Pestalozzi: An Account of His Life and WorkLongmans, Green, and Company, 1908 - 322 sider |
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Side iii
... world's pioneer educators and educationist has been made to set forth as clearly as Pestalozzi thought , wrote , and did , and r. 195609. lations of Pestalozzi's works , and hose who knew him iii HE BEGINS HIS LIFE-WORK.
... world's pioneer educators and educationist has been made to set forth as clearly as Pestalozzi thought , wrote , and did , and r. 195609. lations of Pestalozzi's works , and hose who knew him iii HE BEGINS HIS LIFE-WORK.
Side 5
... thought , 1 dom and individual responsibility were commonplaces of philosophy and even pl become democratised ; for just as the g reformers insisted that the Bible should into the speech of the people , so philosophe to write in a style ...
... thought , 1 dom and individual responsibility were commonplaces of philosophy and even pl become democratised ; for just as the g reformers insisted that the Bible should into the speech of the people , so philosophe to write in a style ...
Side 18
... thought and work of such reformers in education brought about the greatest possible changes in the schools . They may be said to have done for educa- tion what Bacon , Descartes , Locke and others did for philosophy : they changed its ...
... thought and work of such reformers in education brought about the greatest possible changes in the schools . They may be said to have done for educa- tion what Bacon , Descartes , Locke and others did for philosophy : they changed its ...
Side 54
... thought that it might etter my pecuniary condition , and to pportable to my family . ... r Iselin of Basle , whom Pestalozzi con- ely wrote to Decker in Berlin , who or per sheet , but promised at the same sale of the work should render ...
... thought that it might etter my pecuniary condition , and to pportable to my family . ... r Iselin of Basle , whom Pestalozzi con- ely wrote to Decker in Berlin , who or per sheet , but promised at the same sale of the work should render ...
Side 61
... thought you w of losing me , because then you always disa " " Foolish grease , ' replied the flame , ' it shine only so long as I live upon you , but I of letting it be known . ' " “ The Oak and the Grass . " One morning the grass said ...
... thought you w of losing me , because then you always disa " " Foolish grease , ' replied the flame , ' it shine only so long as I live upon you , but I of letting it be known . ' " “ The Oak and the Grass . " One morning the grass said ...
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Almindelige termer og sætninger
ability able acquired action Altdorf amongst Argovie arith arithmetic Birr Burgdorf canton of Bern cerning child Child-study clear connection drawing ducation educa elementary elements endeavoured exer exercises experience faculties feeling follow fractions Fribourg Froebel geography Gertrude Teaches give given greatest Guimps heart Herbart human ideas impressions Infants influence institution instruction intel intellectual intuition intuitive knowledge Iselin knowledge Krüsi language learner Leonard lessons letters live lozzi matter means ment metho method metic mind Miss Mayo moral mother nature Neuhof never objects observation Pesta Pestalo Pestalozzi says physical Poor School possible practical principles Prussia pupils Ramsauer Raumer reform sense-impressions social soon Soyaux speaking Stanz Swan's Song Swiss Switzerland taught teachers things thought tion truth ween whilst whole words writing Yverdon zeal Zurich
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Side 120 - We cannot look, however imperfectly, upon a great man, without gaining something by him. He is the living light-fountain, which it is good and pleasant to be near.
Side 120 - I take it, universal history, the history of what man has accomplished in this world, is at bottom the history of the great men who have worked here.
Side 282 - I was indefatigable in putting syllables together and arranging them in a graduated series ; I did the same for numbers ; I filled whole note-books with them; I sought by every means to simplify the elements of reading and arithmetic, and by grouping them psychologically, enable the child to pass easily and surely from the first step to the second, from the second to the third, and so on. The pupils no longer drew letters on their slates, but lines, curves, angles, and squares.
Side 229 - The first elements of geography were taught us from the land itself. We were first taken to a narrow valley not far from Yverdun, where the river Buron runs. After taking a general view of the valley, we were made to examine the details, until we had obtained an exact and complete idea of it. We were then told to take some of the clay which lay in beds on one side of the valley, and fill the baskets which we had brought for the purpose. On our return to the Castle, we took our places at the long...
Side 52 - Pastors and teachers of the nations, know you man ; is it with you a matter of conscience to understand his nature and destiny ? " All mankind are in their nature alike, they have but one path to contentment. The natural faculties of each one are to be perfected into pure human wisdom. This general education of man must serve as the foundation to every education of a particular rank.
Side 275 - I have now put before you my views as to the family spirit which ought to prevail in an educational establishment, and I have told you of my attempts to carry them out. I have still to explain the essential principles upon which all my teaching was based. I knew no other order, method, or art, but that which resulted naturally from my children's conviction of my love for them, nor did I care to know any other. Thus I subordinated the instruction of my children to a higher aim, which was to arouse...
Side 75 - That is why steady application soon became easy to them, its object being in perfect accordance with their wishes and their hopes. Virtue, my friend, is developed by this agreement, just as the young plant thrives when the soil suits its nature, and supplies the needs of its tender shoots. I witnessed the growth of an inward strength in my children, which, in its general development, far surpassed my expectations, and in its particular manifestations not only often surprised me, but touched me deeply....
Side 22 - At the same time, the wish to be acquainted with some branches of knowledge that took hold on my heart and my imagination, even though I neglected the means of acquiring them, was nevertheless enthusiastically alive within me ; and unfortunately, the tone of public instruction in my native town at this period was in a high degree calculated to foster this visionary fancy of taking an active interest in, and believing one's self capable of, the practice of things in which one had by no means had sufficient...
Side 249 - I would ask them half in fun to keep their eyes fixed on their middle fingers. It is hardly credible how useful simple things of this sort sometimes are as means to the very highest ends. One young girl, for instance, who had been little better than a savage, by keeping her head and body upright, and not looking about, made more progress in her moral education than any one would have believed possible.
Side 296 - But what does he go on to say? "Therefore I make use of it, and endeavor, by the guidance of its uttered sounds, to reproduce in the child the self-same impressions which, in the human race, have occasioned and formed these sounds. Great is the gift of language. It gives to the child in one moment what nature required thousands of years to give man.