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 elements ence 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 subjects known language learner ledge less matter means ment mental development 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 quadruped realise reason recognised regard relation science of education scientific self-activity sensations sense stage stimulation systematic teacher teaching things thought tical tion truth vidual whilst whole words
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414 ページ - 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
140 ページ - Another thing you are to take care of, is, not to endeavour to settle too many habits at once, lest by variety you confound them, and so perfect none. When constant custom has made any one thing easy and natural to them, and they practise it without reflection, you may then go on to another.
337 ページ - and which have severally simplified their conceptions by uniting many facts into one fact, they have supposed must simplify the conceptions of a child also. They have forgotten that a generalisation is simple only in comparison with the whole mass of particular truths it comprehends—that it is more complex than any one of these
356 ページ - as possible, and induced to discover as much as possible. Humanity has progressed solely by self-instruction; and that to achieve the best results, each mind must progress somewhat after the same fashion, is continually proved by the marked success of self-made men.
498 ページ - Above all things, let my imaginary pupil have preserved the freshness and vigour of youth in his mind as well as his body. The educational abomination of desolation of the present day is the stimulation of young people to work at high pressure by incessant competitive examinations.".
420 ページ - The business of education is not, as I think, to make the young perfect in any one of the sciences, but so to open and dispose their minds as may best make them capable of any when they shall apply themselves to it.
414 ページ - 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 authorised ones only. Let them fashion the mind with such tales, even more fondly than they mould the body with their hands; but most of those which are now in use must be discarded
242 ページ - Amid serious occupations amusement is needed more than at other times (for he who is hard at work has need of relaxation, and amusement gives relaxation, whereas occupation is always accompanied with exertion and effort). At suitable times we should introduce amusements.
274 ページ - A boy whose acutest faculties are his senses, and who has no perception of anything abstract must first of all be made acquainted with the world as it presents itself to the senses. Let this be shown him in nature herself, or, where this is impossible, in faithful drawings or models.
278 ページ - It was now evident that the senses of the children must be engaged, that the great secret of training them was to descend to their level, and become a child ; and that the error had been to expect in infancy what is only the product of after years