Studies in French Education from Rabelais to RousseauThe University Press, 1908 - 240ÆäÀÌÁö |
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1 ÆäÀÌÁö
... century ; whence it spread later on to England and to France . Yet , there had been a kind of false dawn in England under Alfred the Great , in France under Charlemagne . Moreover , in the 14th century itself , some few straggling rays ...
... century ; whence it spread later on to England and to France . Yet , there had been a kind of false dawn in England under Alfred the Great , in France under Charlemagne . Moreover , in the 14th century itself , some few straggling rays ...
2 ÆäÀÌÁö
Geraldine Emma Hodgson. The Renaissance proper began in Italy in the 14th century , reached England next , then France in the 15th , and spread into Holland , Belgium and Germany , wherewith the names of Erasmus and Philip Melancthon are ...
Geraldine Emma Hodgson. The Renaissance proper began in Italy in the 14th century , reached England next , then France in the 15th , and spread into Holland , Belgium and Germany , wherewith the names of Erasmus and Philip Melancthon are ...
7 ÆäÀÌÁö
... century Italy , observes , " There was no notion of rivalry between the sexes , any more than between classes in the State . All were at liberty to do their best ; and they had an audience sufficiently critical to take whatever was said ...
... century Italy , observes , " There was no notion of rivalry between the sexes , any more than between classes in the State . All were at liberty to do their best ; and they had an audience sufficiently critical to take whatever was said ...
10 ÆäÀÌÁö
... centuries differed materially from those of northern Europe at the end of the 15th and in the 16th centuries . The favoured protégés of Lorenzo the Magnificent , of Ludovico and Beatrice Sforza , of Alfonso of Naples , of Niccolo III of ...
... centuries differed materially from those of northern Europe at the end of the 15th and in the 16th centuries . The favoured protégés of Lorenzo the Magnificent , of Ludovico and Beatrice Sforza , of Alfonso of Naples , of Niccolo III of ...
12 ÆäÀÌÁö
... century . We find pretty clear evidence of the fact that his new companions were not congenial , when we learn that he remained with them but six years . In 1530 , he renounced the Benedictine habit , and became a secular priest . Next ...
... century . We find pretty clear evidence of the fact that his new companions were not congenial , when we learn that he remained with them but six years . In 1530 , he renounced the Benedictine habit , and became a secular priest . Next ...
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18th century Abbé admit bien boys c'est called caractère chapter child c©«ur Colet Conversations d'Émilie d'Épinay's desire Discours doubt Émile Émilie enfants Erasmus Essay être everything fact fait faults faut feeling femme Fénelon French Galiani Gargantua Gargantua and Pantagruel girls Gréard hommes human Ibid importance intellectual interest Jacqueline Pascal Jansenists judgment knowledge l'Éducation des Filles Latin letters Madame d'Épinay Madame de Maintenon Madame de Villette matter maxims Mère method mind Mme de Maintenon Montaigne Montaigne's moral mother n'est nature never observes Paris pedagogic perhaps Pestalozzi philosopher Port Royal practice principles pupils qu'elles qu'il qu'on question Rabelais raison reader realise reason remarks remember Renaissance Rousseau Saint Cyran Saint-Cyr says scheme seems sense shew suggest teacher teaching theory things thought tout treatise truth tutor Vauvenargues virtue Vittorino da Feltre voilà wisdom woman women words writes wrote
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209 ÆäÀÌÁö - STERN Daughter of the Voice of God ! O Duty ! if that name thou love Who art a light to guide, a rod To check the erring, and reprove ; Thou, who art victory and law When empty terrors overawe, From vain temptations dost set free, And calm'st the weary strife of frail humanity!
122 ÆäÀÌÁö - Je consens qu'une femme ait des clartés de tout, Mais je ne lui veux point la passion choquante De se rendre savante afin d'être savante; Et j'aime que souvent aux questions qu'on fait, Elle sache ignorer les choses qu'elle sait; De son étude enfin je veux qu'elle se cache, Et qu'elle ait du savoir sans vouloir qu'on le sache, Sans citer les auteurs, sans dire de grands mots, Et clouer de l'esprit à ses moindres propos.
8 ÆäÀÌÁö - If every action which is good or evil in man at ripe years were to be under pittance, and prescription, and compulsion, what were virtue but a name, what praise could be then due to well-doing, what gramercy to be sober, just, or continent?
176 ÆäÀÌÁö - Let no man think that sudden in a minute all is accomplished and the work is done; — Though with thine earliest dawn thou shouldst begin it scarce were it ended in thy setting sun.
68 ÆäÀÌÁö - Learning must be had, but in the second place, as subservient only to greater qualities. Seek out somebody that may know how discreetly to frame his manners: place him in hands where you may, as much as possible, secure his innocence, cherish and nurse up the good and gently correct and weed out any bad inclinations, and settle in him good habits. This is the main point, and this being provided for, learning may be had into the bargain, and that, as I think, at a very easy rate, by methods that may...
191 ÆäÀÌÁö - En ce qu'ils ont de commun ils sont égaux ; en ce qu'ils ont de différent ils ne sont pas comparables.
161 ÆäÀÌÁö - Nous naissons foibles , nous avons besoin de forces ; nous naissons dépourvus de tout, nous avons besoin d'assistance; nous naissons stupides, nous avons besoin de jugement. Tout ce que nous n'avons pas à notre naissance , et dont nous avons besoin étant grands , nous est donné par l'éducation.
46 ÆäÀÌÁö - We call those studies liberal which are worthy of a free man; those studies by which we attain and practice virtue and wisdom; that education which calls forth, trains, and develops those highest gifts of body and of mind which ennoble men, and which are rightly judged to rank next in dignity to virtue only.
165 ÆäÀÌÁö - Th' applause of list'ning senates to command, The threats of pain and ruin to despise, To scatter plenty o'er a smiling land, And read their hist'ry in a nation's eyes...
56 ÆäÀÌÁö - And as for the Latin or Greek tongue, everything is so excellently done in them that none can do better. In the English tongue contrary, everything in a manner so meanly, both for the matter and handling, that no man can do worse.