How to Educate the Feelings Or Affections, and Bring the Dispositions, Aspirations, and Passions Into Harmony with Sound Intelligence and Morality |
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Common terms and phrases
abuse acquire action Adam Bede æsthetic affection animal asso beautiful become benevolence cation Cautiousness character chil child childhood Combativeness conscience consequences consider constitution cultivated deficient desire direction disposition dren duty early evil excess excited exercise existence EZRA CORNELL false heroes fear FITZ-GREENE HALLECK frequently give habit HANS MAKART happiness higher human idea Ideality Imitation influence instinct intellectual faculties ISRAEL PUTNAM JOSEPH COOK kind knowledge lead lence LEON GAMBETTA look love of approbation manifestation marriage means ment mind moral feelings mother motives nature naughty ness never obedience object obstinacy organ ourselves pain parents passion perfect perhaps persons Phrenology Physiognomy PLATE pleasure praise predominate present principle produce propensity proper punishment quire reason religious Self-esteem selfish feelings sense sentiment society SOLOMON FOOTE spirit strong sympathy taught teach temper things tion truth uncon virtue wrong young
Popular passages
Page 214 - It has been a common prejudice that persons thus instructed in general laws, had their attention too much divided and could know nothing perfectly. But the very reverse is true ; for general knowledge renders all particular knowledge more clear and precise. The ignorant man may be said to have charged his hundred hooks of knowledge — to use a rude simile — with single objects ; while the informed man makes each support a long chain, to which thousands of kindred and useful things are attached....
Page 129 - I have bedimmed The noontide sun, called forth the mutinous winds And 'twixt the green sea and the azured vault Set roaring war; to the dread rattling thunder Have I given fire and rifted Jove's stout oak With his own bolt, the strong-based promontory Have I made shake and by the spurs plucked up The pine and cedar...
Page 149 - We may observe, that it is universally allowed by philosophers, and is besides pretty obvious of itself, that nothing is ever really present with the mind but its perceptions or impressions and ideas, and that external objects become known to us only by those perceptions they occasion.
Page 149 - Now since nothing is ever present to the mind but perceptions, and since all ideas are derived from something antecedently present to the mind; it follows, that it is impossible for us so much as to conceive or form an idea of anything specifically different from ideas and impressions.
Page 14 - The progress is one, not of internal power, but of external advantage. The child born in a civilized land, is not likely, as such, to be superior to one born among barbarians; and the difference which ensues between the acts of the two children will be caused, so far as we know, solely by the pressure of external circumstances; by which I mean the surrounding opinions, knowledge. associations, in a wrord, the entire mental atmosphere in which the two children are respectively nurtured.
Page 149 - Let us fix our attention out of ourselves as much as possible ; let us chase our imagination to the heavens, or to the utmost limits of the universe : we never really advance a step beyond ourselves, nor can conceive any kind of existence but those perceptions which have appeared in that narrow compass.
Page 115 - ... rapidly circulated, and, as a general rule, easily accredited. If real incidents are not at hand, impressive fictions will be provided to satisfy the demand : the perfect harmony of such fictions with the prevalent feeling stands in the place of certifying testimony, and causes men to hear them not merely with credence, but even with delight : to call them in question and require proof is a task which cannot be undertaken without incurring obloquy.
Page 98 - ... more consequence to the habit, than that which is direct and apparent. This education goes on at every instant of time ; it goes on like time ; you can neither stop it nor turn its course.
Page 95 - Let us then not deceive ourselves, but ever bear in mind, that, what we desire our children to become, we must endeavour to be before them. If we wish them to grow up kind, gentle, affectionate, upright, and true, we must habitually exhibit the same qualities as regulating principles in our conduct, because these qualities act as so many stimuli to the respective faculties in the child.
Page 83 - OF all the causes which conspire to blind Man's erring judgment, and misguide the mind, What the weak head with strongest bias rules, Is pride, the never-failing vice of fools. Whatever nature has in worth denied, She gives in large recruits of needful pride...