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according acquired Allgemeine Pädagogik Anschauung apply Aristotle characterised child childhood Comenius conception consequently doctrine early education educa Elyot Emile English trans ethical exercises existence experience Fichte formal freedom Froebel geometry Gertrude Teaches give grammar Greek Gymnastic habit Herbart Herbartian human Ibid ideal ideas Ignatius inner instruction intuitive apprehension J. A. Green Jesuit Kant knowledge language Latin Lehrbuch Leibniz lessons Locke Locke's Loyola maintains mental method mind Minor Pedagogical Montessori method Montessori system moral nature necessary objects orator Pachtler Pestalozzi philosopher Plato play practical present principle Protagoras psychology pupil Quintilian Ratio Studiorum reason recognised regarded Republic Rousseau Saint Ignatius Loyola says sense sensory training social Society Socrates soul stage subjects taught teacher Teaches Her Children term things thought Thoughts concerning Education tion Umriss unity virtue words writing young
Side 12 - When several villages are united in a single complete community, large enough to be nearly or quite selfsufficing, the state comes into existence, originating in the bare needs of life, and continuing in existence for the sake of a good life.
Side 7 - I may use such a ludicrous figure of speech, am a sort of gadfly, given to the state by God ; and the state is a great and noble steed who is tardy in his motions owing to his very size, and requires to be stirred into life. I am that gadfly which God has attached to the state, and all day long and in all places am always fastening upon you, arousing and persuading and reproaching you.
Side 137 - Just so it is in the mind; would you have a man reason well, you must use him to it betimes, exercise his mind in observing the connexion of ideas, and following them in train. Nothing does this better than mathematics; which, therefore, I think should be taught all those who have the time and opportunity ; not so much to make them mathematicians, as to make them reasonable creatures...
Side 113 - ... in those vernal seasons of the year when the air is calm and pleasant, it were an injury and sullenness against nature not to go out and see her riches, and partake in her rejoicing with heaven and earth.
Side 126 - But, of all the ways whereby children are to be instructed, and their manners formed, the plainest, easiest, and most efficacious, is to set before their eyes the examples of those things you would have them do or avoid. Which, when they are pointed out to them, in the practice of persons within their knowledge, with some reflections on their beauty or unbecomingness, are of more force to draw or deter their imitation than any discourses which can be made to them.
Side 124 - Keep the faculty of effort alive in you by a little gratuitous exercise every day. That is, be systematically ascetic or heroic in little unnecessary points, do every day or two something for no other reason than that you would rather not do it, so that when the hour of dire need draws nigh, it may find you not unnerved and untrained to stand the test.
Side 121 - That all men by nature are equal, I cannot be supposed to understand all sorts of equality: age or virtue may give men a just precedency: excellency of parts and merit may place others above the common level: birth may subject some, and alliance or benefits others, to pay an observance to those to whom nature, gratitude, or other respects, may have made it due...
Side 119 - Thus we are born free, as we are born rational ; not that we have actually the exercise of either : age, that brings one, brings with it the other too.
Side 126 - But pray remember children are not to be taught by rules; which will be always slipping out of their memories. What you think necessary for them to do, settle in them by an indispensable practice, as often as the occasion returns; and if it be possible, make occasions. This will beget habits in them, which being once established, operate of themselves, easily and naturally, without the assistance of the memory.