Twelve Lectures on the History of Pedagogy: Delivered Before the Cincinnati Teachers' AssociationVan Antwerp, Bragg, 1874 - 130 páginas |
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Términos y frases comunes
aim of education Aristotle Athenian Athens attention basis became become Bohemian Brothers boys Caucasian race character child Christian civilization Comenius devoted direct educa efforts Emile exclusive exercise exoteric father faults favored Francke Froebel greatest Greece Greek gymnastic hand happiness harmonious heart Hence highest history of pedagogy human ical ideal ideas important independent individual influence insight institutions intellectual culture intuition kindergarten knowledge labors Latin laws lead learner LECTURE live looked Lycurgus mankind ment methods of instruction mind moral mother Neuhof Numa Pompilius objects Orbis Pictus organic parents pedagogic perceptions Pestalozzi philosophy physical pietists Plato powers practical principles progress pupil Pythagoras Quintilian race religion respect Roman Rousseau says self-activity sketch skill social society Socrates socratic irony soul taught teacher teaching things thought tion truth vernacular school views vigor virtue wants wisdom words young Yverdon
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Página 64 - A SOUND mind in a sound body, is a short but full description of a happy state in this world : he that has these two, has little more to wish for ; and he that wants either of them, will be but little the better for any thing else.
Página 65 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind. And the great principle and foundation of all virtue and worth is placed in this, that a man is able to deny himself his own desires, cross his own inclinations, and purely follow what reason directs as best, though the appetite lean the other way.
Página 64 - This consideration should methinks keep busy people (I will not say ignorant nurses and boddice-makers) from meddling in a matter they understand not; and they should be afraid to put nature out of her way, in fashioning the parts, when. they know not how the least and meanest is made. And yet I have seen so many instances of children receiving great harm from...
Página 57 - Pictus," which I shall have occasion to mention again hereafter. Comenius was by no means one of those pedagogues who take up one or another single subject of instruction, or who place all good in a certain method of teaching. He was, in the very best sense of the word, universal; and notwithstanding this universality, he always strove after the most thorough foundation.
Página 77 - ... judgment. All that we have not at our birth, and that we need when grown up, is given us by education. This education comes to us from nature itself, or from other men, or from circumstances. The internal development of our faculties and of our organs is the education nature gives us ; the use we are taught to make of this development is the education we get from other men ; and what we learn, by our own experience, about things that interest us, is the education of circumstances.
Página 61 - World; that is, the Pictures and Names of all the Principal Things in the World, and of all the Principal Occupations of Man.
Página 56 - takes more pains with the young than with the full-grown plant, and men commonly find it needful in any undertaking to begin well.' And on the training of teachers he adds, ' We give scarce a thought to our teachers and care little for what they may be ; and yet we are for ever complaining because rulers are rigid in the matter of laws and penalties, but indifferent to the right training of the young.
Página 66 - You will wonder, perhaps, that I put learning last, especially if I tell you I think it the least part. This may seem strange in the mouth of a bookish man; and this making usually the chief if not only bustle and stir about children, this being almost that alone which is thought on when people talk of education, makes it the greater paradox.
Página 68 - Upon the establishment of this school," he says, "I learned how destructive is the usual school management, and how exceedingly difficult the discipline of children; and this reflection made me desire that God would make me worthy to do something for the improvement of schools and instruction." The result of his experience he put together in a work, " Upon the education of children to piety and Christian wisdom.