The Educational Ideas of Pestalozzi

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W.B. Clive, University tutorial Press, ld., 1905 - Education - 222 pages

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Page 148 - I am convinced, that such a notion, where it is entertained and acted upon by a teacher, will for ever preclude solidity of knowledge, and from a want of sufficient exertions on the part of the pupils, will lead to that very result which I wish to avoid by my principle of a constant employment of the thinking powers. A child must very early in life be taught a lesson, which frequently comes too late, and is then a most painful one, — that exertion is indispensable for the attainment of knowledge.
Page 186 - Cleanse first that which is within, that the outside may be clean also"; and if ever the truth of this precept was made manifest, it was made manifest then.
Page 37 - Enquiries into the Course of Nature in the Development of the Human Race.
Page 185 - I had around me neither family, friends, nor servants; I had only them. I was with them when they were in health, by their side when they were ill. I slept in their midst. I was the last to go to bed, the first to rise in the morning. When we were in bed, I used to pray with them and talk to them till they went to sleep.
Page 72 - Oh! if men would only comprehend that the aim of all instruction is, and can be, nothing but the development of human nature, by the harmonious cultivation of its powers and talents and the promotion of manliness of life. Oh, if they would only ask themselves, at every step in their methods of education and instruction, —
Page 128 - I now regard it as a clear and incontrovertible principle, that man is much more truly educated through that which he does than through that which he learns.
Page 42 - He was the first to rise and the last to go to bed, and even in bed he would continue to teach his children. He had no school materials. Nature and the children's daily needs were the only "tools
Page 163 - People imagine, indeed, that experiments in education are unnecessary, and that we can judge from our reason whether anything is good or not. This is a great mistake, and experience teaches us that the results of an experiment are often entirely different from what we expected. Thus we see that, since we must be guided by experiments, no one generation can set forth a complete scheme of education.
Page 146 - ... affection of his pupils. Motives like fear or inordinate ambition may stimulate to exertion, intellectual or physical, but they cannot warm the heart. There is not in them that life which makes the heart of youth...
Page 147 - ... want of interest does not originate in the mode of teaching adopted by the teacher. I would go so far as to lay it down as a rule, that whenever children are inattentive and apparently take no interest in a lesson, the teacher should always first look to himself for the reason.

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