Principles and Practices of TeachingD. Appleton and Company, 1898 - 348 עמודים |
מתוך הספר
תוצאות 1-5 מתוך 42
עמוד xv
... force , or as a preparation for the duties and occu- pations of life . This feeling gives rise to a demand that some means shall be devised by which education may profit by the results of modern science and phi- losophy , and once more ...
... force , or as a preparation for the duties and occu- pations of life . This feeling gives rise to a demand that some means shall be devised by which education may profit by the results of modern science and phi- losophy , and once more ...
עמוד xx
... Force of Ex- ample - Manners - Example of Ill Manners - Limit of Responsibility- Moral Sensibility - Incidental Moral Lessons - Negative Results - Labor and Service - Caution - Recognition of Well - doing . School Govern- MENT ...
... Force of Ex- ample - Manners - Example of Ill Manners - Limit of Responsibility- Moral Sensibility - Incidental Moral Lessons - Negative Results - Labor and Service - Caution - Recognition of Well - doing . School Govern- MENT ...
עמוד 3
... force . The harmonious development of the child must follow a similar law or method . The needs of the growing child change as time goes on . These needs must be appropriately supplied in their due order , else instruc- tion retards ...
... force . The harmonious development of the child must follow a similar law or method . The needs of the growing child change as time goes on . These needs must be appropriately supplied in their due order , else instruc- tion retards ...
עמוד 25
... force makes but a faint impression upon the mind , and one that is easily obliterated . Each of a series of unrelated perceptions makes its own impression without deepening that of another . The effort to retain such perceptions must be ...
... force makes but a faint impression upon the mind , and one that is easily obliterated . Each of a series of unrelated perceptions makes its own impression without deepening that of another . The effort to retain such perceptions must be ...
עמוד 31
... forces of Nature , and raise himself above the domain of sense . By its operation and that of reason combined , the ... force by which each individual is able to reach upward to a higher state of truth , good- ness , or beauty . It is a ...
... forces of Nature , and raise himself above the domain of sense . By its operation and that of reason combined , the ... force by which each individual is able to reach upward to a higher state of truth , good- ness , or beauty . It is a ...
מהדורות אחרות - הצג הכל
מונחים וביטויים נפוצים
action activity adapted æsthetic ALBERT SCHWEGLER arranged attention basis beauty become branches calisthenics called cation character Charles Kingsley child Cloth color considered course of study cultivated culture definition demands derived direction duties effort elements exercise experience expression facts faculties Froebel furnish give habits harmony HARRIS PATTON Herbert Spencer human ideas Illustrations impression inferences instruction intellectual intelligence interest investigation JAMES JOHONNOT Johonnot kindergarten knowl language laws lessons manner means memory ment mental development methods mind moral natural science necessary needs negative duty object-lessons object-teaching objective course observation perception Pestalozzi philosophy physical practical present primary principles promote proper pupils real knowledge regard relations rience scientific scientific method sensation sense Sir William Hamilton step systematic teacher teaching text-book things thought tion truth welfare WILLIAM BARTON ROGERS words Yverdon zoölogy
קטעים בולטים
עמוד 84 - To prepare us for complete living is the function which education has to discharge; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such function.
עמוד 11 - Nature's discipline is not even a word and a blow, and the blow first ; but the blow without the word. It is left to you to find out why your ears are boxed.
עמוד 259 - The Holy Supper is kept, indeed, In whatso we share with another's need; Not what we give, but what we share, For the gift without the giver is bare; Who gives himself with his alms feeds three, Himself, his hungering neighbor, and me.
עמוד 12 - Such an one and no other, I conceive, has had a liberal education; for he is, as completely as a man can be, in harmony with nature. He will make the best of her, and she of him. They will get on together rarely; she as his ever beneficent mother; he as her mouthpiece, her conscious self, her minister and interpreter.
עמוד 11 - That man, I think, has had a liberal education, who has been so trained in youth that his body is the ready servant of his will, and does with ease and pleasure all the work that, as a mechanism, it is capable of ; whose intellect is a clear, cold, logic engine, with all its parts of equal strength, and in smooth working order...
עמוד i - European Schools; OR, WHAT I SAW IN THE SCHOOLS OF GERMANY, FRANCE, AUSTRIA, AND SWITZERLAND.
עמוד 10 - Thus the question of compulsory education is settled so far as Nature is concerned. Her bill on that question was framed and passed long ago. But, like all compulsory legislation, that of Nature is harsh and wasteful in its operation. Ignorance is visited as sharply as wilful disobedience — incapacity meets with the same punishment as crime.
עמוד 11 - ... it is capable of ; whose intellect is a clear, cold, logic engine, with all its parts of equal strength, and in smooth working order ; ready, like a steam engine, to be turned to any kind of work, and spin the gossamers, as well as forge the anchors of the mind ; whose mind is stored with...
עמוד 11 - ... whose passions are trained to come to heel by a vigorous will, the servant of a tender conscience; who has learned to love all beauty, whether of nature or of art, to hate all vileness, and to respect others as himself.