School-days of Eminent Men: I. Sketches of the Progress of Education in England, from the Reign of King Alfred to that of Queen Victoria. II. Early Lives of Celebrated British Authors, Philosophers and Poets, Inventors and Discoverers, Divines, Heroes, Statesmen and Legislators
Follett, Foster, 1860 - 309 עמודים
מה אומרים אנשים - כתיבת ביקורת
לא מצאנו ביקורות במקומות הרגילים
מהדורות אחרות - הצג הכל
acquired admirable afterward ancient became Ben Jonson Bishop born boyhood boys brother Cambridge Castle celebrated century Charles child Christ's Hospital Christchurch church classical College court death Duke Earl early Edward eminent England English Eton Eton College father favorite foundation French George grammar grammar-school Greek Harrow Harrow School Henry Henry VIII honor instruction Isaac Barrow James John Johnson King King's knowledge Lady Lady Jane Grey language Latin learning letters literature London Lord Lord Brougham Lord Byron Lord Macaulay Magdalen College master mathematics mind mother noble Oxford person poem poet poetry poor present Prince pupil Queen reign religious Richard Robert royal says scholars school-fellows schoolmaster sent Shakspeare Southey taught Thomas tion took translated Trinity College tutor University verses Westminster School William Winchester Winchester College Wrangler writing wrote young youth
עמוד 190 - I do not know what I may appear to the world, but to myself I seem to have been only like a boy playing on the sea-shore, and diverting myself in now and then finding a smoother pebble or a prettier shell than ordinary, whilst the great ocean of truth lay all undiscovered before me.
עמוד 114 - Reading maketh a full man; conference a ready man; and writing an exact man. And therefore, if a man write little, he had need have a great memory; if he confer little, he had need have a present wit: and if he read little, he had need have much cunning, to seem to know that he doth not.
עמוד 114 - Crafty men contemn studies, simple men admire them, and wise men use them; for they teach not their own use; but that is a wisdom without them, and above them, won by observation.
עמוד 171 - I happened to fall upon, and was infinitely delighted with the stories of the knights, and giants, and monsters, and brave houses, which I found everywhere there (though my understanding had little to do with all this); and by degrees with the tinkling of the rhyme and dance of the numbers, so that I think I had read him all over before I was twelve years old, and was thus made a poet as immediately as a child is made an eunuch.
עמוד 185 - AWAKE, my soul, and with the sun Thy daily stage of duty run ; Shake off dull sloth, and joyful rise To pay thy morning sacrifice.
עמוד 114 - Read not to contradict and confute, nor to believe and take for granted, nor to find talk and discourse, but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not curiously; .and some few to be read wholly, and with diligence and attention.
עמוד 227 - I arrived at Oxford with a stock of erudition that might have puzzled a doctor, and a degree of ignorance of which a schoolboy would have been ashamed.
עמוד 171 - I believe I can tell the particular little chance that filled my head first with such chimes of verse, as have never since left ringing there...
עמוד 241 - Hannibal gave my young ideas such a turn, that I used to strut in raptures up and down after the recruiting drum and bag-pipe, and wish myself tall enough to be a soldier; while the story of Wallace poured a Scottish prejudice into my veins, which will boil along there, till the flood-gates of life shut in eternal rest.
עמוד 100 - University, commence schoolmasters in the country, as if nothing else were required to set up this profession but only a rod and a ferula. Secondly, others, who are able, use it only as a passage to better preferment, to patch the rents in their present fortune, till they can provide a new one, and betake themselves to some more gainful calling. Thirdly, they are disheartened from doing their best with the miserable reward which in some places they receive, being masters to the children, and slaves...