Richard Eyre's staging may have been revived many times, but this production reveals striking new depths of interpretation.
They were first issued in the chapter or article form in which they here appear, in successive numbers of the American Journal of Education, to give variety, and the personal application of principles,to the more elaborate expositions of national systems and institutions to which that periodical was devoted.
Although these chapters do not cover the whole field of youthful culture, or all the aids, motives, and dangers of a scholarly and public career, and include a few sheaves only from the golden harvest of recent American didactic and pedagogical literature, they constitute a convenient and valuable manual of Student Life.
Note to Special Edition. The Contents of the Volume on Studies and Conduct as announced, end with page The pages which follow in this edition, devoted to selections from recent English publications on the relative value of classical and scientific studies in a liberal education, belong properly to the Second Series of Papers in English Pedagogy-Education, the School and the Teacher in English Literature.
It has been held that education, according to its etymology, means a drawing out of the faculties of the mind, not a mere accumulation of things in the memory; and this is probably substantially true; but yet the etymology of education is not, directly at least, educere, but educare.
Again, education has been distinguished from information; which may well be done, as the word information is now used; but yet the word informare, at first, implied as fundamental an operation on the mind as educare; the forming and giving a, defined form and scheme to a mere rude susceptibility of thought in the human mind.
Again, we use the term learn, both of the teacher and the scholar.
Thus we have, Psalm cxix. But the German distinguishes these two aspects of the same fundamental notion by different forms-lehren and lernen; and in a more exact stage of English, one of these is replaced by another word, to teach; which, though it is not the representative of a word used in this sense in German, is connected with the German verb zeigen, to show, and zeichen, a sign or mark; and thus directs us to the French and other daughters of the Latin language, in which the same notion is expressed by enseigner, insegnare, ensenar; which come from the Latin insignire, and are connected with signurm.
Education is the process of making individual men participators in the best attainments of the human mind in general: Sure, He that made us with such large discourse.
Looking before and after, gave us not That capability and godlike reason To rust in us unused.
In the bringing up of youth, there are three special points-truth of religion, honesty of living, and right order in learning. In which three ways, I pray God my poor children may walk. Many examples may be put of the force of custom, both upon mind and body; therefore, since custom is the principal magistrate of man's life, let men by all means endeavor to obtain good customs.
Certainly, custom is most perfect when it beginneth in young years; this we call education, which is, in effect, but an early custom. So we see in languages, the tone is more pliant to all expressions and sounds, the joints are more supple to all feats of activity and motions in youth than afterwards; for it is true, the late learners can not so well take up the ply, except it be in some minds that have not suffered themselves to fix, but have kept themselves open and prepared to receive continual amendment, which is exceeding rare: I call a complete and generous education that which fits a man to perform justly, skillfully, and magnanimously all the offices, both private and public, of peace and war The end 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.
First, there must precede a way how to discern'the natural inclinations and capacities of children. Secondly, next must ensue the culture and furnishment of the mind. Thirdly, the molding of behavior and decent forms. Fourthly, the tempering of affections.
Fifthly, the quickening and exciting of observations and practical judgment. Sixthly, and the last in order, but the principal in value, being that which must knit and consolidate all the rest, is the timely instilling of conscientious principles and seeds of religion.
How great soever a genius may be, and how much soever he may acquire new light and heat, as he proceeds in his rapid course, certain it is, that' he will never shine in his full luster, nor shed the full influence he is capable of, unless to his own experience he adds of other men and other ages.
Since the time that God did first proclaim the edicts of his law upon the world, heaven and earth have hearkened unto his voice, and their labor hath been to do his will. See we not plainly, that obedience of creatures unto the law of nature is the stay of the whole world.
Of law there can be no less acknowledged, than that her seat is the bosom of God, her voice, the harmony of the world; all things in heaven and earth do her homage, the very least as feeling her care, and the greatest as not exempted from her power; both angels, and men, and creatures of what condition soever, though each in different sort and manner, yet all with uniform consent, admiring her as the mother of their peace and joy.
Powers act but weakly and irregularly till they are hightened and perfected by their habits. As this life is a preparation for eternity, so is education a preparation for this life; and that education alone is valuable which answers these great primary objects.The British Library: Harley Collection, numbers through Including 14 poems by Donne, six poems (plus one of doubtful authorship) by Carew, ten poems by Habington and 13 poems (plus one of doubtful authorship) by Randolph.
‘The Canon of Sir John Suckling's Poems’, SP, 57 (), (p.
); collated in. The song only stops with the learning of one of the two." The Rev. John Williams was, perhaps, the best exponent of Bardism, though all its advocates recognized in it the Church of England.
In the case of the ‘Wits and Braveries’, male sociability is effeminised through its idle wit: its president is Sir John Daw, ‘a fellow so utterly nothing, as he knows not what he would be’ (–2), and one of its members Sir Amorous La Foole, a ‘precious manikin’(), the very type of the hyper-urbane urbanissimus homo.
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|Inns and Taverns of Old London by Henry C. Shelley||The exceptions occur in that private realm where the individual differs, as each has an undoubted constitutional right to differ, from every other.|
I may here however notice that in the very first scene of this trilogy which introduces us to the ever dear and honoured presence of Sir John, his creator has put into the mouth of a witness no friendlier or more candid than Ned Poins the distinction between two as true-bred cowards as ever turned back and one who will fight no longer than he.
Full text of "Familiar Quotations: Being an Attempt to Trace to Their Sources Passages and Phrases in Common Use" See other formats. John A. Wakefield Timothy Schaffert ashio-midori.comeld Trans-Mississippi and International Exposition of University of Nebraska–Lincoln Center for Digital Research in the Humanities It is one of the most complete and best sources of information about the TransMississippi Exposition.
My Dear Sir: You will remember.