This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1894 Excerpt: ...and many come suddenly into consciousness. Thoughts, which through frequently repeated expressions have acquired most power, make themselves felt; they attract what suits them, and reject what is not agreeable. That which is new is wondered at, but left unconsidered, or condemned by a judgment based on recollection. ...
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This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1894 Excerpt: ...and many come suddenly into consciousness. Thoughts, which through frequently repeated expressions have acquired most power, make themselves felt; they attract what suits them, and reject what is not agreeable. That which is new is wondered at, but left unconsidered, or condemned by a judgment based on recollection. There is no rejection of what does not belong to them, no emphasis laid upon the essential point; even if beneficent nature give a happy hint, means are still wanting to pursue the discovered track. This is seen when we begin to educate a raw boy between ten and fifteen years old. At first attention cannot be brought at all to run in an even stream, because no ruling main thought preserves order, because subordination is wanting; the mind tosses restlessly to and fro, and upon curiosity there follows distraction and wanton play. Compare with him the cultivated youth, who finds no difficulty at the same age in grasping and working out several series of scientific lectures without confusion. "Just as unsatisfactory would be the results of mere intercourse. To make sympathy the constant spirit of intercourse too much is wanting. Men contemplate, observe, try each other; children already use and obstruct each other in their play. Even benevolence and love on one side is not at all sure of arousing similar feelings on the other. We cannot compel love with service. Kindnesses expended without further care generate enjoyment, and enjoyment creates desire for more, but no gratitude. This obtains in the intercoure of children with each other, and of children with adults. The teacher who tries to earn love will himself experience the truth of this. Something must be added to kindnesses which determines their intention, the feeling must exhibit itself...
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Add this copy of Outlines of Herbart's Pedagogics: With a Biographical to cart. $37.36, good condition, Sold by Bonita rated 4.0 out of 5 stars, ships from Newport Coast, CA, UNITED STATES, published 2012 by Nabu Press.
