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ability accustomed acquired action active agglutinative animal magnetism appear apperception association of ideas attention awaken become brain cause character Charles Darwin child combination Comenius conceptions condition connected consciousness continued contrast create disposition distinguish easily effect emotions entirely especially external fact faculties feeling firm formation of habits former functions gain genius give gradually greater grow habitude Herbart Herbert Spencer imagination importance inclination influence inner insanity instruction intellectual intercepting irritation labor latter laws Lazarus less memory mental ments mind moral motion nerves nervous system ness objects pedagogue persons Pestalozzi phosphorescence physical Plato pleasure possess practice processes psychical psycho-physical psychology pupil received reflex relations remain remarks renders repetition result rience Rousseau says second nature sensations sense sensory organs separate similar somnambulism speaks Spencer spinal cord strengthen talent taught teachers things thinks thought tion true union vibrations Waitz weakened Wundt youth
Page 36 - Deep thinking requires time ; it is therefore a great pedagogical mistake if teachers, as is now generally done, urge their pupils to answer rapidly, and praise those who immediately have an answer ready. This causes everything to be lowered to a mere effort of mechanical memory. The pupil should be given time for individual contemplation, for deep and energetic thought labor.
Page 17 - Heredity is that biological law by which all beings endowed with life tend to repeat themselves in their descendants : it is for the species what personal identity is for the individual. The physiological side ofthis subject has been diligently studied, but not so its psychological side. We propose to supply this deficiency in the present work.
Page 1 - Education can only develop and form, not create. It cannot undertake to form a being into anything other than it was destined to be by the endowments it originally received at the hand of nature." We do not expect to be able to entirely overcome the mental defect of any one of our pupils. It is a question of how much development is possible in each case. As a class, the feeble-minded have dull perceptions, feeble power of attention, weak will-power, uncertain memory and defective judgment.
Page 84 - Their speaking is a loud thinking ; but as often one half of the thought is Yes and the other No, and they, unlike us, utter both ; they appear to lie, while they only speak to themselves. Furthermore, they enjoy playing with the art of speech new to them ; thus they often speak nonsense, only to listen to their own knowledge of language.
Page 15 - ... in all processes dependent upon the nerVous system there are after-effects which find their expression in what is called practice.* According to Wundt, the molecular changes in which this practice consists being unknown, it still claims material after-effects, which continue at first, but with no practice gradually fall away, and do not consist in a continuation of the function itself, but in facilitating its repetition; the remaining effects are to be thought of as functional dispositions.