Infant Schools: Their History and TheoryLongmans, Green, and Company, 1904 - 324 Seiten |
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Seite 70
... distinction between teach- ing and training . " Teaching , " he says , " is not train- ing . Moral education is not moral training . This distinction forms the very gist of our argument , intel- lectually as well as morally . Perhaps ...
... distinction between teach- ing and training . " Teaching , " he says , " is not train- ing . Moral education is not moral training . This distinction forms the very gist of our argument , intel- lectually as well as morally . Perhaps ...
Seite 72
... distinction between teaching and training . The " master - trainer " said that the children were then reading an account of the Israelites being forced to make bricks without straw . If he were to tell them why straw was necessary ...
... distinction between teaching and training . The " master - trainer " said that the children were then reading an account of the Israelites being forced to make bricks without straw . If he were to tell them why straw was necessary ...
Seite 75
... distinction between teaching and training , instruction and education , the cultivation of memory and the development of faculties , the acquisition of knowledge and the formation of habits , and , indeed , he had a tendency to over ...
... distinction between teaching and training , instruction and education , the cultivation of memory and the development of faculties , the acquisition of knowledge and the formation of habits , and , indeed , he had a tendency to over ...
Seite 110
... distinction is often made between Gift and Occupation , the sphere , for instance , being called a Gift , and clay modelling an Occupa- tion , but the distinction is neither Froebelian nor necessary . Froebel called all the occupations ...
... distinction is often made between Gift and Occupation , the sphere , for instance , being called a Gift , and clay modelling an Occupa- tion , but the distinction is neither Froebelian nor necessary . Froebel called all the occupations ...
Seite 133
... distinctions exist in the infant . Sense Closely connected with touch are the sensations arising from muscles and tendons in ex- 3. The periences of movement and resistance . Muscular The movement of the surfaces of the joints upon each ...
... distinctions exist in the infant . Sense Closely connected with touch are the sensations arising from muscles and tendons in ex- 3. The periences of movement and resistance . Muscular The movement of the surfaces of the joints upon each ...
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Häufige Begriffe und Wortgruppen
¹ Education activity animals attention become begins brain bricks bring Buchanan called centres child Child's Play Childhood colour connection cube DAVID SALMON directions distinction distinguished drawing Early Discipline establishment exercise experience eyes familiar feeling flowers Friedrich Froebel Froebel garden Gift give Glasgow habits ideas images imitation impression Infant Education Infant School instinctive instruction interest James Buchanan Kindergarten Lanark language lessons means memory ment mental mind moral mother motor movement Nature notice objects observation Occupations Owen Owen's parents perception Pestalozzi play practice Preyer principles Principles of Psychology Psychology pupils recognise retina Robert Owen says seen sensations sense shows Society songs sounds Spitalfields stories Stow suggests sympathy taught teacher teaching tendency things tion touch Transition Classes unity visual Visual perception Walthamstow whole Wilderspin words Writing young children Yverdun
Beliebte Passagen
Seite 255 - I was only then Contented, when with bliss ineffable I felt the sentiment of Being spread O'er all that moves and all that seemeth still; O'er all that, lost beyond the reach of thought And human knowledge, to the human eye Invisible, yet liveth to the heart; O'er all that leaps and runs, and shouts and sings, Or beats the gladsome air; o'er all that glides Beneath the wave, yea, in the wave itself, And mighty depth of waters.
Seite 12 - Any general character, from the best to the worst, from the most ignorant to the most enlightened, may be given to any community, even to the world at large, by the application of proper means; which means are to a great extent at the command and under the control of those who have influence in the affairs of men.
Seite 102 - WHAT needs my Shakespeare for his honoured bones The labour of an age in piled stones ? Or that his hallowed reliques should be hid Under a star-ypointing pyramid ? Dear son of memory, great heir of fame, What need'st thou such weak witness of thy name ? Thou in our wonder and astonishment Hast built thyself a livelong monument.
Seite 4 - A good man was ther of religioun, And was a poure PERSOUN of a toun ; But riche he was of holy thought and werk. He was also a lerned man, a clerk 480 That Cristes gospel trewely wolde preche ; His parischens devoutly wolde he teche.
Seite 104 - Education consists in leading man, as a thinking, intelligent being, growing into selfconsciousness, to a pure and unsullied, conscious and free representation of the inner law of Divine Unity, and in teaching him ways and means thereto.
Seite 217 - Accustom your children (said he) constantly to this; if a thing happened at one window, and they, when relating it, say that it happened at another, do not let it pass, but instantly check them; you do not know where deviation from truth will end.
Seite 104 - Education should lead and guide man to clearness concerning himself and in himself, to peace with nature, and to unity with God; hence, it should lead him to a knowledge of himself and of mankind, to a knowledge of God and of nature, and to the pure and holy life to which such knowledge leads.
Seite 104 - We grant space and time to young plants and animals because we know that in accordance with the laws that live in them, they will develop properly and grow well...
Seite 19 - The children are received into a preparatory or training school at the age of three, in which they are perpetually superintended, to prevent them acquiring bad habits, to give them good ones, and to form their dispositions to mutual kindness and a sincere desire to contribute all in their power to benefit each other; these effects are chiefly accomplished by example and practice, precept being found of little use, and not comprehended by them at this early age; the children are taught also whatever...
Seite 12 - It is not to be supposed that children so young could remain, with the intervals of meals only, from six in the morning until seven in the evening, in constant employment, on their feet, within cotton mills, and afterwards acquire much proficiency in education. And so it proved ; for many of them became dwarfs in body and mind, and some of them were deformed. Their labour through the day and their education at night became so irksome, that numbers of them continually ran away...