An Introduction to Herbart's Science and Practice of Education |
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Common terms and phrases
according to Herbart acquired action activity æsthetic Anschauung apperceiving arouse become categorical imperative child circle of thought clear combined concentration centres concept connection consciousness desire discipline dual theory elementary Esthetic Revelation ethics existent experience expressed external feeling formal steps George Eliot Hence Herbart calls Herbart's words Herbartian human Ibid idea of benevolence idea of inner idea of perfection identical importance individual inner freedom insight instance interest intuitive judgments involuntary apperceptive attention J. S. Mill Julius Cæsar Kant knowledge law of similarity learned Lehrbuch zur Psychologie Les Gueux means memory Middlemarch mind nature object observation pedagogy perception Pestalozzi practical Prof psychical pupil racter re-presentation relation relationships religion religious reproduced says Herbart Science of Education sensations sense impressions sequence Shylock sight soul suppressed take place teacher teaching term things tion Umriss pädagogischer Vorlesungen volition whole Ziller
Popular passages
Page 99 - I know I have the body but of a weak and feeble woman; but I have the heart and stomach of a king, and of a king of England too ; and think foul scorn that Parma or Spain, or any prince of Europe should dare to invade the borders of my realm ; to which rather than any dishonour shall grow by me, I myself will take up arms, I myself will be your general, judge, and rewarder of every one of your virtues in the field.
Page 48 - It is a far, far better thing that I do, than I have ever done ; it is a far, far better rest that I go to than I have ever known.
Page 99 - ... by your obedience to my general, by your concord in the camp, and your valour in the field, we shall shortly have a famous victory over those enemies of my God, of my kingdom, and of my people.
Page 68 - Imparadised in one another's arms, The happier Eden, shall enjoy their fill Of bliss on bliss; while I to hell am thrust, Where neither joy nor love, but fierce desire, Among our other torments not the least, Still unfulfill'd, with pain of longing pines!
Page 165 - Our lives make a moral tradition for our individual selves as the life of mankind at large makes a moral tradition for the race; and to have once acted nobly seems a reason why we should always be noble.
Page 68 - And all the rule, one empire: only add Deeds to thy knowledge answerable; add faith, Add virtue, patience, temperance; add love, By name to come call'd charity, the soul Of all the rest: then wilt thou not be loath To leave this Paradise, but shalt possess A paradise within thee, happier far.
Page 32 - A lady, in the last stage of a chronic disease, was carried from London to a lodging in the country ; there her infant daughter was taken to visit her, and, after a short interview, carried back to town. The lady died a few days after, and the daughter grew up without- any recollection of her mother, till she was of mature age. At this time, she happened to...
Page 123 - The education of the child must accord both in mode and arrangement with the education of mankind as considered historically; or in other words, the genesis of knowledge in the individual must follow the same course as the genesis of knowledge in the race.
Page 153 - God calls our loved ones, but we lose not wholly What He hath given ; They live on earth, in thought "and deed, as truly As in His heaven.
Page 98 - The cause of my party is the cause of God's kingdom." "I do not believe it!" said Romola, her whole frame shaken with passionate repugnance. "God's kingdom is something wider — else, let me stand outside it with the beings that I love.