Guide to the Kindergarten and Intermediate Class, by Elizabeth P. Peabody; and Moral Culture of Infancy, by Mary Mann. |
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Page v
... begin with , but to keep distinct for a considerable time , until the habit of mind is formed of asking clearly what is going to be done before attempting to do it . What I missed cannot be supplied by any book ; for this preliminary ...
... begin with , but to keep distinct for a considerable time , until the habit of mind is formed of asking clearly what is going to be done before attempting to do it . What I missed cannot be supplied by any book ; for this preliminary ...
Page 13
... begin with loving others quite as in- tensely as they love themselves , forgetting themselves in their love of others , if they only have as fair a chance of being benevolent and self - sacrificing as of being selfish . Sympathy is as ...
... begin with loving others quite as in- tensely as they love themselves , forgetting themselves in their love of others , if they only have as fair a chance of being benevolent and self - sacrificing as of being selfish . Sympathy is as ...
Page 25
... begin naturally with the central chord , do - mi - sol , which we name the master chord ; for , in the model gamut of do , it is around this , as around a centre , that the two other triads balance themselves , the lower fifth , fal ...
... begin naturally with the central chord , do - mi - sol , which we name the master chord ; for , in the model gamut of do , it is around this , as around a centre , that the two other triads balance themselves , the lower fifth , fal ...
Page 27
... begin at the same time as all other studies , and soon music would become the language of all , instead of being reserved exclusively to the privileged . " Doubtless great reforms will be necessary to arrive at this result , and the ...
... begin at the same time as all other studies , and soon music would become the language of all , instead of being reserved exclusively to the privileged . " Doubtless great reforms will be necessary to arrive at this result , and the ...
Page 28
... begin- ning with the words : " We open the pigeon - house again , " while , standing still , they all hold up their joined hands , so as to let all the pigeons out at the word " open ; " and , as the circle goes round singing , " And ...
... begin- ning with the words : " We open the pigeon - house again , " while , standing still , they all hold up their joined hands , so as to let all the pigeons out at the word " open ; " and , as the circle goes round singing , " And ...
Common terms and phrases
12 plates 25 Park Place AHN'S amuse angles beautiful black and white black-board blocks Boards called Catalogue chil child colors purple conscience cube cuckoo cultivated cut to match diphthong dozen Weaving dozen Weaving-Mats draw dren English evil exercises flowers forms Fræbel's French Froebel's Kindergarten Occupations German Books German Language Gift give gymnastics Half Roan hand HENN hum hum hum human Instructions isosceles isosceles triangles Italian alphabet Je vous salue Kindergarten Guide knew language Latin Latin language lesson letters look mind moral mother natural never Number Nursery objects package containing 100 parents play principle quarter-inch squares scholars side sing slate slits 1 wide sometimes Songs soul sound Steiger's Designs strips cut taught teach teacher tell tertiary colors things thought tints and shades tion told triangles truth vowel wish wooden box words write York
Popular passages
Page 44 - The homely nurse doth all she can To make her foster-child, her inmate, Man, Forget the glories he hath known And that imperial palace whence he came. Behold the Child among his new-born blisses, A six years
Page 45 - Shaped by himself with newly-learned art ; A wedding or a festival, A mourning or a funeral ; And this hath now his heart, And unto this he frames his song : Then will he fit his tongue To dialogues of business, love, or strife ; But it will not be long Ere this be thrown aside, And with new joy and pride The little actor cons another part, Filling from time to time his
Page 11 - One impulse from a vernal wood May teach you more of man, Of moral evil and of good Than all the sages can.
Page 14 - And blest are they who in the main This faith, even now, do entertain; Live in the spirit of this creed, Yet find that other strength, according to their need.
Page 14 - There are who ask not if thine eye Be on them; who, in love and truth, Where no misgiving is, rely Upon the genial sense of youth : Glad Hearts! without reproach or blot Who do thy work, and know it not: Oh!
Page 13 - We are quite sure that children begin with loving others quite as intensely as they love themselves, — forgetting themselves in their love of others, — if they only have as fair a chance of being benevolent and self-sacrificing as of being selfish. Sympathy is as much a natural instinct as self-love, and no more or less innocent, in a moral point of view. Either principle alone makes an ugly and depraved form of natural character. Balanced, they give the element of happiness, and the conditions...
Page 44 - Thou best Philosopher, who yet dost keep Thy heritage, thou Eye among the blind, That, deaf and silent, read'st the eternal deep, Haunted for ever by the eternal mind, — Mighty Prophet! Seer blest! On whom those truths do rest, Which we are toiling all our lives to find...
Page 38 - Heaven lies about us in our infancy ! Shades of the prison-house begin to close upon the growing boy, but he beholds the light and whence it flows, he sees it in his joy; the youth who daily from the East must travel, still is Nature's priest, and by the vision splendid is on his way attended ; at length the man perceives it die away and fade into the light of common day.
Page 35 - And, in doing so, he takes out of school discipline that element of baneful antagonism which it is so apt to excite, and which it is such a misfortune should ever be excited in the young towards the old. The divine impulse of activity is never directly opposed in the kindergarten, but accepted and guided into beautiful production, according to the laws of creative order. These the educator must study out in nature, and genially present to the child, whom he will...
Page 1 - Aim : to teach form and to direct the attention of the child to the similarity and dissimilarity existing between different objects. This is done by pointing out, explaining, and counting the sides, corners, and edges of the cube ; by showing that the sphere, the cylinder, and the cube differ from one another in their several properties on account of their difference of shape ; by pointing out that the apparent form of the sphere is unchanged, however looked at, but that the apparent forms of both...