Educational Psychology

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H. Holt, 1917 - 294 pages
 

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Page 174 - Per me si va nell' eterno dolore, Per me si va tra la perduta gente. Giustizia mosse il mio alto fattore: Fecemi la divina potestate, La somma sapienza e il primo amore. Dinanzi a me non fur cose create, Se non eterne, ed io eterna duro: Lasciate ogni speranza, voi ch'entrate!" Queste parole di colore oscuro Vid' io scritte al sommo d' una porta : Perch' io : Maestro, il senso lor m
Page 174 - Francesca, i tuoi martiri a lagrimar mi fanno tristo e pio. Ma dimmi: al tempo de' dolci sospiri, a che e come concedette Amore che conosceste i dubbiosi desiri?
Page 231 - ... as all persons do in whom contemplation takes so much the place of action; but everywhere, in the years that came soon after, and that in fact continued long, in the streets of great towns, in New York still for some time, and then for a while in London, in Paris, in Geneva, wherever it might be, he was to enjoy more than anything the so far from showy practice of wondering and dawdling and gaping: he was really, I think, much to profit by it.
Page 145 - They will never follow a slave, because they are slaves themselves, and know how mean a creature is a slave. If you looked like a king they would follow you. KING ARGIMENES But I am a king. They know that I am a king. ZARB It is better to look like a king. It is looks that they would go by. KING ARGIMENES If I had a sword would they follow me? A beautiful huge sword of bronze.
Page 5 - In some sense (from the very accuracy and limitations of its results) it adds to our responsibilities in this direction. Now the school, for psychological purposes, stands in many respects midway between the extreme simplifications of the laboratory and the confused complexities of ordinary life. Its conditions are those of life at large; they are social and practical. But it approaches the laboratory in so far as the ends aimed at are reduced in number, are definite, and thus simplify the conditions...
Page 4 - ... upon it. Whether my pupil be destined for the army, the church, or the bar, matters little to me. Before he can think of adopting the vocation of his parents, nature calls upon him to be a man.
Page 174 - Ma dimmi: al tempo de' dolci sospiri , A che e come concedette amore, Che conosceste i dubbiosi desiri? Ed ella a me: Nessun maggior dolore, Che ricordarsi del tempo felice Nella miseria; e ciò sa il tuo dottore. Ma, se a conoscer la prima radice Del nostro amor tu hai cotanto affetto, Farò come colui che piange e dice.
Page 29 - Crampton recommends : Where mature and immature children are now brought together in the same class in the elementary or high school, they should be separated into different classes, so that the pedagogical, ethical and social treatment to which they are subjected may be better adapted to their disparate and distinct requirements and abilities.
Page 231 - ... no education avails for the intelligence that doesn't stir in it some subjective passion, and that on the other hand almost anything that does so act is largely educative, however small a figure the process might make in a .scheme of training.
Page 87 - ... proposed the following arbitrary classification as a tentative measure (Educational Review, June 1901): Below 3 vd.: May become a musician; 3-8 vd. : Should have a plain musical education (singing in school may be obligatory); 9-17 vd. : Should have a plain musical education only if special inclination for some kind of music is shown (singing in school should be optional); 18 and above: Should have nothing to do with music.

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