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able according accustom allowed animals arises attain become beginning better body brought carrying certain character child condition consists course Crown 8vo crying cultivation culture depends developed difficult discipline duty early Edition English especially everything evil example exercise experience faculties feel follow freedom future give habits hand human idea important inclination includes individual instance instruction Kant keep kind knowledge later live look manner matter maxims means mechanical memory ment mental merely milk mind moral nature necessary negative never nurse obedience object once parents perfection physical play position practical prevent principles punishment question reading reason regard religion require Rink rule sense society speaking stand taught teaching things tion true understand whole youth
Сторінка 14 - This principle is of great importance. Parents usually educate their children merely in such a manner that, however bad the world may be, they may adapt themselves to its present conditions. But they ought to give them an education so much better than this, that a better condition of things may thereby be brought about in the future.
Сторінка 4 - The love of freedom is naturally so strong in man, that when once he has grown accustomed to freedom, he will sacrifice everything for its sake. For this very reason discipline must be brought into play very early; for when this has not been done, it is difficult to alter character later in life.
Сторінка 87 - Even though a child should not be able to see the reason of a duty, it is nevertheless better that certain things should be prescribed to him in this way; for, after all, a child will always be able to see that he has certain duties as a child, while it will be more difficult for him to see that he has certain duties as a human being.
Сторінка 22 - that experiments in education are unnecessary, and that we can judge from our reason whether anything is good or not. This is a great mistake, and experience teaches us that the results of an experiment are often entirely different from what we expected. And since we must be guided by experiments, no one generation can set forth a complete scheme of education," applicable, that is to say, to all future times.