Great Educators of Three Centuries: Their Work and Its Influence on Modern Education, Bind 4Macmillan, 1912 - 289 sider |
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Side 43
... continued , and such theological matters as the relation of souls to God are to be discussed . So he In the uni- student versity each should de- vote himself to a specialty , but a few should pur- sue all Finally , in the case of the ...
... continued , and such theological matters as the relation of souls to God are to be discussed . So he In the uni- student versity each should de- vote himself to a specialty , but a few should pur- sue all Finally , in the case of the ...
Side 89
... continued in the second book , which deals with the child between the years of five and twelve . No moral training is to be given as such , for " until he reaches the age of reason , he can form no idea of moral beings or social ...
... continued in the second book , which deals with the child between the years of five and twelve . No moral training is to be given as such , for " until he reaches the age of reason , he can form no idea of moral beings or social ...
Side 126
... continued coöperation . Then the government becomes Interested , studies the improvements that have taken place , and concludes that the whole country can be re- 1 Lienhard und Gertrud : ein Buch für das Volk . 2 To elucidate more fully ...
... continued coöperation . Then the government becomes Interested , studies the improvements that have taken place , and concludes that the whole country can be re- 1 Lienhard und Gertrud : ein Buch für das Volk . 2 To elucidate more fully ...
Side 132
... continued at Burgdorf . 1 In the Book for Mothers , the human body , with its parts and relations , is especially suggested as the material for conversation , since this is the closest to human interests and thought . 2 An illustration ...
... continued at Burgdorf . 1 In the Book for Mothers , the human body , with its parts and relations , is especially suggested as the material for conversation , since this is the closest to human interests and thought . 2 An illustration ...
Side 141
... study , geography , and history the concrete natural sci- observational work was similarly continued . Trees , ence and geography from actual music from its simplest tone ele- ments PESTALOZZI , EDUCATION AS DEVELOPMENT 141.
... study , geography , and history the concrete natural sci- observational work was similarly continued . Trees , ence and geography from actual music from its simplest tone ele- ments PESTALOZZI , EDUCATION AS DEVELOPMENT 141.
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Almindelige termer og sætninger
activities afterward August Hermann Francke Bacon BARNARD bartian Basedow became boys Burgdorf cation century Chap child ciples Comenius Common School curriculum declares deism Didactica discipline doctrine educa Educational Reformers Educational Review educational theory elementary Emile England essay experience formal Francis Bacon Francke Francke's Froebel geography German Gertrude Herbart Herbartian Herbert Spencer History of Education Horace Mann human ideals ideas influence institution instruction intellectual interest Janua kindergarten knowledge Köthen Lancaster language largely later Latin Leszno Locke Mann's means ment mental method Modern Education monitorial monitorial system moral mother nature observation Orbis Pictus organization pansophic Pedagogy Pesta Pestalozzi philosophy physical Pietism practical principles Prussia psychology pupil Ratich realist Realschule religion religious Rousseau Schola sciences scientific self-activity sense social society Spencer stage subjects SUPPLEMENTARY READING taught teachers teaching things tion tional translated treatise unity University writing Yverdun
Populære passager
Side 12 - ... proceeds to judgment and to the discovery of middle axioms. And this way is now in fashion. The other derives axioms from the senses and particulars, rising by a gradual and unbroken ascent, so that it arrives at the most general axioms last of all. This is the true way, but as yet untried.
Side 276 - To prepare us for complete living is the function which education has to discharge ; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such function.
Side 3 - Hence appear the many mistakes which have made learning generally so unpleasing and so unsuccessful; first, we do amiss to spend seven or eight years merely in scraping together so much miserable Latin and Greek, as might be learned otherwise easily and delightfully in one year.
Side 4 - And though a linguist should pride himself to have all the tongues that Babel cleft the world into, yet if he have not studied the solid things in them as well as the words and lexicons, he were nothing so much to be esteemed a learned man as any yeoman or tradesman competently wise in his mother dialect only.
Side 61 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind. And the great principle and foundation of all virtue and worth is placed in this, that a man is able to deny himself his own desires, cross his own inclinations, and purely follow what reason directs as best, though the appetite lean the other way.
Side 54 - When I consider what ado is made about a little Latin and Greek, how many years are spent in it, and what a noise and business it makes to no purpose, I can hardly forbear thinking, that the parents of children still live in fear of the schoolmaster's rod...
Side 60 - I have mentioned mathematics as a way to settle in the mind a habit of reasoning closely and in train; not that I think it necessary that all men should be deep mathematicians, but that, having got the way of reasoning, which that study necessarily brings the mind to, they might be able to transfer it to other parts of knowledge, as they shall have occasion.
Side 82 - THE first man who. having enclosed a piece of ground, bethought himself of saying This is mine, and found people simple enough to believe him, was the real founder of civil society.
Side 96 - Thus the whole education of women ought to be relative to men. To please them, to be useful to them, to make themselves loved and honored by them, to educate them when young, to care for them when grown, to counsel them, to console them, and to make life agreeable and sweet to them — these are the duties of women at all times, and what should be taught them from their infancy.
Side 53 - Learning must be had, but in the second place, as subservient only to greater qualities. Seek out somebody that may know how discreetly to frame his manners ; place him in hands where you may, as much as possible, secure his innocence, cherish and nurse up the good, and gently correct and weed out any bad inclinations, and settle in him good habits. This is the main point ; and this being provided for, learning may be had into the bargain, and that, as I think, at a very easy rate, by methods that...