°Ë»ö À̹ÌÁö Áöµµ Play YouTube ´º½º Gmail µå¶óÀÌºê ´õº¸±â »
·Î±×ÀÎ
µµ¼­ ... under which the quicker children were to be wonders of envy and admiration to...¿¡ ´ëÇØ °Ë»öÇÑ
" ... under which the quicker children were to be wonders of envy and admiration to the rest, and the whole school in which they were exhibited one of admiration, if not of envy, to its friends and neighbours, on occasion of each  "
Report of the Committee of Council on Education (England and Wales), with ... - 216 ÆäÀÌÁö
ÀúÀÚ: Great Britain. Council on Education - 1846
Àüüº¸±â - µµ¼­ Á¤º¸

Systems of Education: A History and Criticism of the Principles, Methods ...

John Gill - 1876 - 328 ÆäÀÌÁö
...many of these establishments of earlier formation. It seems to have produced in some of them what I do not know how to designate otherwise than as the...have been designated a little ' drama,' in which the clever children had each their little part of ' representation ' by rote. Conceit, envy, and fretfulness,...
Àüüº¸±â - µµ¼­ Á¤º¸

Systems of Education: A History and Criticism of the Principles, Methods ...

John Gill - 1887 - 334 ÆäÀÌÁö
...many of these establishments of earlier formation. It seems to have produced in some of them what 1 do not know how to designate otherwise than as the...under which the quicker children were to be wonders of euvy and admiration to the rest, and the whole school in which they were exhibited one of admiration,...
Àüüº¸±â - µµ¼­ Á¤º¸

Sonnenschein's Cyclop©¡dia of Education: A Handbook of Reference on All ...

Alfred Ewen Fletcher - 1889 - 592 ÆäÀÌÁö
...of ¢® these establishments of earlier foundation. It seems to have produced in some of them wliat I do not know how to designate otherwise than as the...admiration, if not of envy, to its friends and neighbours. . . . Conceit, envy, and fretfulness, ill restrained by fear, were the leading moral elements of such...
Àüüº¸±â - µµ¼­ Á¤º¸

Sonnenschein's Cyclopaedia of Education: A Handbook of Reference on All ...

Alfred Ewen Fletcher - 1892 - 582 ÆäÀÌÁö
...many of these establishments of earlier foundation. It seems to have produced in some of them what I do not know how to designate otherwise than as the...admiration, if not of envy, to its friends and neighbours. . . . Conceit, envy, and fretfulness, ill restrained by fear, were the leading moral elements of such...
Àüüº¸±â - µµ¼­ Á¤º¸

The Art of Teaching

David Salmon - 1898 - 310 ÆäÀÌÁö
...many of those establishments of earlier foundation. It seems to have produced in some of them . . . the prodigy system under which the quicker children were to be wonders of envy and admiration of the rest, and the whole school in which they were exhibited one of admiration if not of envy to...
Àüüº¸±â - µµ¼­ Á¤º¸

Systems of Education: a History and Criticism of the Principles, Methods ...

John Gill - 1903 - 334 ÆäÀÌÁö
...many of these establishments of earlier formation. It seems to have produced in some of them what I do not know how to designate otherwise than as the...under which the quicker children were to be wonders of euvy and admiration to the rest, and the whole school in which they were exhibited one of admiration,...
Àüüº¸±â - µµ¼­ Á¤º¸

Infant Schools, Their History and Theory

David Salmon, Winifred Hindshaw - 1904 - 344 ÆäÀÌÁö
...many of those establishments of earlier foundation. It seems to have produced in some of them . . . the ' prodigy system,' under which the quicker children...admiration, if not of envy, to its friends and neighbours on the occasion of each ' examination,' which might more truly have been designated a little drama in...
Àüüº¸±â - µµ¼­ Á¤º¸

Preschool Education: A Historical and Critical Study

Ilse Forest - 1927 - 456 ÆäÀÌÁö
...many of these establishments of earlier foundation. It seems to have produced in some of them what I do not know how to designate otherwise than as the...to be wonders of envy and admiration to the rest. . . . Conceit, envy, and fretfulness, ill-restrained by fear, were the leading moral 1 Early Discipline,...
Àüüº¸±â - µµ¼­ Á¤º¸




  1. ³» ¶óÀ̺귯¸®
  2. µµ¿ò¸»
  3. °í±Þ µµ¼­°Ë»ö
  4. ePub ´Ù¿î·Îµå
  5. PDF ´Ù¿î·Îµå