Pestalozzi: His Life and Work |
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Side 172
We have now to see how Pestalozzi applied and developed these principles in the new openings he found for his inde fatigable activity . CHAPTER IX . PESTALOZZI AT BURGDORF . After teaching gratuitously 172 PESTALOZZI : HIS LIFE AND WORK ...
We have now to see how Pestalozzi applied and developed these principles in the new openings he found for his inde fatigable activity . CHAPTER IX . PESTALOZZI AT BURGDORF . After teaching gratuitously 172 PESTALOZZI : HIS LIFE AND WORK ...
Side 173
PESTALOZZI AT BURGDORF . After teaching gratuitously in the Non - Burgesses ' School , he is appointed to the Burgesses ' School . The School Commission report on his method . He presents an account of his doctrine to the Society of the ...
PESTALOZZI AT BURGDORF . After teaching gratuitously in the Non - Burgesses ' School , he is appointed to the Burgesses ' School . The School Commission report on his method . He presents an account of his doctrine to the Society of the ...
Side 174
Charles Monnard describes Pestalozzi at this time as follows : " At that time the Burgdorf authorities would not have dared to entrust Pestalozzi with a primary school ; this man , since so celebrated , would have had no chance whatever ...
Charles Monnard describes Pestalozzi at this time as follows : " At that time the Burgdorf authorities would not have dared to entrust Pestalozzi with a primary school ; this man , since so celebrated , would have had no chance whatever ...
Side 175
And yet at that time Burgdorf was one of the smaller places , not only in Switzerland but in Europe , where most attention was given to popular education . We may judge from this of the necessity and extent of the reforms brought ...
And yet at that time Burgdorf was one of the smaller places , not only in Switzerland but in Europe , where most attention was given to popular education . We may judge from this of the necessity and extent of the reforms brought ...
Side 176
There were at that time at Burgdorf three classes of boys and three of girls ; the girls were under the care of a lady , Miss Stähli , though they took a certain number of lessons in the classes intended for the boys .
There were at that time at Burgdorf three classes of boys and three of girls ; the girls were under the care of a lady , Miss Stähli , though they took a certain number of lessons in the classes intended for the boys .
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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 leave 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 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 International education series ; ed. by W. T. Harris. vol. XIV 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 |