The life and system of Pestalozzi. Tr. by J. Tilleard |
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Almindelige termer og sætninger
Abenberg ability acquainted appeared Argovia attain Basel believe Birr boys Buchsee Burgdorf canton character Charles the Bold child Christ Christian clear condition depravity domestic duties elementary endeavours entirely eternal everything exercises existence faculties faith father feeling Fichte Freiberg French French Revolution gave German Gertrude teaches give hand happiness heart hope hour human race impression influence innocence instruction knowledge Krüsi labors language Leonard and Gertrude lessons live louis d'or mankind manner means method mind moral nature Neuhof never Niederer object observation passages persons Pesta Pestalozzi says Pestalozzi's idea Pestalozzian Institution poor children poor school Prussia pupils Ramsauer received relation religion religious rendered Rousseau says Pestalozzi Schmid speak spirit stand Stanz Steinbrüchel stood strength Swiss Switzerland teachers teaches her Children things thou thought translation truth views whole words writings wrote youth Yverdun Zurich
Populære passager
Side 71 - As it is written, There is none righteous, no, not one: There is none that understandeth, there is none that seeketh after God. They are all gone out of the way, they are together become unprofitable; there is none that doeth good, no, not one.
Side 77 - 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 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.
Side 18 - Then said Jesus unto him, Put up again thy sword into his place : for all they that take the sword, shall perish with the sword.
Side 21 - I have received your new book against the human race, and thank you for it. Never was such a cleverness used in the design of making us all stupid. One longs, in reading your book, to walk on all fours. But as I have lost that habit for more than sixty years, I feel unhappily the impossibility of resuming it.
Side 56 - A teacher proposing to give an oral lesson on coal, for instance, holds a piece of it up before his class, and, having secured their attention, he probably asks them to which kingdom it belongs — animal, vegetable, or mineral — a question in no case of much importance, and to be answered, in the case of coal, doubtfully. Having, however, extracted that answer which he intended to get from the children, he induces them, by many ingenious devices, much circumlocution, and an extravagant expenditure...
Side 4 - ... representations, to be so short-sighted and inconsiderate as to set little value upon, and almost to despise, the external means of wealth, honor, and consideration. This was carried to such a length, that we imagined, while we were yet in the condition of boys, that, by a superficial school acquaintance with the great civil life of Greece and Rome, we could eminently prepare ourselves for the little civil life in one of the Swiss cantons.
Side 7 - I shall scarcely ever be great enough to fulfil! them, in such adverse circumstances, with the cheerfulness and tranquillity of a wise man, who is ever true to himself. Of my great, and indeed very reprehensible negligence in all matters of etiquette, and generally in all matters which are not in themselves of importance, I need not speak ; any one may see them at first sight of me. I also owe you the open confession, my dear, that I shall always consider my duties toward my beloved partner subordinate...
Side 31 - The spelling book, (says Pestalozzi,) must contain the entire range of sounds of which the language consists, and portions of it should be repeated daily in every family, not only by the child that is going through the exercises to learn how to...
Side 37 - Pestalozzi cried out so dreadfully loud and so continuously, that he could not hear us repeat after him, the less so as he never waited for us when he had read out a sentence, but went on without intermission, and read off a whole page at once. What...
Side 3 - Independence, freedom, beneficence, self-sacrifice, and patriotism, were the •watchwords of our public education," says Pestalozzi. " But the means of attaining all this which was particularly commended to us — mental distinction — was left without solid and sufficient training of the practical ability which is its essential condition. We were taught, in a visionary manner, to seek for independence in an abstract acquaintance with truth, without being made to feel strongly what was essentially...