Gymnasium: Zeitschrift für Kultur der Antike und humanistische Bildung, Объемы 21-23C. Winter, 1910 |
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Gymnasium: Zeitschrift für Kultur der Antike und humanistische ..., Объемы 14-15 Полный просмотр - 1903 |
Gymnasium: Zeitschrift für Kultur der Antike und humanistische ..., Объемы 26-28 Полный просмотр - 1915 |
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alten Altertum Anstalt antiken Arbeit Band Bedeutung Berlin besonders bespr Bildung bloß Buch Cicero Denken deſſen deutschen dieſe Direktor englischen ersten Erziehung Fächer finden Frage Frankfurter französischen Freunde Gegenwart Geist geistigen Geschichte gewiß Goethe griechischen griechischen Sprache groß großen Grund Grünwald Gymnasialvereins Gymnasien Heft Heidelberg heißt heute höheren Schulen Horaz humaniſtiſchen humanistischen Gymnasiums Intereſſe iſt Jahre Jahrgang jezt Jugend Juristen klassischen konnte Kultur Kunst laſſen läßt lateinische Sprache lateinischen Leben Lehrer Lehrplan Leipzig Lektüre lesen leßten lezten lichen Literatur manche Mann Mathematik Menschen modernen muß müſſen neuen Oberlehrer Oberrealschule pädagogischen Paul Brandt Paul Cauer Persönlichkeit Philologen Preußen preußischen Prof Professor Recht römischen schen schließlich Schluß Schriften Schulkonferenz Schulwesens ſei ſein ſeine ſich ſie Sigung ſind soll ſondern Sprache stark Studium Stunden Teil Theologen troß Ueberseßung Uhlig Universität unserer Unterricht Vereins Versammlung verschiedenen viel Volkes Vortrag Weise weiß wenig Werk Wert wieder Wiſſen Wissenschaft wohl Wort zweiten
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Стр. 74 - The principal seemed at first to doubt of my abilities ; but of these I offered to convince him by turning a part of any Greek author he should fix upon into Latin. Finding me perfectly earnest in my proposal, he addressed me thus : You see me, young man ; I never learned Greek and I don't find that I have ever missed it. ) I have had a doctor's cap and gown without Greek ; I have ten thousand florins a-year without Greek ; I eat heartily without Greek ; and in short, continued he, as I don't know...
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Стр. 140 - I believe that, next after a thorough training in the use of the mother-tongue, the study of the classics will best accomplish this result. In the presence of a company of teachers it is not necessary to dwell upon the details by which this is demonstrated. In translating a long sentence from Greek or Latin, the student has to do with, say, 100 words. Each of the fifty more important of these words has from five to fifteen meanings in English. The student must measure, weigh, compare, contrast, and...
Стр. 142 - It cannot be expected, of course, that any considerable part of this will be secured through preliminary study. Occasionally such study may furnish it. But preparatory training, if of the proper sort, will furnish what, in a large way, is vastly more important than special knowledge, namely, the ability to assimilate and put to practical use, as the occasion demands, the results of the work of other men. The foregoing, by way of introduction, leads naturally, I think, to the suggestion that I desire...
Стр. 197 - Quod enim munus rei publicae adferre maius meliusve possumus quam si docemus atque erudimus iuventutem? His praesertim moribus atque temporibus, quibus ita prolapsa est ut omnium opibus refrenanda atque coercenda sit.
Стр. 141 - ... and the vogue have passed. The clamorous utterances of the ephemeral and the unworthy have perished. The fittest, however, survive. One accent of the Holy Ghost The heedless world hath never lost. And these are our classics; these the testings and selections which the ages have pronounced worthy. It is the absorption of these, the mastery of their spirit, and the equipment that they yield, which give to the educated lawyer his special strength; which give the educated man in every field his sense...
Стр. 142 - ... while I would urge the study of the classics as a part of the preparatory law course largely for their disciplinary value, I would also urge that study on account of the facility that it tends to give in the use of English. As to this there can be no question. There is in regard to this practically no difference of opinion among educators. The study of English can best be made through the Latin language. And that the lawyer needs to know English goes without saying. The most effective men at...
Стр. 74 - ... dans leurs classes l'usage de l'accent tonique et à en faire » ressortir toute la valeur. » Vous voudrez bien, en conséquence, adresser aux professeurs » de latin des instructions dans ce sens. » En ce qui concerne l'Enseignement supérieur, je vous prie » d'ouvrir une enquête, afin de recueillir les résultats obtenus...
Стр. 140 - ... faculties of judgment and of language? I believe that, next after a thorough training in the use of the mothertongue, the study of the classics will best accomplish this result. In the presence of a company of teachers it is not necessary to dwell upon the details by which this is demonstrated. In translating a long sentence from Greek or Latin, the student has to do with, say, 100 words. Each of the fifty more important of these words has from five to fifteen meanings in English. The student...
Стр. 140 - ... less important words are themselves signs by which he will be guided to the proper interpretation of the more important words, and aided in the selection of English equivalents. Like the discards in whist, these smaller members become most important indications of the interpretation of those to come. He will find that several of the words are in forms common to several distinct cases, as datives and ablatives, or to several different forms of thought as, for example, the several different uses...