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VIII. STUDIES,....

ESSAY by Lord Bacon,..

ANNOTATIONS on, by Archbishop Whately,.

A little learning not to be contemned,.

What is a "Smattering of Knowledge,”.
How to study, especially the Scriptures,.

Deference due to the opinions of well-informed men,..

Analysis, Contents, Index, Notes of books read,.
Action of different studies on the mind,.

The pleasure grounds of knowledge,.

IX. AMERICAN PEDAGOGY,..

Introduction,......

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AXIOMS.

APHORISMS representing a knowledge broken, do invite men to ing farther; whereas methods carrying the show of a total, do secure as if they were at farthest.

BACO

Exclusively of the abstract science, the largest and worthiest por of our knowledge consists of Aphorisms: and the greatest and bes men is but an Aphorism.

There is one way of giving freshness and importance to the most mon-place maxims-that of reflecting on them in direct reference to own state and conduct, to our own past and future being.

....

S. T. COLERIDG

Mature and sedate wisdom has been fond of summing up the res of its experience in weighty sentences. Solomon did so the wise of India and Greece did so: Bacon did so: Goethe in his old age delight in doing so. . . . They who can not weave an uniform may at least produce a piece of patchwork; which may be useful, not without a charm of its own. The very sharpness and abrupt with which truths must be asserted, when they are to stand singly not ill-fitted to startle and rouse sluggish and drowsy minds.

Guesses at Trut

A collection of good sentences resembles a string of pearls.

Chinese sayin

Nor do Apophthegms only serve for ornament and delight, but als action and civil use: as being the edge-tools of speech, which cut penetrate the knots of business and affairs.-BACON.

How often one finds in life, that an idea, which one may have me youth, made visible in words, but also veiled in them, and which in shape has haunted one with a vague sense of something divine, but and inscrutable, becomes, at the call of conscience, or when real ev and beings give it its fit body, the open aspect of a messenger 1 Heaven, and the familiar friend of all one's after days. STERLIN

It is to this end especially that education should be directed; requires :

1. That youth should not hear of any thing which may awake chaste desires, until they are acquainted with the dignity and lof of human nature.

2. That youth should endeavor to attain a ripe development, by of effort.

3. That parents are the proper educators; and that it is therefor greatest injustice to separate parents and children.

4. That education should extend over the whole period of youth. PYTHAGOR

Man becomes what he is, principally by education; which pertai the whole of life.

Education must begin even before birth, with the parents themse must constitute a rule of action during the entire life, and in a ce sense must exist during the whole of it.

A good education consists in giving to the body and the soul al perfection of which they are susceptible.

Man becomes what he is, by nature, habit, instruction.

PLAT

The last two, together, constitute education, and must always ac pany each other; the former, however, preceding.

It can improve nature, but not completely change it. The intellect is perfected, not by knowledge but by activity. The arts and sciences are powers, but every power exists only for sake of action; the end of philosophy is not knowledge, but the en conversant about knowledge. ARISTOTI

The regimen that will insure

A healthful body and a vigorous mind,
A countenance serene, expanded chest,
Heroic stature and a temperate tongue.

So were trained the heroes, who imbued
The field of Marathon with hostile blood.
This discipline it was that braced their nerves,
And fitted them for conquest.

ARISTOPHANES. The Clou

There is no living being whose nature is so obstinate and cross-gra as that of man; who has a natural tendency towards what is forbi and dangerous, and does not willingly allow himself to be influenced

But these sinful natural tendencies can be improved by wise laws, mild and just administration of them, and by an education which u firmness and love. SENEC

Education awakes the innate power of the mind, and high cultiva confirms it.

HORAC

The specific signification of Education has often been defined by m of the distinction between educere and educare. But this is not a s cient basis for a precise definition. E. M. Arndt, in his "Fragmen Human Culture,"* considers educare to signify the artistic process o of education, and thinks that educere is more correctly translated by bring up," or "raise up;" pépeiv. Schmidt in one place considers ed to be the business of the mother, because she brings forth the cl In another place, he says it means "to bring out of the family, in larger sphere of life-into the world;"‡ and in a third, that it means awaken, set in activity and develop the inner higher faculties." Edi is in the latter place taken to mean, on the contrary, "to bring the out of his animalized state of existence; to change the animal man the spiritual."

Let us now consider whether German etymology may not furni more definite answer. Ziehen means to remove any thing from place to another, in such a way that the thing moved follows the po and does it, also, in a steady manner, in contradistinction to throw striking, or carrying; and the thing moved is in a certain sense fo to go itself, even though it struggles not to do so. This radical word gained a metaphorical meaning in the department discussed by work, by its relation in meaning to the sense in which it is used to nify the gardener's production of flowers from a bulb. Thus ziehe scribes the management of his assistants by a teacher; of his orch by a leader, (though the compound heranziehen is more precisely pro and in these cases the meaning is still very nearly the same with th the original word, for there is a drawing after himself by the le without however any reference to the means by which the influen exerted. But when ziehen is used to denote the sort of training is acquired by a wild young man who is sent to be a soldier, the prominent idea is that of the means used; the strenuous discipline; the design is not that he shall follow after his discipliner in any but that by means of his receiving the action here denoted by z that is by means of the passivity into which the constraint of his pline brings him, he shall learn a right passivity, which is the neg of his previous wrong activity; namely, by means of an obedier persons, authorities, orders; which obedience is the negation of hi undisciplined self-will. Aufziehen has a definite pedagogical me It is the continuation of that careful protection from dangers to life, is given to young infants; and therefore the physical care of the up to the period when it can take care of itself; a duty which can the death of the mother be performed, for instance, by a maid.

"Fragmente über Menschenbildung."

"Outline." &c., p. 40. "The child is brought forth into the light of day ; educ

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