Progressive Education, Commencing with the InfantW. D. Ticknor, 1835 - 348 sivua |
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acquired action age of reason amusement animals appears attached beauty become believe cause character child Christian comprehend conduct conscience consequence cries degree desire devo dispositions divine duty effect elevated emotions ence eternal evil excite exer exercise exert existence experience expression faculties fear feeling give Guizot habits happiness heart hope human idea imagination imitation important impressions impulse inclinations infancy influence instinct interest Jesus Christ l'audition language ligion little children Madame de Staël Madame Necker manifest means ment mind moral moral constitution mother motives nature necessary never obedience object obliged observations ourselves paregoric parents passions pathy perfection pleasure possess prayer present principle produce progress PROGRESSIVE EDUCATION pupil reason receive religion religious renders respect rience seems sensations sentiments soon soul speak spirit Spitalfields sympathy thee thing thought tion true truth wish words young
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Sivu 253 - ... because it is founded upon a rock. But he is a foolish man, who builds his house upon the sand : for when the rains descend, and the floods come, and the winds blow, and beat upon that house, it will fall, and great will be the fall of it.
Sivu 55 - Mind, mind alone, (bear witness, Earth and Heaven !) The living fountains in itself contains Of beauteous and sublime : here, hand in hand, Sit paramount the Graces ; here enthroned, Celestial Venus, with divinest airs, Invites the soul to never-fading joy.
Sivu 153 - that mothers play too much with their children in the first era of life, and that they too early excite their vivacity. In Germany, we often hear mothers recommending it to their children to keep still." ' What reflections are not suggested by this simple observation ! Who can determine the influence of this difference of conduct ! Who shall say if the remarkable preponderance of the active faculties among one nation, and of the contemplative among the other, may not be assigned to this same cause,...
Sivu 153 - ... what surrounds him. Then, however, do not hasten, and endeavor to give a short exercise to his patience : try to make him attach a meaning to this simple word — wait. If this word has always expressed a sacred promise, he will learn from it gradually an important signification : the child will comprehend that you are decided to succor him, but that you have a vocation yourself, that he ought to receive and not exact; and he will be more grateful and more tractable for it. "Thus we see when...
Sivu 307 - Sleep, image of thy father, sleep, my boy ! No lingering hour of sorrow shall be thine ; No sigh that rends thy father's heart and mine...
Sivu 96 - This alone shows the kind and limits of its power. When reason considers man in the abstract, it supposes him endowed with the most noble qualities, and consequently points out to him the greatest happiness to which he can aspire. From this fact arise the admirable precepts which the wisdom of all nations has collected; but when reason addresses herself to the individual, she does not find in him all the faculties equally developed ; some are languishing, others have an excessive activity ; and as...
Sivu 97 - ... act upon that sensible part of the soul from which the desires spring, and where decisions are formed. There are impulses of various kinds, which it is useful to distinguish. Some more particularly named instincts, watch over the preservation of our material existence ; others, not less selfish, but more nearly allied to morality, are stationed to guard that part of our happiness which depends upon the opinion of men. Such are self-love and its various modifications. Others, more elevated, as...
Sivu 154 - ... are purely passive or contemplative, but always require time and tranquillity for their development. ' I know there are times of indisposition and suffering, when we are obliged to divert children, and thereby keep them in motion. But because there is something opposed to the execution of the best plans, we ought not therefore to lose sight of them. Mothers can acquire the talent of breaking habits gaily, and taking advantage of happy moments to recommence anew. Everything is of consequence in...
Sivu 57 - In short, the object of education ought to be, to develop in the individual all the perfection of which he is capable. KANT. The art of education ought to aim at a standard of "elevation superior to what may happen to be the spirit of the time — for the child is to be educated not for the present merely.
Sivu 95 - What are we to understand by the word reason ? In the extended sense which philosophy has given to it, we employ it to express understanding, that great faculty of the soul by which we discover truth. Taken in a more limited sense, it is applied to the conduct of life, and continues to retain its first signification. Reason, also, as it is commonly considered, decides upon the relation of effects to causes, deduces consequences from principles, and pronounces relatively to the individual, upon the...