Infant Schools, Their History and TheoryAnd Bombay, Longmans, Green, and Company, 1904 - 324 páginas |
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Términos y frases comunes
activity animals attention become begins brain bricks bring Buchanan called centres child Child's Play Childhood colour Compayré connection cube DAVID SALMON David Stow directions distinction distinguished drawing Education establishment exercise experience eyes familiar feeling flowers Friedrich Froebel Froebel garden Gift give Greaves habits Herbartian ideas images imitation impression Infant Education Infant School instinctive instruction interest James Buchanan Kindergarten Lanark language later lessons means memory ment mental mind moral mother motor movement Nature notice objects observation Occupations Owen's parents perception Pestalozzi play practice Preyer principles Principles of Psychology Psychology pupils recognise retina Robert Owen says seen sensations sense shows Society songs sounds Spitalfields stories Stow suggests sympathy taught teacher teaching tendency things tion touch Transition Classes unity visual whole Wilderspin words Writing young children Yverdun
Pasajes populares
Página 255 - I was only then Contented, when with bliss ineffable I felt the sentiment of Being spread O'er all that moves and all that seemeth still; O'er all that, lost beyond the reach of thought And human knowledge, to the human eye Invisible, yet liveth to the heart; O'er all that leaps and runs, and shouts and sings, Or beats the gladsome air; o'er all that glides Beneath the wave, yea, in the wave itself, And mighty depth of waters.
Página 102 - WHAT needs my Shakespeare for his honoured bones The labour of an age in piled stones ? Or that his hallowed reliques should be hid Under a star-ypointing pyramid ? Dear son of memory, great heir of fame, What need'st thou such weak witness of thy name ? Thou in our wonder and astonishment Hast built thyself a livelong monument.
Página 4 - A good man was ther of religioun, And was a povre PERSOUN of a toun ; But riche he was of holy thoght and werk. He was also a lerned man, a clerk, That Cristes gospel trewely wolde preche ; His parisshens devoutly wolde he teche.
Página 217 - Accustom your children (said he) constantly to this; if a thing happened at one window, and they, when relating it, say that it happened at another, do not let it pass, but instantly check them; you do not know where deviation from truth will end.
Página 12 - Any general character, from the best to the worst, from the most ignorant to the most enlightened, may be given to any community, even to the world at large, by the application of proper means; which means are to a great extent at the command and under the control of those who have influence in the affairs of men.
Página 104 - Education consists in leading man, as a thinking, intelligent being, growing into selfconsciousness, to a pure and unsullied, conscious and free representation of the inner law of Divine Unity, and in teaching him ways and means thereto.
Página 104 - Education should lead and guide man to clearness concerning himself and in himself, to peace with nature, and to unity with God; hence, it should lead him to a knowledge of himself and of mankind, to a knowledge of God and of nature, and to the pure and holy life to which such knowledge leads.
Página 104 - We grant space and time to young plants and animals because we know that in accordance with the laws that live in them, they will develop properly and grow well...
Página 19 - The children are received into a preparatory or training school at the age of three, in which they are perpetually superintended, to prevent them acquiring bad habits, to give them good ones, and to form their dispositions to mutual kindness and a sincere desire to contribute all in their power to benefit each other; these effects are chiefly accomplished by example and practice, precept being found of little use, and not comprehended by them at this early age; the children are taught also whatever...
Página 105 - ... between educator and pupil, between request and obedience, there should invisibly rule a third something, to which educator and pupil are equally subject. This third something is the right, the best, necessarily conditioned and expressed without arbitrariness in the circumstances. The calm recognition, the clear knowledge, and the serene, cheerful obedience to the rule of this third something is the particular feature that should be constantly and clearly manifest in the bearing and conduct of...