Pedagogics as a System: By Dr. Karl Rosenkranz. Translated from the German by Anna C. Brackett

R. P. Studley Company, printers, 1872 - 148 páginas

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Página 26 - The end and aim of Education is the emancipation of the youth. It strives to make him self-dependent, and as soon as he has become so it wishes to retire and to be able to leave him to the sole responsibility of his actions.
Página 8 - The formulae of teaching are admirable material for the science, but are not the science itself. § 7. Pedagogics as a science must (1) unfold the general idea of Education ; (2) must exhibit the particular phases into which the general work of Education divides itself, and (3) must describe the particular standpoint upon which the general idea realizes itself, or should become real in its special processes at any particular time. § 8. The treatment of the first part offers no difficulty. It is...
Página 10 - ... in order to distinguish these. "Breaking" consists in producing in an animal, either by pain or pleasure of the senses, an activity of which, it is true, he is capable, but which he never would have developed if left to himself. On the other hand, it is the nature of Education only to assist in the producing of that which the subject would strive most earnestly to develop for himself if he had a clear idea of himself.
Página 15 - In general, the arts, the sciences, and productions, stand in this relation to each other: the accumulation of stores of knowledge is the recreation of the mind which is engaged in independent creation, and the practice of arts fills the same office to those whose work is to collect knowledge.
Página 50 - ... the third demonstrates the necessity of the relations in which it stands either with itself or with others. This is the natural order from the standpoint of the developing intelligence : first, the object is presented to the perception ; then combination with other things shows its relations and presents its different phases ; and, finally, the thinking activity circumscribes the restlessly moving reflection by the idea of necessity.
Página 21 - This kind of punishment", he says, "provided always that it is not too often administered, or with undue severity, is the proper way of dealing with willful defiance, with obstinate carelessness, or with a really perverted will, so long or so often as the higher perception is closed against appeal.
Página 17 - But as, according to its content, it may be either proper or improper, advantageous or disadvantageous, good or bad, and according to its form may be the assimilation of the external by the internal, or the impress of the internal upon the external, Education must procure for the pupil the power of being able to free himself from one habit and to adopt another. Through his freedom he must be able not only to renounce any habit formed, but to form a new one ; and he must so govern his system of habits...
Página 21 - The view which sees in the rod the panacea for all the teacher's embarrassments is censurable, but equally undesirable is the false sentimentality which assumes that the dignity of humanity is affected by a blow given to a child...
Página 63 - Schwegler's is the best possible handbook of the history of philosophy, and there could not possibly be a better translator of it than Dr. Stirling."— Westminster Review.
Página 10 - ... Man, therefore, is the only fit subject for education. We often speak, it is true, of the education of plants and animals ; but, even when we do, we apply other expressions, as 'raising,' 'breaking,' 'breeding,' and 'training,' in order to distinguish it from the education of man. ' Training ' consists in producing in an animal, either by pain or pleasure of the senses, an activity of which, it is true, he is capable, but which he never would have developed if left to...

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