Peter Ramus And the Educational Reformation of the Sixteenth Century

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He frequently makes a division of the daily routine into two chief phases, * explanation ' and * prac- tice.' The former term appears prominently in exposition, repetition, and even discussion, but he GENERAL PRINCIPLES 1I7 held that it is in itself senseless and useless. "If we stop with the explanation," says he, "we are like the guests of HeHogabalus." ^ The real end and aim of all method is, in his mind, ' practice,' ^ since only in this way does the student learn to use his knowl- edge. Th...ere are two aspects to this process, — 'analysis' and 'genesis.' ^ The one consists in a critical dissection and testing to see how the author of the example conforms to the rules ; the other in first copying the style and thought and producing something akin to the model, and in later creating independently and forming without outside help a work of one's own, which shall not only equal the model, but possibly surpass it. By means of this combination of analysis and synthesis there can be generated a genuine self -activity, and the pupils can be enabled to secure an excellent mastery of the sub- ject matter.

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