Education: An Introduction to Its Principles and Their Psychological FoundationsDodd, Mead, 1896 - 536 ページ |
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able abstract actions activity æsthetic apperception Aristotle assimilation attention become begin child Comenius complete concept concrete connected consciousness crete deductive reasoning definite ditions effects effort elements endeavour exercise experiences express fact fairy tales feelings give greatest habits Herbart Herbert Spencer higher highest form human ideas important individual influences interest intuition involved judgment Karl Lange kind knowledge knowledge subjects language learner ledge less matter means ment method mind monomania nature necessary nourishment object observation obtain ordinary organised pain particular percept person physical Plato pleasure point of view possible practical present principle principle of repetition progress proper pupil purely rational realise reason recognised regard relation science of education scientific secure self-activity sensations sense stage STANLEY HALL stimulation systematic teacher teaching things thought tical tion truth vidual whilst whole words
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424 ページ - For precept must be upon precept, precept upon precept; line upon line, line upon line; here a little, and there a little.
517 ページ - Let our artists rather be those who are gifted to discern the true nature of the beautiful and graceful; then will our youth dwell in a land of health, amid fair sights and sounds, and receive the good in everything; and beauty, the effluence of fair works, shall flow into the eye and ear like a health-giving breeze from a purer region, and insensibly draw the soul from the earliest years into likeness and sympathy with the beauty of reason.
406 ページ - Then the first thing will be to establish a censorship of the writers of fiction, and let the censors receive any tale of fiction which is good, and reject the bad; and we will desire mothers and nurses to tell their children the authorized ones only.
404 ページ - This is in recognition of the well-known pedagogical principles of proceeding from the known to the unknown, and from the simple to the complex.
348 ページ - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
406 ページ - And shall we just carelessly allow children to hear any casual tales which may be devised by casual persons, and to receive into their minds ideas for the most part the very opposite of those which we should wish them to have when they are grown up?
487 ページ - Their faculties are worn out by the strain put upon their callow brains, and they are demoralized by worthless, childish triumphs before the real work of life begins. I have no compassion for sloth, but youth has more need for intellectual rest than age ; and the cheerfulness, the tenacity of purpose, the power of work which make many a successful man what he is, must often be placed to the credit, not of his hours of industry, but to that of his hours of idleness, in boyhood.
134 ページ - The one is, that you keep them to the practice, of what you would have grow into a Habit in them, by kind Words, and gentle Admonitions...
ii ページ - The purpose of education is to give to the body and to the soul all the beauty and all the perfection of which they are capable.
487 ページ - ... of life begins. I have no compassion for sloth, but youth has more need for intellectual rest than age ; and the cheerfulness, the tenacity of purpose, the power of work which make many a successful man what he is, must often be placed to the credit, not of his hours of industry, but to that of his hours of idleness, in boyhood. Even the hardest worker of us all, if he has to deal with anything above mere details, will do well, now and again, to let his brain lie fallow for a space. The next...