Joan and Peter: The Story of an EducationMacmillan, 1918 - 594 pagina's This novel is about a boy born in Victorian England prior to the First World War. |
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Veelvoorkomende woorden en zinsdelen
Adela Africa anyhow Arthur asked Aunt Phoebe Aunt Phyllis beautiful became better boat Braughing British Bungo Peter Cashel church cried dance dark dear Dolly dream empire England English eyes face feel fight garden German girl Grimes hand head Hetty High Cross High Cross School Highmorton Huntley idea Ingle-Nook Joan and Peter Joan's knew Lady Charlotte Limpsfield lives London looked Mainwearing mankind Mary mind Miss Mills Miss Murgatroyd never Newton night Nobby Oswald Pelham Ford perhaps Petah play Probyn Pybus round Royal Flying Corps seemed Sheldrick Simon Peter sort stood Stubland suddenly suppose Sycamore Sydenham talk teaching tell There's things thought tion took Troop Uganda Unwin Venerable Bede voice walked Walsall watched Wilmington woman women young Winterbaum youth
Populaire passages
Pagina 116 - In the world's broad field of battle. In the bivouac of life, Be not like dumb, driven cattle! Be a hero in the strife!
Pagina 567 - A series of little teaching chaps trying to follow up and fix the fluctuating boundaries of communities" — an image came into Oswald's head that pleased him and led him on — "like an insufficient supply of upholsterers trying to overtake and tack down a carpet that was blowing away in front of a gale.
Pagina 323 - These seemed to be for the most part little-spirited, gossiping men. They had also an effect of being underpaid; they had been caught early by the machinery of prize and scholarship, bred "in the menagerie"; they were men who knew nothing of the world outside, nothing of effort and adventure, nothing of sin and repentance.
Pagina 279 - Oswald was realizing for the first time the eternal tragedy of the teacher, that sower of unseen harvests, that reaper of thistles and the wind, that serf of custom, that subjugated rebel, that feeble, persistent antagonist of the triumphant things that rule him.
Pagina 387 - Evolution," and so given an air of intention altogether superior to our poor struggles to make a decent order out of a greedy scramble. For some decades, whatever sections of British life had ceased to leave things to Providence and not bother — not bother — were leaving them to Evolution — and still not bothering. . . . It was because of Oswald's discovery of the confused and distressed motives of Joan and Peter and under the suggestions of the more kinetic German philosophy that was slowly...
Pagina 280 - ... had never dreamt of the immensity of the resistance these would offer to constructive change. In this world there are incessant changes, but most of them are landslides or epidemics. ... I tried to get away from stereotyping examinations. I couldn't. I tried to get away from formal soul-destroying religion. I couldn't. I tried to get a staff of real assistants. I couldn't. I had to take what came. I had to be what was required of me. . . . "One works against time always. Over against the Parents....
Pagina 34 - To the world of the eighteen-eighties the story of life, of the origin and branching out of species, of the making of continents, was still the most inspiring of new romances. Comparative anatomy in particular was then a great and philosophical "new learning," a mighty training of the mind ; the drift of biological teaching towards specialization was still to come.
Pagina 275 - ... business very solemnly. These upper-class schools, I say, these schools for the sons of prosperous people and scholarship winners, are really Elite-making machines. They really make— or fail to make— the Empire. That makes me go about asking schoolmasters a string of questions. Some of them don't like my questions. Perhaps they are too elementary. I ask: what is this education of yours up to? What is the design of the whole? What is this preparation of yours for? This is called a Preparatory...
Pagina 280 - What can one expect?" he said. "We pay them hardly better than shop assistants— less than bank clerks. You see the relative importance of things in the British mind." What hope or pride was there to inspire an assistant schoolmaster to do good work? "I thought I could make a school different from all other schools, and I found I had to make a school like most other fairly good schools. I had to work for what the parents required of me, and the ideas of the parents had been shaped by their schools....