Education: An Introduction to Its Principles and Their Psychological Foundations |
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able abstract actions activity æsthetic apperception Aristotle assimilation attention become boys child Comenius complete concept concrete connected consciousness crete deductive reasoning definite ditions educa effects effort elements endeavour exercise experiences express extent fact fairy tales feelings give greatest habits Herbart Herbert Spencer higher highest form human ideas important individual influences interest involved judgment Karl Lange kind knowledge knowledge subjects language learner ledge less matter means ment mental development method mind monomania nature necessary nourishment object observation obtained ordinary organised pain particular percept person physical Plato pleasure point of view possible practical present principle of repetition progress proper pupil purely rational realise reason recognised regard relation riences science of education scientific secure self-activity sensations sense similar stage stimulation systematic teacher teaching things thought tical tion truth vidual whilst whole words
Popular passages
Page 416 - For precept must be upon precept, precept upon precept; line upon line, line upon line; here a little, and there a little.
Page 493 - Let our artists rather be those who are gifted to discern the true nature of the beautiful and graceful; then will our youth dwell in a land of health, amid fair sights and sounds, and receive the good in everything; and beauty, the effluence of fair works, shall flow into the eye and ear like a health-giving breeze from a purer region, and insensibly draw the soul from the earliest years into likeness and sympathy with the beauty of reason.
Page 398 - Then the first thing will be to establish a censorship of the writers of fiction, and let the censors receive any tale of fiction which is good, and reject the bad; and we will desire mothers and nurses to tell their children the authorized ones only.
Page 396 - This is in recognition of the well-known pedagogical principles of proceeding from the known to the unknown, and from the simple to the complex.
Page 342 - 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 398 - And shall we just carelessly allow children to hear any casual tales which may be devised by casual persons, and to receive into their minds ideas for the most part the very opposite of those which we should wish them to have when they are grown up?
Page 126 - The one is, that you keep them to the practice, of what you would have grow into a Habit in them, by kind Words, and gentle Admonitions...
Page 219 - Besides, children should have something to do, and the rattle of Archytas, which people give to their children in order to amuse them and prevent them from breaking anything in the house, was a capital invention, for a young thing cannot be quiet.
Page 257 - ... conduct. Aim, therefore, to diminish the amount of parental government as fast as you can substitute for it in your child's mind that selfgovernment arising from a foresight of results. In infancy a considerable amount of absolutism is necessary. A three-year-old urchin playing with an open razor cannot be allowed to learn by this discipline of consequences, for the consequences may in such a case be too serious.
Page 323 - ... also. They have forgotten that a generalization is simple only in comparison with the whole mass of particular truths it comprehends — that it is more complex than any one of these truths taken singly — that only after many of these single truths have been acquired, does the generalization...