Psychology in the SchoolroomLongmans, Green, and Company, 1908 - 417 pages |
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Common terms and phrases
acquired action activity ęsthetic afferent nerves appeal Apperception arises association auditory becomes bodily called cause cerebellum cerebrum character chief child ciliary muscle ciliary processes colour concepts connected consciousness crystalline lens cultivation definition depends desire discipline disposition Dorothea Beale duty effect effort element emotions example exercise experience faculty feeling give habit Hence ideas imagination imitative important impulse influence instinctive intellectual interest involved judgment kind knowledge law of similarity means medulla oblongata memory ment mental method mind moral motive movements muscles muscular nature nerve object lessons observation organs pain papillę perception physical pleasure practical principles psychological punishment pupils reasoning recognise reflex action result retina school discipline sensation sense sentiment sight smell social stimulation sympathy taste teacher teaching temperament things tion touch utilised vibrations virtue Visual Percept Vitreous Humour volition voluntary attention weak word young children
Popular passages
Page 218 - Fear, when strong, expresses itself in cries, in efforts to escape, in palpitations, in tremblings; and these are just the manifestations that go along with an actual suffering of the evil feared. The destructive passion is shown in a general tension of the muscular system, in gnashing of teeth and protrusion of the claws, in dilated eyes and nostrils, in growls ; and these are weaker forms of the actions that accompany the killing of prey.
Page 181 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
Page 226 - Whenever we are led to consider ourselves as the authors of any effect, we feel a sensible pride or exultation in the consciousness of Power ; and the pleasure is, in general, proportioned to the greatness of the effect, compared to the smallness of our exertion.
Page 90 - ... impressions, half right, half wrong, some lost link may make utter nonsense or mere verbal cram of the most careful instruction, as in the cases of children referred to above, who knew much by rote about a cow, its milk, horns, leather, meat, etc., but yet were sure from the picture book that it was no bigger than a small mouse.
Page 209 - declares, that " a very considerable number of the facts may be brought under the following principle, namely, that states of pleasure are connected with an increase, and states of pain with an abatement, of some, or all, of the vital functions.
Page 382 - The view which sees in the rod the panacea for all the teacher's embarrassments is censurable, but equally undesirable is the false sentimentality which assumes that the dignity of humanity is affected by a blow given to a child...
Page 181 - Two things resemble each other in one or more respects ; a certain proposition is true of the one ; therefore it is true of the other.
Page 397 - That the primary root of all educative activity is in the instinctive, impulsive attitudes and activities of the child, and not in the presentation and application of external material.
Page 268 - ... the motive has nothing to do with the morality of the action, though much with the worth of the agent.
Page 84 - We might have to wait years or centuries to meet accidentally with facts which we can readily produce at any moment in a laboratory; and it is probable that most of the chemical substances now known and many excessively useful products would never have been discovered at all by waiting till nature presented them spontaneously to our observation.