Pestalozzi, His Life and WorkD. Appleton, 1904 - 445 sider |
Fra bogen
Side 248
... Schmidt , who was then in Paris , having asked to see them , Gottlieb sent them off to him . But they never reached their destination . Inquiries were made , and they were traced to Mulhouse , but , in spite of every effort , it was ...
... Schmidt , who was then in Paris , having asked to see them , Gottlieb sent them off to him . But they never reached their destination . Inquiries were made , and they were traced to Mulhouse , but , in spite of every effort , it was ...
Side 252
... and having become acquainted with Pestalozzi , had expressed desire to work with him . 2 The author was an old Yverdun pupil . [ Tr . ] Joseph Schmidt , a shepherd - boy from the Tyrol 252 PESTALOZZI : HIS LIFE AND WORK .
... and having become acquainted with Pestalozzi , had expressed desire to work with him . 2 The author was an old Yverdun pupil . [ Tr . ] Joseph Schmidt , a shepherd - boy from the Tyrol 252 PESTALOZZI : HIS LIFE AND WORK .
Side 253
Roger de baron Guimps. Joseph Schmidt , a shepherd - boy from the Tyrol , who had had no early education whatever . Burgdorf had a greater influence on his intellect than on his heart . He soon showed a remarkable talent for mathematics ...
Roger de baron Guimps. Joseph Schmidt , a shepherd - boy from the Tyrol , who had had no early education whatever . Burgdorf had a greater influence on his intellect than on his heart . He soon showed a remarkable talent for mathematics ...
Side 261
... Schmidt , and others , men who , in different degrees , are very dear to me , since we are all striving for the same great end , the raising of humanity by education . ' " Great changes had taken place in the institution ; but though ...
... Schmidt , and others , men who , in different degrees , are very dear to me , since we are all striving for the same great end , the raising of humanity by education . ' " Great changes had taken place in the institution ; but though ...
Side 262
... Schmidt's pupils . In a large class , containing from fifteen to twenty groups of boys , all at different stages of progress , I have seen Schmidt teaching alone , encouraging and helping everybody , and keeping every- body occupied ...
... Schmidt's pupils . In a large class , containing from fifteen to twenty groups of boys , all at different stages of progress , I have seen Schmidt teaching alone , encouraging and helping everybody , and keeping every- body occupied ...
Andre udgaver - Se alle
Almindelige termer og sætninger
Aargau able activity afterwards already amongst anxious 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 Guimps happiness heart hope humanity ideas influence institute instruction intellectual 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 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 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...