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Analytical Summary ancient Aristotle Chalotais chap child colleges Comenius Condillac Condorcet culture Descartes devoted Diderot discipline doctrine duties educa education of women elementary Emile established exercises F6nelon faculties faults finally France French Froebel girls give grammar Greek hand heart Helvetius human ideas inspired intelligence Jacqueline Pascal Jansenists Jesuits knowledge language Latin lessons letters Locke Madame de Maintenon Malebranche master ment methods mind Montaigne moral education mother nature Paris pedagogy Pestalozzi philosophers physical Plato Plutarch Port Royal practical primary instruction primary schools principles progress public instruction punishment pupils purpose Quintilian Rabelais reason reform religion religious Rollin Rousseau rules Saint Cyr Saint Jerome Salle says sciences secondary instruction sense seventeenth century Socrates soul speak spirit taught teachers teaching things thought tion Treatise truth University University of Paris virtues words writing young
Page 558 - It is chiefly through books that we enjoy intercourse with superior minds, and these invaluable means of communication are in the reach of all. In the best books great men talk to us, give us their most precious thoughts, and pour their souls into ours.
Page 543 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
Page 31 - The purpose of education is to give to the body and to the soul all the beauty and all the perfection of which they are capable.
Page 311 - The education of the child must accord both in mode and arrangement with the education of mankind as considered historically; or in other words, the genesis of knowledge in the individual must follow the same course as the genesis of knowledge in the race.
Page 103 - But, withal, let my governor remember to what end his instructions are principally directed, and that he do not so much imprint in his pupil's memory the date of the ruin of Carthage, as the manners of Hannibal and Scipio; nor so much where Marcellus died, as why it was unworthy of his duty that he died there.
Page 303 - Thus the whole education of women ought to be relative to men. To | please them, to be useful to them, to make themselves loved and honored by them, to educate them when young, to care for them when grown, to counsel them, to console them, and to make life agreeable and sweet to them— these are the duties of women at all times, and what should be taught them from their infancy.
Page 29 - Ought we not, on the contrary, to seek out artists of another stamp, who by the power of genius can trace out the nature of ^ the fair and the graceful, that our young men, dwelling as it were in a healthful region, may drink in good from every quarter, whence any emanation from noble works may strike upon their eye or their ear, like a gale wafting health from salubrious lands, and win them imperceptibly from their earliest childhood into resemblance, love, and harmony with the true beauty of reason?
Page 559 - God be thanked for books ! They are the voices of the distant and the dead, and make us heirs of the spiritual life of past ages. Books are the true levellers. They give to all who will faithfully use them, the society, the spiritual presence of the best and greatest of our race.
Page 206 - 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 a happy constitution, and not to any habitual improvement got by exercise.