Pestalozzi: His Life and WorkD. Appleton, 1904 - 438 sider |
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Side 36
... longer thinking of anything but the temporal interests of his family . The birth of his son fills him with religious remorse . He tries to bring up his child according to the principles of “ Emile . " Obliged at every step to correct ...
... longer thinking of anything but the temporal interests of his family . The birth of his son fills him with religious remorse . He tries to bring up his child according to the principles of “ Emile . " Obliged at every step to correct ...
Side 37
... longer take pleasure in speculative science ? Why am I so little interested in the search for truths of the greatest importance ? Can it be because the vainglory and examples that stimulated me in the town are now lacking to me ? But I ...
... longer take pleasure in speculative science ? Why am I so little interested in the search for truths of the greatest importance ? Can it be because the vainglory and examples that stimulated me in the town are now lacking to me ? But I ...
Side 40
... longer surprise us . The journal also shows us the gradual development of some of the most important principles of Pestalozzi's educa- tional method , principles which were chiefly the result of his own experiments and reflections , but ...
... longer surprise us . The journal also shows us the gradual development of some of the most important principles of Pestalozzi's educa- tional method , principles which were chiefly the result of his own experiments and reflections , but ...
Side 43
... longer mind it . At first sight this seems to me a good idea , and I should be inclined to extend it to apply to education generally . " " February 13th . - Our care of Jacobli during his illness has made him more self - willed . I took ...
... longer mind it . At first sight this seems to me a good idea , and I should be inclined to extend it to apply to education generally . " " February 13th . - Our care of Jacobli during his illness has made him more self - willed . I took ...
Side 45
... longer be listened to , and the child's desire for freedom must be resisted . " A father who guides wisely and blames justly must be obeyed by his child , but no unnecessary command must be given . Never let your orders be the result of ...
... longer be listened to , and the child's desire for freedom must be resisted . " A father who guides wisely and blames justly must be obeyed by his child , but no unnecessary command must be given . Never let your orders be the result of ...
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Almindelige termer og sætninger
Aargau able activity afterwards already amongst anxious Appenzell asked Basle Berne Birr Burgdorf canton Castle child devoted discourse doctrine elementary education entirely establishment everything exercises experience faith father feel Fellenberg Fichte French friends of humanity give Glarus happiness heart hope humanity ideas influence institute instruction Joseph Schmidt knowledge Koenigsfelden Krusi labours Lenzburg Leonard and Gertrude lessons letter living longer looked lozzi masters means ment mind moral mother nature Neuhof never Niederer Niederer's parents Pesta Pestalozzi Pestalozzi's method poor children poor-school powers principles published pupils Ramsauer reform religious result Schmidt seemed sense-impression Seyffarth society soon Soyaux speak spirit spite Stanz strength success Swiss Switzerland taught teachers teaching things thought tion to-day Trogen true truth Unterwalden Vaud views whole words writings young Yverdun Zurich
Populære passager
Side 336 - 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 235 - 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 442 - Psychological Foundations of Education. An Attempt to Show the Genesis of the Higher Faculties of the Mind. By WT HARRIS, AM, LL.D., United States Commissioner of Education. Vol. 37. I2mo. Cloth, $1.50. In offering this book to the educational public the author feels it necessary to explain its point of view. Psychology is too frequently only an inventory of certain so-called " faculties of the mind," such as the five senses, imagination, conception, reasoning, etc. And teachers have been offered...
Side 262 - 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 239 - The time for learning is not the time for judgment and criticism. "4. In each branch, instruction must begin with the simplest elements, and proceed gradually by following the child's development ; that is, by a series of steps which are psychologically connected. "5. A pause must be made at each stage of the instruction sufficiently long for the child to get the new matter thoroughly into his grasp and under his control. "6. Teaching must follow the path of development, and not that of dogmatic...
Side 365 - Zurich, the 1zth of January, 1746 Died at Brugg, the 17th 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 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...
Side 123 - In his speeches, in his explanations of his views, and especially in his fables, he is constantly comparing the education of man, even from the intellectual and moral point of view, to the development and growth of a plant. It is evident that, in his eyes, the analogy is complete. He even states it once in these words: ' Man, formed from the dust of the earth, grows and ripens like a plant rooted in the soil.
Side 433 - OF PESTALOZZI. PAGES 1 TO 35. I. CHILDHOOD. 1. Influence of home life. 2. Influence of school experience. 3. Influence of country scenes. II. STUDENT LIFE. 4. Influence of the University spirit. 5. Influence of political excitement. III. AGRICULTURAL LIFE. 6. Influence of courtship and marriage. 7. Influence of farm-life and its failure. V.