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 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 secure self-activity sensations sense stage stimulation systematic teacher things thought tical tion truth vidual whilst whole words
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414 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.
527 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 earliest years into likeness and sympathy with the beauty of reason.
414 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?
432 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.
158 ページ - But pray remember children are not to be taught by rules; which will be always slipping out of their memories. What you think necessary for them to do, settle in them by an indispensable practice, as often as the occasion returns ; and, if it be possible, make occasions. This will beget habits in them, which, being once established, operate of themselves, easily and naturally, without the assistance of the memory.
370 ページ - And when they have made a good beginning in play, and by the help of music have gained the habit of good order, then this habit of order, in a manner how unlike the lawless play of the others! will accompany them in all their actions and be a principle of growth to them, and if there be any fallen places in the State will raise them up again.
140 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...
356 ページ - ... in education the process of self-development should be encouraged to the fullest extent. 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. 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.
337 ページ - General formulas which men have devised to express groups of details, 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.
420 ページ - The business of education, as I have already observed, is not, as I think, to make them 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.