Pestalozzi: His Life and Work |
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Side viii
The reader of Pestalozzi's biography - especially of the present excellent work , which embodies so much from his writings - will study carefully the sharp differences which separate his ideas from Rousseau's .
The reader of Pestalozzi's biography - especially of the present excellent work , which embodies so much from his writings - will study carefully the sharp differences which separate his ideas from Rousseau's .
Side ix
ences which separate his ideas from Rousseau's . These will appear first in his strongly religious character and next in his great reverence for the sacredness of the family . His life is a succession of enthusiastic experiments ...
ences which separate his ideas from Rousseau's . These will appear first in his strongly religious character and next in his great reverence for the sacredness of the family . His life is a succession of enthusiastic experiments ...
Side xiii
It was only an expression of our insular ignorance , and of our inability to measure the effect of ideas . Since then we have seen France prostrate before Germany ; and not a few , both of the Germans and the French , have attributed ...
It was only an expression of our insular ignorance , and of our inability to measure the effect of ideas . Since then we have seen France prostrate before Germany ; and not a few , both of the Germans and the French , have attributed ...
Side xvii
And yet Pestalozzi is still very little known , and not at all understood , even those who have heard of him having but a vague idea of the principles that guided him , and of the end that , in spite of disappointment and failure ...
And yet Pestalozzi is still very little known , and not at all understood , even those who have heard of him having but a vague idea of the principles that guided him , and of the end that , in spite of disappointment and failure ...
Side 13
... which used to meet every week to hear and discuss essays by its members on questions of history , education , politics , or ethics , and which contributed in no small degree to spread liberal ideas amongst the students .
... which used to meet every week to hear and discuss essays by its members on questions of history , education , politics , or ethics , and which contributed in no small degree to spread liberal ideas amongst the students .
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Almindelige termer og sætninger
able activity afterwards already amongst asked attention become beginning bring brought Burgdorf called carried cause child complete continued desire devoted direction elementary entirely establishment everything exercises experience express fact faith father feel French give given Government hand happiness heart hope humanity ideas important influence institute instruction interest knowledge Krusi less lessons letter living longer looked masters means method mind moral mother nature necessary never Niederer once Pestalozzi plans poor position possible powers practical present principles published pupils received reform remain result Schmidt seemed simple society soon speak spirit strength success teaching things thought tion took true truth understand views whole writings young Yverdun
Populære passager
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 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 - 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 367 - Brugg, the i7th 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 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 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...
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, 1904 |
| Oprindeligt fra | Harvard University |
| Digitaliseret | 27. okt 2006 |
| Længde | 438 sider |
| Eksporter henvisning | BiBTeX EndNote RefMan |