Introduction to the Herbartian Principles of Teaching
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In our eReader you can find the full English version of the book. Read Introduction to the Herbartian Principles of Teaching Online - link to read the book on full screen. Our eReader also allows you to upload and read Pdf, Txt, ePub and fb2 books. In the Mini eReder on the page below you can quickly view all pages of the book - Read Book Introduction to the Herbartian Principles of Teaching
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To quickly assess the difficulty of the text, read a short excerpt:
In the second school-year the children are Eoblnson Cmsoe.
seven years old. The literary material given to them at this stage is Robinson Crusoe. Rousseau was one of the first to recognise the educational value of Robinson Crusoe; and Ziller was the first to give it a re- cognised place in a systematic plan of instruction. The imagination of the child has been fostered by the fairy tale ; it must still be kept lively, but its activity must be limited, and the child must be led into the realm of... the possible.
Roosseanon Rousseau cxclaims that he hates books.
™oe- (( jjjgy Qjjjy teach us to talk about what we do not understand." He makes an exception, however, in favour of Robinson Crusoe. He considers it sufficient for Emile's entire library. " It shall be the text on which all our discussions of natural science shall be only commen- taries." 1 He would have his pupil carried away by the story, he should play Robinson Crusoe, and go through all the experiences for himself.
Ziller shows how Robiiison Crusoe takes the child back into prehistoric times, when man, through many obstacles, made himself master of nature.
What to read after Introduction to the Herbartian Principles of Teaching?
You can find similar books in the "Read Also" column, or choose other free books by Dodd, Catherine I., 1860-1932 to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
In the second school-year the children are Eoblnson Cmsoe.
seven years old. The literary material given to them at this stage is Robinson Crusoe. Rousseau was one of the first to recognise the educational value of Robinson Crusoe; and Ziller was the first to give it a re- cognised place in a systematic plan of instruction. The imagination of the child has been fostered by the fairy tale ; it must still be kept lively, but its activity must be limited, and the child must be led into the realm of... the possible.
Roosseanon Rousseau cxclaims that he hates books.
™oe- (( jjjgy Qjjjy teach us to talk about what we do not understand." He makes an exception, however, in favour of Robinson Crusoe. He considers it sufficient for Emile's entire library. " It shall be the text on which all our discussions of natural science shall be only commen- taries." 1 He would have his pupil carried away by the story, he should play Robinson Crusoe, and go through all the experiences for himself.
Ziller shows how Robiiison Crusoe takes the child back into prehistoric times, when man, through many obstacles, made himself master of nature.
What to read after Introduction to the Herbartian Principles of Teaching?
You can find similar books in the "Read Also" column, or choose other free books by Dodd, Catherine I., 1860-1932 to read onlineMoreLess
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