Pestalozzi: His Life and Work |
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Side xi
It is the same thinking activity that assimilates also the stored - up knowledge of the experience and reflection of the race which the school offers to the pupil . Without his painstaking thought , neither personal observation nor book ...
It is the same thinking activity that assimilates also the stored - up knowledge of the experience and reflection of the race which the school offers to the pupil . Without his painstaking thought , neither personal observation nor book ...
Side xv
At last such a translator has been found in a Cambridge friend , Mr. Russell , who was a pupil of mine more than twenty years ago , and who has since become familiar with French educational life and speech as a master in a Lycée .
At last such a translator has been found in a Cambridge friend , Mr. Russell , who was a pupil of mine more than twenty years ago , and who has since become familiar with French educational life and speech as a master in a Lycée .
Side 9
He had changed the old system of formality and severity at the Academy by making the relations between master and pupil kindly and pleasant . When Pestalozzi began his higher studies , however , Zimmerman had already been called to ...
He had changed the old system of formality and severity at the Academy by making the relations between master and pupil kindly and pleasant . When Pestalozzi began his higher studies , however , Zimmerman had already been called to ...
Side 10
So great was the influence of these professors on their pupils , that the latter came to despise wealth , luxury , and material comfort , and cared for nothing but the pleasures of the mind and soul , and the unceasing pursuit of ...
So great was the influence of these professors on their pupils , that the latter came to despise wealth , luxury , and material comfort , and cared for nothing but the pleasures of the mind and soul , and the unceasing pursuit of ...
Side 40
I succeeded in making him sit for a long time at his lessons , after having first made him run and play out of doors in the cold . I can see that a man must be robust himself if he is to concern himself with his pupil's open - air games ...
I succeeded in making him sit for a long time at his lessons , after having first made him run and play out of doors in the cold . I can see that a man must be robust himself if he is to concern himself with his pupil's open - air games ...
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Almindelige termer og sætninger
able activity afterwards already amongst asked become beginning bring brought Burgdorf called carried cause child complete continued desire devoted direction elementary entirely establishment everything exercises experience express faith father feel felt French give given Government hand happiness heart hope humanity ideas important influence institute instruction interest knowledge Krusi leave less lessons letter living longer looked masters means method mind moral mother nature necessary never Niederer once Pestalozzi poor position possible practical present principles published pupils received reform remain result Schmidt seemed simple society soon speak spirit strength success suffered teaching things thought tion took true truth understand views whole writings young Yverdun
Populære passager
Side 313 - ... licence, and despotism. The nations of Europe are corrupted by a sensual civilization, which does but stimulate their appetites and their vanity, making those who suffer envious of those who enjoy, and those who enjoy insensible to the troubles of those who suffer. There is none of that real moral civilization which exalts a man and makes him capable of love, commiseration, and abnegation. The first step to this higher civilization is the reform of public education. We have endeavoured to give...
Side 157 - First of all, I had to arouse in them pure, moral, and noble feelings, so that afterwards, in external things, I might be sure of their ready attention, activity, and obedience. I had, in short, to follow the high precept of Jesus Christ, ' Cleanse first that which is within, that the outside may be clean also ' ; and if ever the truth of this precept was made manifest, it was made manifest then.
Side ii - EDUCATION. By SS LAURIE, LL. D., Professor of the Institutes and History of Education in the University of Edinburgh.
Side 338 - Love suffereth long, and is kind; love envieth not; love vaunteth not itself, is not puffed up, doth not behave itself unseemly, seeketh not her own, is not easily provoked, thinketh no evil; rejoiceth not in iniquity, but rejoiceth in the truth; beareth all things, believeth all things, hopeth all things, endureth all things. Love never faileth...
Side 159 - ... men. They felt that, owing to my care, they made more progress in this respect than other children ; they perfectly understood that all they did was but a preparation for their future activity, and they looked forward to happiness as the certain result of their perseverance. 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...
Side 255 - 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 tables, and reproduced in relief the valley we had just studied, each one doing the part which had been allotted to him. In the course of the next few days more...
Side 165 - ... by men who have been accustomed for centuries to hear Christian instruction conveyed by question and answer, regardless of result, and who for a generation past have seen the mania of our poor century for empty speech more and more encouraged, alas! by the very people who pretend to enlighten it. "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.
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 367 - Here Rests HENRY PESTALOZZI; Born at Zurich, the 12th 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.
Bibliografiske oplysninger
| Titel | Pestalozzi: His Life and Work Bind 14 af International education series |
| Forfatter | Roger de baron Guimps |
| oversat af | John Russell |
| Udgiver | D. Appleton, 1890 |
| Oprindeligt fra | University of California |
| Digitaliseret | 13. dec 2007 |
| Længde | 438 sider |
| Eksporter henvisning | BiBTeX EndNote RefMan |