Education: An Introduction to Its Principles and Their Psychological FoundationsDodd, Mead, 1896 - 536 páginas |
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Términos y frases comunes
able abstract acquired actions activity adult æsthetic Aristotle attention become body child Choctaw language collectivism Comenius complete concept concrete connected consciousness deductive reasoning definite desire ditions educa effects elements endeavour experiences express fact feelings give greatest habits Herbart Herbert Spencer higher forms highest human ideas important individual influences interest involved judgment Karl Lange kind knowledge language Latin languages learner less matter means ment mental development method mind nature necessary nourishment objects observation obtain ordinary organised particular percept perfect development person physical pleasure point of view possible practical present principle principle of repetition progress proper pupil pure science purely rational Quintilian race racter realise reason recognised regard relation science of education scientific self-activity sense stage stimulation systematic teacher teaching things thought tion true truth vidual whilst whole words youth
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Página 329 - 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.
Página 231 - 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.
Página 231 - 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?
Página 248 - For precept must be upon precept, precept upon precept; line upon line, line upon line; here a little, and there a little.
Página 73 - 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...
Página 183 - ... in education the process of self-development should be encouraged to the fullest extent. 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. Humanity has progressed solely by self-instruction; and that to achieve the best results, each mind must progress somewhat after the same fashion, is continually proved by the marked success of self-made men.
Página 125 - The evil of excessive training in early years is strikingly proved by the example of the Olympic victors; for not more than two or three of them have gained a prize both as boys and as men; their early training and severe gymnastic exercises exhausted their constitutions.
Página 103 - 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.
Página 123 - ... 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.
Página 175 - ... 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...