Infant Schools: Their History and TheoryLongmans, Green, and Company, 1904 - 324 Seiten |
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Häufige Begriffe und Wortgruppen
activity animals attention become begins brain bricks bring Buchanan called centres child Child's Play Childhood colour Compayré connection cube DAVID SALMON David Stow directions distinction distinguished drawing Early Discipline Education establishment exercise experience eyes familiar feeling flowers Friedrich Froebel Froebel garden Gift give Greaves habits Herbartian ideas images imitation impression Infant Education Infant School instinctive instruction interest James Buchanan Kindergarten Lanark language later lessons means memory ment mental mind moral mother motor movement Nature notice objects observation Occupations Owen's parents perception Pestalozzi play practice Preyer principles Principles of Psychology Psychology pupils recognise retina Robert Owen says seen sensations sense shows songs sounds Spitalfields stories Stow suggests sympathy taught teacher teaching tendency things tion touch Transition Classes unity visual whole Wilderspin words Writing young children Yverdun
Beliebte Passagen
Seite 255 - Thus while the days flew by, and years passed on, From Nature and her over-flowing soul I had received so much that all my thoughts Were steeped in feeling; 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.
Seite 4 - Good Man of Religioun " he was poor in worldly wealth, But riche he was of holy thought and werk. He was also a lerned man, a clerk That Cristes gospel trewely wolde preche ; His parisshens devoutly wolde he teche. Benigne he was and wonder diligent And in
Seite 12 - that any 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 applying certain means, which are to a great extent at the command and under the control, or easily made so, of those who possess the government of nations"}
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 lift 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
Seite 102 - and the cylinder of his second gift standing upon it, but For his honoured bones The labour of an age in piled stones would be a needless monument. Every school throughout the world where infants are trained with care and skill to develop all the powers of their nature by selfactivity is a living and abiding monument. Though Froebel strove so persistently to obtain
Seite 217 - 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 consists in leading man, as a thinking, intelligent being, growing into self-consciousness, to a pure and unsullied, conscious and free representation of the inner law of Divine Unity, and in teaching him ways and means
Seite 108 - bring us peace and joy, then shall we begin to grow wise, to be wise."—Id., p. 89. " To give firmness to the will, to quicken it, and to make it pure, strong and enduring, in a life of pure humanity, is the chief concern, the main object in the guidance of the boy, in instruction, and the school."—
Seite 4 - of holy thought and werk. He was also a lerned man, a clerk That Cristes gospel trewely wolde preche ; His parisshens devoutly wolde he teche. Benigne he was and wonder diligent And in
Seite 248 - 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 . . . but the young human being is looked upon as a piece of wax, a lump of clay, which man can mould into what he pleases