 THERE cannot fail to be a relationship between the successive systems of education, and the successive social states with which they have co-existed. Having a common origin in the national mind, the institutions of each epoch, whatever be their special...  Science in Public Affairs - 第 87 頁由 編輯 - 1906 - 290 頁完整檢視 - 關於此書
 | Herbert Spencer - 1860 - 332 頁
...proclaimed as highest alike in worth and beauty, will reign supreme. CHAPTER II. INTELLECTUAL EDUCATION. THERE cannot fail to be a relationship between the...of each epoch, whatever be their special functions, must have a family likeness. When men received their creed and its interpretations from an infallible... | |
 | 1894 - 916 頁
...relationship betoreen the successive systems of education, Bid the successive social states with which ftey ke o@ O! ech epoch, whatever be their special functions, must have a family likeness. When Hen received their... | |
 | John Raymond Howard - 1899 - 236 頁
...Power of which Nature, and Life, and Thought are manifestations. Intellectual Education. There can not fail to be a relationship between the successive systems...of each epoch, whatever be their special functions, must have a family likeness. When men received their creed and its interpretations from an infallible... | |
 | National Society for the Study of Education - 1900 - 1068 頁
...same genius and life." — PROFESSOR BA HINSDAI.E, New England Journal of Education, April 15, 1899. "There cannot fail to be a relationship between the...of each epoch, whatever be their special functions, must have a family likeness." — HERBERT SPENCER, Education, authorized American edition, 1893, pp.... | |
 | Herbert Spencer - 1910 - 320 頁
...proclaimed as highest alike in worth and beauty, will reign supreme. CHAPTER n. INTELLECTUAL EDUCATION. THERE cannot fail to be a relationship between the...of each epoch, whatever be their special functions, must have a family likeness. When men received their creed and its interpretations from an infallible... | |
 | Trinity College (Dublin, Ireland) - 1910 - 578 頁
...necessary ' ? 6. What instances does Spencer give to illustrate his thesis that there is an inevitahle relationship between the successive systems of education and the successive social states in which they have existed f [c.] 7. What are the physical, mental, and moral characteristics of the... | |
 | Trinity College (Dublin, Ireland) - 1913 - 568 頁
...the side of morals, and a heathen code of Ethics ' ? I. — BAGLKV AND [Select THREE questions.] . 1. 'There cannot fail to be a relationship between the successive systems of Education and tlie successive social states with which they have co-existed.' Expand this statement. 2. Give the... | |
 | Trinity College (Dublin, Ireland) - 1914 - 568 頁
...Newman, ' lias been the practical error of the last twenty years' in Education? [D.] 1 1. Trace the relationship between the successive systems of Education...the successive social states with which they have existed. 12. Enumerate the moral principles which Spencer lays down in his chapter on Moral Education.... | |
 | Trinity College (Dublin, Ireland) - 1915 - 562 頁
...and intellectual — is dreadfully defective.' How does Spencer support this view ? 9. Show the close relationship between the successive systems of education...successive social states with which they have coexisted. • 10. Give what you consider to be the most important contributions of Spencer to the theory of '... | |
 | Basil Alfred Yeaxlee - 1925 - 356 頁
...Findlay, The Children of England (1923). Cf. also Herbert Spencer's statement of the general principle : " There cannot fail to be a relationship between the...of each epoch, whatever be their special functions, must have a family likeness. . . . Thus, alike in its oracular dogmatism, in its harsh discipline,... | |
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