Pestalozzi: His Life and Work |
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Side 46
It is impossible to curtail a child's liberty without , to some extent , incurring his dislil แ Experience proves that children who have been too much under restraint , make up for it later by excesses in the opposite direction .
It is impossible to curtail a child's liberty without , to some extent , incurring his dislil แ Experience proves that children who have been too much under restraint , make up for it later by excesses in the opposite direction .
Side 47
A wise liberty induces the child to keep his eyes and ears open , and makes him contented , happy , and eventempered . " But this complete liberty supposes a preliminary education , which has taught the child submission to the nature of ...
A wise liberty induces the child to keep his eyes and ears open , and makes him contented , happy , and eventempered . " But this complete liberty supposes a preliminary education , which has taught the child submission to the nature of ...
Side 49
father's time and strength , and for the next five years he was simply the companion of the little ragged children , of whom we shall read in the next chapter . In 1782 , in a periodical he was then editing , Pestalozzi wrote as follows ...
father's time and strength , and for the next five years he was simply the companion of the little ragged children , of whom we shall read in the next chapter . In 1782 , in a periodical he was then editing , Pestalozzi wrote as follows ...
Side 50
This child , whose emotional side , in spite of Rousseau , was so highly developed , but who had received so little preparation for practical life , was , at the age of fourteen , placed in a school at Colmar . His father's first letter ...
This child , whose emotional side , in spite of Rousseau , was so highly developed , but who had received so little preparation for practical life , was , at the age of fourteen , placed in a school at Colmar . His father's first letter ...
Side 52
He receives into his house twenty - five poor children ; great success of his first attempt . ... Struck by the child's natural need of continual activity , and by the abundance and versatility of its physical , intellectual and moral ...
He receives into his house twenty - five poor children ; great success of his first attempt . ... Struck by the child's natural need of continual activity , and by the abundance and versatility of its physical , intellectual and moral ...
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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 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 |