Pestalozzi: His Life and Work

D. Appleton, 1890 - 438 sider
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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 165 - I believe that the first development of thought in the child is very much disturbed by a wordy system of teaching, which is not adapted either to his faculties or the circumstances of his life. " According to my experience, success depends upon whether what is taught to children commends itself to them as true, through being closely connected with their own personal observation and experience.
Side 237 - For he who loveth not his brother whom he hath seen, how shall he love his Father in heaven, whom he hath not seen? ' " I next ask myself, ' How is it that I come to love men, to trust them, to thank them, and obey them? How do these sentiments take root in my heart? ' And I find that it is principally through the relations which exist between a mother and her infant child.
Side 264 - 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 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 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 45 - Lead your child out into Nature, teach him on the hilltops and in the valleys. There he will listen better, and the sense of freedom will give him more strength to overcome difficulties. But in these hours of freedom let him be taught by Nature rather than by you. Let him fully realize that she is the real teacher and that you, with your art, do nothing more than walk quietly at her side. Should a bird sing or an insect hum on a leaf, at once stop your talk ; bird and insect are teaching him; you...
Side 437 - 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.

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