Pestalozzi: His Life and WorkD. Appleton, 1890 - 438 sider |
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Side 6
... masters and boys rushed pell - mell downstairs , and nobody would venture back into the class - room , it was I who went to fetch the caps and books . But , in spite of all this , there was no intimacy between my companions and myself ...
... masters and boys rushed pell - mell downstairs , and nobody would venture back into the class - room , it was I who went to fetch the caps and books . But , in spite of all this , there was no intimacy between my companions and myself ...
Side 9
... master and pupil kindly and pleasant . When Pestalozzi began his higher studies , however , Zimmer- man had already been called to another post ; but the in- fluence of his past activity continued to make itself felt during the ...
... master and pupil kindly and pleasant . When Pestalozzi began his higher studies , however , Zimmer- man had already been called to another post ; but the in- fluence of his past activity continued to make itself felt during the ...
Side 11
... master who had been guilty of some injustice , and , to the amazement of the whole class , his energy had carried the day . Later , in an anonymous letter addressed to the educational authorities , he had disclosed the vices which were ...
... master who had been guilty of some injustice , and , to the amazement of the whole class , his energy had carried the day . Later , in an anonymous letter addressed to the educational authorities , he had disclosed the vices which were ...
Side 28
... master and I go farther ; we think that in this way I shall not only be able to provide what is absolutely necessary for my family , but be certain of making them a very comfortable home . " Examine what I have said with the greatest ...
... master and I go farther ; we think that in this way I shall not only be able to provide what is absolutely necessary for my family , but be certain of making them a very comfortable home . " Examine what I have said with the greatest ...
Side 32
... master's interests . Indeed unpleasant rumours had already reached banker Schulthess ' ears , and filled him with uneasiness as to the fate of his money . Some extracts from the diary will give a clearer idea of the state of affairs in ...
... master's interests . Indeed unpleasant rumours had already reached banker Schulthess ' ears , and filled him with uneasiness as to the fate of his money . Some extracts from the diary will give a clearer idea of the state of affairs in ...
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Almindelige termer og sætninger
Aargau able activity afterwards already amongst anxious 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 Guimps 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 Schmidt seemed sense-impression Seyffarth society soon Soyaux spirit spite Stanz strength success Swiss Switzerland taught teachers teaching things thought tion to-day Trogen true truth Unterwalden Vaud views whole words writings Yverdun Zurich
Populære passager
Side 334 - 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 163 - 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 235 - 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 444 - 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 121 - 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 152 - 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 43 - 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 435 - 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.