Pestalozzi: His Life and Work |
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Side 221
Oh , my friend , I can hardly express to you the state of internal discord in which I am living . The means , however , of my deliverance increase daily . Farewell ; I am a prey to such melancholy as I have never before experienced ...
Oh , my friend , I can hardly express to you the state of internal discord in which I am living . The means , however , of my deliverance increase daily . Farewell ; I am a prey to such melancholy as I have never before experienced ...
Side 229
In the fifth he begins by declaring that these laws do not satisfy him because he cannot find any general principle to express their essential character . He then goes on to search for the natural sources of human knowledge .
In the fifth he begins by declaring that these laws do not satisfy him because he cannot find any general principle to express their essential character . He then goes on to search for the natural sources of human knowledge .
Side 236
... repetition or imitation of other people's language , when the words it employs express ideas which are still unfamiliar to him who pronounces them , then language does little to develop thought , nay , it paralyzes and destroys it .
... repetition or imitation of other people's language , when the words it employs express ideas which are still unfamiliar to him who pronounces them , then language does little to develop thought , nay , it paralyzes and destroys it .
Side 245
... the attention of their child on any object that may attract him - that , in short , the guide which he is giving them is but an example of how the child is to be taught to see properly and to express clearly what he has seen .
... the attention of their child on any object that may attract him - that , in short , the guide which he is giving them is but an example of how the child is to be taught to see properly and to express clearly what he has seen .
Side 247
With this object , he took as his text the language itself , or rather , those words in the language which express such moral sentiments as the child is capable of understanding and from the explanation of which he is likely to profit .
With this object , he took as his text the language itself , or rather , those words in the language which express such moral sentiments as the child is capable of understanding and from the explanation of which he is likely to profit .
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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 |