Language as a Means of Mental Culture and International Communication: Or, Manual of the Teacher, and the Learner of Languages, Volume 1 |
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Page viii
... branches of learning and the departments of language most required at the present day . Until now materials were wanting for this task . It is only in an age like the present , when the highest intelligences have investigated the nature ...
... branches of learning and the departments of language most required at the present day . Until now materials were wanting for this task . It is only in an age like the present , when the highest intelligences have investigated the nature ...
Page viii
... branches of learning and the departments of language most required at the present day . Until now materials were wanting for this task . It is only in an age like the present , when the highest intelligences have investigated the nature ...
... branches of learning and the departments of language most required at the present day . Until now materials were wanting for this task . It is only in an age like the present , when the highest intelligences have investigated the nature ...
Page xi
... BRANCH OF EDUCATION . SECT . BOOK I. OF EDUCATION IN GENERAL . INTRODUCTION . I. - Definition of Education · • II . - Exercise of the faculties - the basis of Education III . - Successive development of the faculties IV . Of habit V ...
... BRANCH OF EDUCATION . SECT . BOOK I. OF EDUCATION IN GENERAL . INTRODUCTION . I. - Definition of Education · • II . - Exercise of the faculties - the basis of Education III . - Successive development of the faculties IV . Of habit V ...
Page xiii
... branches of instruction · III . - On the study of Eastern languages 120 · 123 127 IV . Modern languages claim precedence over the ancient V. - The French language , as a general medium of commu- 129 • nication . • VI . - Advantages ...
... branches of instruction · III . - On the study of Eastern languages 120 · 123 127 IV . Modern languages claim precedence over the ancient V. - The French language , as a general medium of commu- 129 • nication . • VI . - Advantages ...
Page xvi
... - Initiation into orthography , grammar , and literary dis- VII . — Adoption of the Conversations on objects in families and 312 · 314 · 316 319 BOOK V. ORDER AND RELATIVE IMPORTANCE OF THE DIFFERENT BRANCHES xvi CONTENTS .
... - Initiation into orthography , grammar , and literary dis- VII . — Adoption of the Conversations on objects in families and 312 · 314 · 316 319 BOOK V. ORDER AND RELATIVE IMPORTANCE OF THE DIFFERENT BRANCHES xvi CONTENTS .
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Common terms and phrases
A. P. Stanley acquired acquisition activity alphabetical analogy ancient languages Aptitude and Capacity articulate language arts attention boustrophedon branches character child civilisation classical communication constitution cultivated Demosthenes departments of knowledge Descartes direct duties effect elements especially exclusively exercise existence expression fact feelings foreign language French genuity give habits human ideas ideographical idioms ignorance imitation importance impressions improvement indispensable individual inductive reasoning influence instruction instructor intel intellectual education judgment Latin laws learners learning literary literature living languages Madame de Staël means memory ment mental Mental philosophy method mind Mixed Mathematics mode moral education moral faculties nations native tongue natural signs nature objects onomatopoeia organs parents particular perception perfection period phonographic Phrenology physical practical principles profession progress pupils pursuits racter reason render respect Roman alphabet schools SECT social society Stenography sympathy taste teacher teaching things thought tion truth virtue vocal sounds words writing young youth
Popular passages
Page 127 - The Sanskrit language, whatever be its antiquity, is of a wonderful structure; more perfect than the Greek, more copious than the Latin, and more exquisitely refined than either, yet bearing to both of them a stronger affinity, both in the roots of verbs and in the forms of grammar, than could possibly have been produced by accident; so strong indeed, that no philologer could examine them all three, without believing them to have sprung from some common source, which, perhaps, no longer exists...
Page 63 - Thou didst swear to me upon a parcel-gilt goblet, sitting in my Dolphin-chamber, at the round table, by a sea-coal fire, upon Wednesday in Wheeson week, when the prince broke thy head for liking his father to a singingman of Windsor, thou didst swear to me then, as I was washing thy wound, to marry me and make me my lady thy wife.
Page 361 - ... forcing the empty wits of children to compose themes, verses, and orations, which are the acts of ripest judgment and the final work of a head filled by long reading and observing with elegant maxims and copious invention. These are not matters to be wrung from poor striplings; like blood out of the nose, or the plucking of untimely fruit...
Page 63 - Keech, the butcher's wife, come in then and call me gossip Quickly.'' coming in to borrow a mess of vinegar; telling us she had a good dish of prawns; whereby thou didst desire to eat some; whereby I told thee they were ill for a green wound...
Page 361 - It is indisputably evident that a great part of every man's life, must be employed in collecting materials for the •exercise of genius. Invention, strictly speaking, is little more than a new combination of those images which have been previously gathered and deposited in the memory: nothing can come of nothing : he who has laid up no materials can produce no combinations.
Page 267 - They rose in their seats, they flung out both hands, their eyes kindled, and their voices became almost vociferous as they cried out the names of the different places, which, under the magic of the teacher's crayon, rose into view. Within ten minutes from the commencement of the lesson, there stood upon the...
Page 267 - ... of waiting through all the geological epochs to see the work completed. Compare the effect of such a lesson as this, both as to the amount of the knowledge communicated, and the vividness and of course the permanence of the ideas obtained, with a lesson where the scholars look out a few names of places on a lifeless atlas, but never send their imaginations abroad over the earth; and...
Page 266 - The teacher stood by the blackboard, with the chalk in his hand. After casting his eye over the class to see that all were ready, he struck at the middle of the board. With a rapidity of hand which my eye could hardly follow, he made a series of those short, divergent lines, or shading!:, employed by map-engravers to represent a chain of mountains. He had scarcely turned an angle, or shot off a spur, when the scholars began to cry out, Carpathian mountains, Hungary...
Page 178 - This sort of correction naturally breeds an aversion to that which it is the tutor's business to create a liking to. How obvious is it to observe, that children come to hate things which were at first acceptable to them...