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acquired adopted amusing arithmetic attention Bell Borough Road College boys brought Burgdorf called character child course David Stow discipline draw Dugald Stewart duties educa educationist elementary exercise experience fact father favour fcap Fellenberg Fichte girls give Glasgow grammar hand Herbert Spencer Hophni and Phinehas human idea Infant Education infant school institution instruction interest John Locke Joseph Lancaster knowledge labour Lancaster Lancaster's language Locke Locke's Madras manner master means memory ment method mind mode monitorial system monitors moral mother nature never Normal School object lessons observing opinion pain parents Pestalozzi picture playground powers practice present principles punishment pupils Raumer remarks SAMUEL WILDERSPIN says scholars schoolmaster Scripture shew Spencer Stow Stow's success taught teacher teaching things thought tion training system truth tutor whole Wilderspin words writing
Сторінка 242 - In what way to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way to bring up a family; in what way to behave as a citizen; in what way to utilize those sources of happiness which Nature supplies— how to use all our faculties to the greatest advantage of ourselves and others— how to live completely?
Сторінка 19 - As the strength of the body lies chiefly in being able to endure hardships, so also does that of the mind. And the great principle and foundation of all virtue and worth is placed in this, that a man is able to deny himself his own desires, cross his own inclinations, and purely follow what reason directs as best, though the appetite lean the other way.
Сторінка 241 - The vital knowledge— that by which we have grown as a nation to what we are, and which now underlies our whole existence, is a knowledge that has got itself taught in nooks and corners; while the ordained agencies for teaching have been mumbling little else but dead formulas.
Сторінка 15 - ... in and as it were begin an acquaintance, but not to dwell there; and a governor would be much blamed that should keep his pupil too long and lead him too far in most of them. But of good breeding, knowledge of the world, virtue, industry, and a love of reputation, he cannot have too much; and if he have these, he will not long want what he needs or desires of the other.
Сторінка 264 - For that indirect self-preservation which we call gaining a livelihood, the knowledge of greatest value is — Science. For the due discharge of parental functions, the proper guidance is to be found only in — Science. For...
Сторінка 220 - Go and shew John again those things which ye do hear and see : the blind receive their sight, and the lame walk, the lepers are cleansed, and the deaf hear, the dead are raised up, and the poor have the gospel preached to them.
Сторінка 33 - I have always had a fancy, that learning might be made a play and recreation to children ; and that they might be brought to desire to be taught, if it were proposed to them as a thing of honour, credit, delight, and recreation, or as a reward for doing something else, and if they were never chid or corrected for the neglect of it.
Сторінка 36 - I hear it is said, that children should be employed in getting things by heart, to exercise and improve their memories. I could wish this were said with as much authority of reason, as it is with forwardness of assurance; and that this practice were established upon good observation, more than old custom; for it is evident, that strength of memory is owing to an happy constitution, and not to any habitual improvement got by exercise.
Сторінка 22 - Art; and he that has found a way, how to keep up a Child's Spirit, easy, active and free; and yet, at the same time, to restrain him from many things he has a Mind to, and to draw him to things that are uneasy to him; he, I say, that knows how to reconcile these seeming Contradictions, has, in my Opinion, got the true Secret of Education.
Сторінка 243 - Among mental as among bodily acquisitions, the ornamental comes before the useful. Not only in times past, but almost as much in our own era, that knowledge which conduces to personal well-being has been postponed to that which brings applause. In the Greek schools, music, poetry, rhetoric, and a philosophy which, until Socrates taught, had but little bearing upon action, were the dominant subjects; while knowledge aiding the arts of life had a very subordinate place. And in our own universities...