Minutes of the Committee of Council on Education: with Appendices, Volume 1

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H.M. Stationery Office, 1846 - Education

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Page 371 - See the sole bliss heaven could on all bestow ! Which who but feels can taste, but thinks can know : Yet poor with fortune, and with learning blind, The bad must miss, the good untaught will find : Slave to no sect, who takes no private road, But looks through nature up to nature's God ; Pursues that chain which links th...
Page 342 - Exulting in this hope, the prophet touched the sacred harp of prophecy, and sang of " the sufferings of Christ, and of the glory that should follow," when he would see of the travail of his soul and be satisfied.
Page 369 - Almighty and most merciful Father ; We have erred, and strayed from thy ways like lost sheep. We have followed too much the devices and desires of our own hearts. We have offended against thy holy laws. We have left undone those things which we ought to have done ; And we have done those things which we ought not to have done; And there is no health in us.
Page 225 - ... verses, he left them to write out the sentiment and the story in prose, to be produced in school the next morning. All this was done without the slightest break or hesitation, and evidently proceeded from a mind full of the subject, and having a ready command of all its resources.
Page 230 - But the Prussian teacher has no book. He needs none. He teaches from a full mind. He cumbers and darkens the subject with no technical phraseology. He observes what proficiency the child has made, and then adapts his instructions, both in quality and amount, to the necessity of the case. He answers all questions ; he solves all doubts. It is one of his objects, at every recitation, so to present ideas that they shall start doubts and provoke questions.
Page 230 - ... he will prove to him, in a word, that some of his own pleasures or means of subsistence are dependent upon it, or have been created or improved by it.
Page 324 - ... and finally, if the little wrestler with difficulty triumphs, the teacher felicitates him upon his success, perhaps seizes and shakes him by the hand in token of congratulation ; and when the difficulty has been really formidable, and the effort triumphant, I have seen the teacher catch up the child in his arms and embrace him, as though he were not able to contain his joy. At another time, I have seen a teacher actually clap his hands with delight at a bright reply ; and all...
Page 230 - The knowledge they already possess about common things is made the nucleus around which to collect more ; and the language with which they are already familiar becomes the medium through which to communicate new ideas, and by which, whenever necessary, to explain new terms. There is no difficulty in explaining to a child, seven years of age, the distinctive marks by which nature intimates to us, at first sight, whether a plant is healthful or poisonous; or those by which, on inspecting the skeleton...
Page 249 - ... making, by the union of the two schools, one such teacher sufficient where two would, if the schools were separated, be necessary. Lastly, that, providing for those technical branches of instruction which are not only valuable in themselves, but necessary to secure that public opinion of the parents favourable to the school, on which its success must after all depend, it provides further for that oral instruction of a more general kind, which aims at results less tangible, indeed, but the highest...
Page 246 - It will be observed, that the first or lowest division of the school is occupied during the first hour in reading; that it is then placed under oral instruction, which oral instruction, conducted by the head-master, is supposed to be founded (where that is practicable,) upon the reading lesson which the children have just been practicing, and which always commences with an examination as to the extent to which they have acquired the power to read it mechanically.

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