Education: intellectual, moral, and physicalD. Appleton & Company, 1910 |
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Side 14
... objects and movements , or how to guide himself among them , he would pretty certainly lose his life the first time he went into the street : notwithstanding any amount of learning he might have on other matters . And as entire igno ...
... objects and movements , or how to guide himself among them , he would pretty certainly lose his life the first time he went into the street : notwithstanding any amount of learning he might have on other matters . And as entire igno ...
Side 20
... objects are hard , and will hurt if struck ; what objects are heavy , and injure if they fall on the limbs ; which things will bear the weight of the body , and which not ; the EDUCATION FOR SELF - PRESERVATION . 21 pains inflicted by ...
... objects are hard , and will hurt if struck ; what objects are heavy , and injure if they fall on the limbs ; which things will bear the weight of the body , and which not ; the EDUCATION FOR SELF - PRESERVATION . 21 pains inflicted by ...
Side 21
... objects and move- ments ; and for meeting those greater dangers that occasionally occur in the lives of all . Being thus , as we say , so well cared for by Nature , this funda- mental education needs comparatively little care from us ...
... objects and move- ments ; and for meeting those greater dangers that occasionally occur in the lives of all . Being thus , as we say , so well cared for by Nature , this funda- mental education needs comparatively little care from us ...
Side 47
... objects and pro- cesses of the household , the streets , and the fields , is becoming tolerably exhaustive - only then should a child be introduced to the new sources of informa- tion which books supply : and this , not only because ...
... objects and pro- cesses of the household , the streets , and the fields , is becoming tolerably exhaustive - only then should a child be introduced to the new sources of informa- tion which books supply : and this , not only because ...
Side 70
... objects and ac- tions enables him to see in the poem much that the boo : cannot see ? And if , as is here so obvious , there must be some familiarity with the things rep- resented , before the representation can be appreci- ated ; then ...
... objects and ac- tions enables him to see in the poem much that the boo : cannot see ? And if , as is here so obvious , there must be some familiarity with the things rep- resented , before the representation can be appreci- ated ; then ...
Vanlige uttrykk og setninger
acquired action activity adult æsthetic alike animals asceticism bear become bodily body cause chil child colour commonly conduct conform conse consequences considered constitution course culture daily discipline dren dyspepsia effects energy entailed eral evil exer exercise experience facts faculties feelings follows further gained gratification greater growth gymnastics habitually Hence human ical inferred inflicted injury intellectual juvenile kind knowledge labour larvæ laws less lessons manifest means ment mental method metic mind moral mother MUSCULAR CHRISTIANITY natural navvy needful observation octahedron pain parents penalties Pestalozzi phenomena physical pleasurable poetry practice principles process of self-development produce punishment pupil quantity rational reactions recognised respect rience scarcely self-preservation Sir John Forbes social sociology spect spontaneous success tained teachers teaching tendency things tion tive transgression treme trinsic true truth viscera youth
Populære avsnitt
Side 12 - ... those sources of happiness which nature supplies — how to use all our faculties to the greatest advantage of ourselves and others, how to live completely? And this being the great thing needful for us to learn, is by consequence, the great thing which education has to teach. To prepare us for complete living is the function which education has to discharge...
Side 63 - Accomplishments, the fine arts, belles-lettres, and all those things which, as we say, constitute the efflorescence of civilization, should be wholly subordinate to that knowledge and discipline in which civilization rests. As they occupy the leisure part of life, so should they occupy the leisure part of education.
Side 221 - Bear constantly in mind the truth that the aim of your discipline should be to produce a self-governing being ; not to produce a being to be governed by others.
Side 74 - We may be quite sure that the acquirement of those classes of facts which are most useful for regulating conduct, involves a mental exercise best fitted for strengthening the faculties. It would be utterly contrary to the beautiful economy of Nature, if one kind of culture were needed for the gaining of information and another kind were needed as a mental gymnastic.
Side 232 - As remarks a suggestive writer, the first requisite to success in life is " to be a good animal;" and to be a nation of good animals is the first condition to national prosperity.
Side 223 - ... independent English man; and you cannot have the last without the first. German teachers say that they had rather manage a dozen German boys than one English one. Shall we, therefore, wish that our boys had the manageableness of the Gcfman ones, and with it the submissivencss and political serfdom of adult Germans?
Side 120 - 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.
Side 85 - ... found only in — Science. For that interpretation of national life, past and present, without which the citizen cannot rightly regulate his conduct, the indispensable key is — Science. Alike for the most perfect production and highest enjoyment of art in all its forms, the needful preparation is still — Science. And for purposes of discipline — intellectual, moral, religious — the most efficient study is, once more — Science.
Side 57 - The only history that is of practical value, is what may be called Descriptive Sociology. And the highest office which the historian can discharge, is that of so narrating the lives of nations, as to furnish materials for a Comparative Sociology ; and for the subsequent determination of the ultimate laws to which social phenomena conform.
Side 213 - As the child's features — flat nose, forwardopening nostrils, large lips, wide-apart eyes, absent frontal sinus, etc. — resemble for a time those of the savage, so, too, do his instincts. Hence the tendencies to cruelty, to thieving, to lying, so general among children — tendencies which, even without the aid of discipline, will become more or less modified just as the features do. The popular idea that children are