 1836 - Education
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acquired angles animals Apennines applied arithmetic better branch child circle Cola di Rienzo common comprehend connexion contained course deaf and dumb dialects dialects of Italy difficulty Dino Compagni distinct equal equiangular equilateral triangles Euclid example exercise explained expression facts fractions French geography geometry give given grammar Greek language guage habits ideas improvement instance instruction instructor Italian Italian language Italy Journal of Education knowledge labour language Latin and Greek Latin language learner lessons Lombardy matter means memory ment method metical mind mode natural philosophy natural signs necessary notion object observe oviparous Petrarch practice principles pronunciation propositions pupil question racter reading reason remarks rules sentences side simple sound speaking spelling student taught teacher teaching tences thing tion triangle Tuscan various verbs whole numbers words writing written
Page 96 - This is useful in fortification ; ' ' you cannot play at billiards without this.' ' You only look through a telescope like a Hottentot until this proposition is read,' with many such powerful strokes of rhetoric to the same purpose. And upon such terms, and with such inducements, who would not be a mathematician? Who would go to work with all that apparatus which I have described as necessary for understanding Euclid, when he has only to take a pleasant walk with Clairaut upon the flowery banks of...
Page 149 - A person has two horses, and a saddle worth £50 ; now, if the saddle be put on the back of the first horse, it will make his value double that of the second ; but if it be put on the back of the second, it will make his value triple that of the first ; what is the value of each horse ? Ans.
Page 246 - Above me are the Alps, The palaces of Nature, whose vast walls Have pinnacled in clouds their snowy scalps, And throned Eternity in icy halls Of cold sublimity, where forms and falls The avalanche — the thunderbolt of snow ! All that expands the spirit, yet appals, Gather around these summits, as to show How Earth may pierce to Heaven, yet leave vain man below.
Page 260 - Tarsus held ; or that seabeast Leviathan, which God of all his works Created hugest that swim the ocean stream...
Page 127 - The angle at the centre of a circle is double of the angle at the circumference upon the same base, that is, upon the same part of the circumference.
Page 254 - ... interest in after life : he who loves a flower in youth will love it when he is old. The taste for nature must be planted early in life, to enable its possessor to enjoy a ripened harvest. Every thing which the Deity has created is worthy of our attention. " Nature has nothing made so base, but can Read some instruction to the wisest man.
Page 127 - To prove that the exterior angle of a triangle is equal to the sum of the two interior opposite angles (see fig.
Page 232 - When we have amassed a great store of such general facts, they become the objects of another and higher species of classification, and are themselves included in laws which, as they dispose of groups, not individuals, have a far superior degree of generality, till at length, by continuing the process, we arrive at axioms of the highest degree of generality of which science is capable. This process is what we mean by induction.
Page 326 - Tuscan poets of the same age. But Tuscany had this advantage over the rest, that its familiar spoken language was more generally polished, so as to resemble the poetical and select language of the other Italians, and the Tuscan poets had the benefit of writing in a living dialect, ' lingua volgare,' and their poems were understood by the generality of their country-1 men.
Page 53 - ... deserve to succeed. Irritated or wearied by this failure, little manifestations of temper often take the place of the gentle tone with which the lesson commenced, by which the child, whose perception of such a change is very acute, is thoroughly cowed and discouraged, and left to believe that the fault was his own, when it really was that of his instructor.