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Bezig met laden... Between the morning and the afternoon : the story of a pupil-teacherdoor E. M. Blaiklock
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Onderdeel van de reeks(en)Blaiklock's autobiography (volume 2)
"Continuing the story of his early years, Professor Blaiklock takes us through the Auckland of the twenties and thirties. Leaving the bush shrouded beauty of his beloved Titirangi, he enters the teaching profession, at first as a monitor -- giving us a glimpse into an educational system that has since been totally transformed ... The kaleidoscope of a full life and of a whole bygone era is presented to us with great sill and restraint: Christian committment, the beginning of a long and happy marriage, the closed but intricate world of universities, the glory and magic of classicism. This is the second volume of his biography ..." -- Inside front cover. Geen bibliotheekbeschrijvingen gevonden. |
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Google Books — Bezig met laden... GenresDewey Decimale Classificatie (DDC)378.12Social sciences Education Higher education Organization and management; curriculums Teaching staff; FacultyLC-classificatieWaarderingGemiddelde: Geen beoordelingen.Ben jij dit?Word een LibraryThing Auteur. |
However I find myself much more conscious of his style and his sentences and have had to re-read some sentences several times over to get the meaning. Here is one example from p.101:
'Long pondering over the writings and the works of men was at this time, with my morning moving to the warmth of noon, making me see the wholeness of history, and the oneness of the centuries.'
On the other hand many sentences are very effective p.101 also:
'The Greeks and Romans thought, felt, feared, loved, agonized, exulted as we do.'
I was alarmed to read this on p.67:
'That was why he (A.C.Paterson) refused to teach the subject known as 'Greek History, Art and Literature', precursor of the attempts, world-wide today, to teach 'Classics without tears.' He was, of course, quite right that a culture cannot be properly absorbed without some acquaintance with the language which is its prime vehicle of expression.'
While I do not disagree with the last point, Greek HAL as taught at Victoria University of Wellington in the 1960s was my entree into a wonderful and exciting new world of Greek plays, art and artists. I do not regret any of the effort I expended on this subject and rejoice that I had this opportunity not having been able to learn Latin and/or Greek at secondary school.
This is definitely a book to be re-read at some time.