Publications of the University of Manchester: Historical series, Issue 25Charles Harold Herford The University Press, 1915 - 266 pages |
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Page xix
... educa- tion of great value . But both systems are deeply rooted in history , and much that is finest in each cannot be superadded to the other · - p . 101 VI . THE HISTORY OF THEOLOGY . By Professor A. S. PEAKE . Limitations of the ...
... educa- tion of great value . But both systems are deeply rooted in history , and much that is finest in each cannot be superadded to the other · - p . 101 VI . THE HISTORY OF THEOLOGY . By Professor A. S. PEAKE . Limitations of the ...
Page 35
... educa- tion lies . Where Therese has insight , we are told , Natalie has faith ; where Therese has persistence , Natalie has love ; where Therese has confidence , Natalie has hope . And it is Natalie who carries out the ideal expressed ...
... educa- tion lies . Where Therese has insight , we are told , Natalie has faith ; where Therese has persistence , Natalie has love ; where Therese has confidence , Natalie has hope . And it is Natalie who carries out the ideal expressed ...
Page 98
... educa- tional growth which accelerated advance in particular directions . A contrast naturally presents itself between the course taken by the great and general economic transition in Germany with that which it pursued in this country ...
... educa- tional growth which accelerated advance in particular directions . A contrast naturally presents itself between the course taken by the great and general economic transition in Germany with that which it pursued in this country ...
Page 103
... Educa- tion in 1839 , was an era of philanthropic and religious effort in popular education , helped by State subsidy in Ireland from 1814 and in Great Britain from 1833. The second period , which extended from 1839 to Mr. Forster's ...
... Educa- tion in 1839 , was an era of philanthropic and religious effort in popular education , helped by State subsidy in Ireland from 1814 and in Great Britain from 1833. The second period , which extended from 1839 to Mr. Forster's ...
Page 105
... educa- tion found utterance and realisation . The States of central and southern Germany brought their contributions to the movement which stirred German education with a new life and purpose . Great as its services have been , Prussia ...
... educa- tion found utterance and realisation . The States of central and southern Germany brought their contributions to the movement which stirred German education with a new life and purpose . Great as its services have been , Prussia ...
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Common terms and phrases
achieved administrative æsthetic affirmation attitude Austria Baur Beethoven Bismarck character Christian civilisation complete conception consciousness course criticism culture doctrine dogma economic edition educa eighteenth century elementary elements England English education expression fact Fichte France French German education German Empire Goethe Gospel growth Hegel Hegelian Heinrich Ewald Holy Roman Empire House of Hohenzollern ideal ideas important individual industrial influence intellectual Jesus Kant lecture less literary lyric metaphysic method mind modern movement Mozart Napoleon nature neo-Kantian nineteenth century Old Testament opera organic organisation original Parsifal passion Pentateuch period philosophy Pietism poetry political position post-Kantian primitive progress Prussia pure experience realisation reality recognised reform religion Ritschl Ritschlianism Roman Schiller Schleiermacher Schleiermacher's scholars scientific sense social song Strauss symphony Synoptists Tannhäuser theologians theology theory things thought tion tradition truth unity University Wagner whole words
Popular passages
Page 193 - Und so lang du das nicht hast, Dieses : Stirb und werde ! Bist du nur ein trüber Gast Auf der dunklen Erde.
Page 123 - ... to form and train up the people of the country to be obedient, free, useful, organizable subjects, citizens, and patriots, living to the benefit of the State, and prepared to die for its defence.
Page 143 - In the midst of finitude to be one with the Infinite and in every moment to be eternal is the immortality of religion.
Page 74 - What though the field be lost? All is not lost; the unconquerable will, And study of revenge, immortal hate, And courage never to submit or yield: And what is else not to be overcome?
Page 109 - ... then might we hope to see a generation grow up vigorous both in body and soul, and a better prospect for the future unfold itself.
Page 111 - ... which you have been spreading under the name of true wisdom, and by which you have eradicated religious belief and loyalty from the hearts of my subjects and alienated their affections from my person. This sham education, strutting about like a peacock, has always been odious to me. I hated it already from the bottom of my soul before I came to the throne, and since my accession I have done everything I could to suppress it.
Page 136 - Offer with me reverently,' he says, ' a tribute to the manes of the holy, rejected Spinoza. The high World-Spirit pervaded him; the Infinite was his beginning and his end; the Universe was his only and his everlasting love. In holy innocence and in deep humility he beheld himself mirrored in the eternal world, and perceived how he also was its most worthy mirror. He was full of religion, full of the Holy Spirit. Wherefore, he stands there alone and iReden, p. 68. unequalled; master in his art, yet...
Page 109 - Most is to be expected from the education and instruction of youth. Could we by a method grounded on the internal nature of man develop from within every spiritual gift, rouse and nourish every noble principle of life, carefully avoiding...
Page 33 - Natur hat weder Kern Noch Schale, Alles ist sie mit einem Male. Dich prüfe du nur allermeist, Ob du Kern oder Schale seist.
Page 15 - It is not by speechifying and majorities that the great questions of the time will have to be decided — that was the mistake in 1848 and 1849- — but by blood and iron.