Pestalozzi: His Life and WorkD. Appleton, 1904 - 438 sider |
Fra bogen
Resultater 1-5 af 100
Side ix
... things rather than words " -a dictum usually followed by a practice that teaches words rather than things or ideas of things . The more mature reader of this book therefore will watch with critical alertness the unfolding of the ...
... things rather than words " -a dictum usually followed by a practice that teaches words rather than things or ideas of things . The more mature reader of this book therefore will watch with critical alertness the unfolding of the ...
Side x
... things of experi- ence , the thinking activity has to do with the forces , energies , or causes which produce things and likewise annul and remove things by the continual process of change . In other words , thought deals with the ...
... things of experi- ence , the thinking activity has to do with the forces , energies , or causes which produce things and likewise annul and remove things by the continual process of change . In other words , thought deals with the ...
Side xiv
... thing to be cared for . " If , " says he , " those of that rank are by their education once set right , they will quickly bring all the rest into order . " ( Epistle Ded . to " Thoughts c . Educ . " ) Then came Rousseau . From the ...
... thing to be cared for . " If , " says he , " those of that rank are by their education once set right , they will quickly bring all the rest into order . " ( Epistle Ded . to " Thoughts c . Educ . " ) Then came Rousseau . From the ...
Side 4
... things in a confectioner's window near his home and went in to buy something . The house , which was in the square and has since been restored , was called The Plough . The shopkeeper's name was Schulthess , and inside Henry found ...
... things in a confectioner's window near his home and went in to buy something . The house , which was in the square and has since been restored , was called The Plough . The shopkeeper's name was Schulthess , and inside Henry found ...
Side 5
... things , and often turned in on itself , left him absent - minded , inattentive , and careless about mere formalities , and , as a general rule , about the material con- ditions of life . He was unaware of the exceptional charac- ter of ...
... things , and often turned in on itself , left him absent - minded , inattentive , and careless about mere formalities , and , as a general rule , about the material con- ditions of life . He was unaware of the exceptional charac- ter of ...
Andre udgaver - Se alle
Almindelige termer og sætninger
Aargau able activity afterwards already amongst anxious Appenzell asked Basle Berne Birr Burgdorf canton Castle child devoted discourse doctrine elementary education entirely establishment everything exercises experience faith father feel Fellenberg Fichte French friends of humanity give Glarus happiness heart hope humanity ideas influence institute instruction Joseph Schmidt knowledge Koenigsfelden Krusi labours Lenzburg Leonard and Gertrude lessons letter living longer looked lozzi masters means ment mind moral mother nature Neuhof never Niederer Niederer's parents Pesta Pestalozzi Pestalozzi's method poor children poor-school powers principles published pupils Ramsauer reform religious result Schmidt seemed sense-impression Seyffarth society soon Soyaux speak spirit spite Stanz strength success Swiss Switzerland taught teachers teaching things thought tion to-day Trogen true truth Unterwalden Vaud views whole words writings young Yverdun Zurich
Populære passager
Side 336 - Love suffereth long, and is kind; love envieth not; love vaunteth not itself, is not puffed up, doth not behave itself unseemly, seeketh not its own, is not provoked, taketh not account of evil; rejoiceth not in unrighteousness, but rejoiceth with the truth; beareth all things, believeth all things, hopeth all things, endureth all things.
Side 235 - I soon see that the sentiments of love, trust, gratitude, and obedience must first exist in my heart before I can feel them for God. I must love men, trust them, thank them, and obey them, before I can rise to loving, thanking, trusting, and obeying God. ' For he who loveth not his brother whom he hath seen, how shall he love his Father in heaven, whom he hath not seen?
Side 442 - Psychological Foundations of Education. An Attempt to Show the Genesis of the Higher Faculties of the Mind. By WT HARRIS, AM, LL.D., United States Commissioner of Education. Vol. 37. I2mo. Cloth, $1.50. In offering this book to the educational public the author feels it necessary to explain its point of view. Psychology is too frequently only an inventory of certain so-called " faculties of the mind," such as the five senses, imagination, conception, reasoning, etc. And teachers have been offered...
Side 262 - Pestalozzi knew less geography than a child in one of our primary schools; yet it was from him that I gained my chief knowledge of this science, for it was in listening to him that I first conceived the idea of the natural method. It was he who opened the way to me, and I take pleasure in attributing whatever value my work may possess entirely to him.
Side 239 - The time for learning is not the time for judgment and criticism. "4. In each branch, instruction must begin with the simplest elements, and proceed gradually by following the child's development ; that is, by a series of steps which are psychologically connected. "5. A pause must be made at each stage of the instruction sufficiently long for the child to get the new matter thoroughly into his grasp and under his control. "6. Teaching must follow the path of development, and not that of dogmatic...
Side 365 - Zurich, the 1zth of January, 1746 Died at Brugg, the 17th of February, 1827 Saviour of the poor at Neuhof, at Stanz the father of orphans, at Burgdorf and Munchenbuchsee founder of the popular school, at Yverdun the educator of humanity; man, Christian, and citizen. All for others, nothing for himself. Peace to his ashes. TO OUR FATHER PESTALOZZI Grateful Aargau The spread of the method in Europe.
Side 154 - I was with them in sickness, and in health, and when they slept. I was the last to go to bed, and the first to get up. In the bedroom I prayed with them, and, at their own request, taught them till they fell asleep. Their clothes and bodies were intolerably filthy, but I looked after both myself, and was thus constantly exposed to the risk of contagion. " This is how it was that these children gradually became so attached to me, some indeed so deeply that they contradicted their parents and friends...
Side 123 - In his speeches, in his explanations of his views, and especially in his fables, he is constantly comparing the education of man, even from the intellectual and moral point of view, to the development and growth of a plant. It is evident that, in his eyes, the analogy is complete. He even states it once in these words: ' Man, formed from the dust of the earth, grows and ripens like a plant rooted in the soil.
Side 433 - OF PESTALOZZI. PAGES 1 TO 35. I. CHILDHOOD. 1. Influence of home life. 2. Influence of school experience. 3. Influence of country scenes. II. STUDENT LIFE. 4. Influence of the University spirit. 5. Influence of political excitement. III. AGRICULTURAL LIFE. 6. Influence of courtship and marriage. 7. Influence of farm-life and its failure. V.