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activities actual Aristotle aspects Athens attitude become cation century civilization classics Comenius common complete conception course custom democracy democratic discipline doctrine educa elements emotions Empire ence energies escape existence experience fact final fixed freedom Froebel gradually Greece Greek growth habit Hence Herbart hope ideal ideas impulses individual industry institutions intel intellectual intelligence knowledge larger learning living logic materials means medieval ment method Middle Ages mind modern period modern world moral movement nation nominalists old folkway organization past Pestalozzi philosophy Plato political political absolutism practical primitive Christianity primitive folkways problem of education problem of method progress psychology race realization religious Renaissance revolution Roman Roman Empire Rousseau Scholasticism scientific scientific method seems seen sense significance social order society Socrates Sophists sort Sparta spirit structure struggle task tendencies theory things thinking tion tional traditions universal whole
Page 345 - Within himself, from more to more; Or, crown'd with attributes of woe Like glories, move his course, and show That life is not as idle ore, But iron dug from central gloom, And heated hot with burning fears. And dipt in baths of hissing tears, And batter'd with the shocks of doom To shape and use.
Page 119 - ... backbiters, haters of God, despiteful, proud, boasters, inventors of evil things, disobedient to parents, without understanding, covenant-breakers, without natural affection, implacable, unmerciful ; who knowing the judgment of God, that they which commit such things are worthy of death, not only do the same, but have pleasure in them that do them.
Page 294 - 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 268 - I call therefore a complete and generous education, that which fits a man to perform justly, skilfully, and magnanimously all the offices, both private and public, of peace and war.
Page 88 - Until philosophers are kings, or the kings and princes of this world have the spirit and power of philosophy, and political greatness and wisdom meet in one, and those commoner natures who pursue either to the exclusion of the other are compelled to stand aside, cities will never have rest from their evils, — no, nor the human race, as I believe, — and then only will this our State have a possibility of life and behold the light of day.
Page 119 - And even as they did not like to retain God in their knowledge, God gave them over to a reprobate mind, to do those things which are not convenient; being filled with all unrighteousness, fornication, wickedness, covetousness, maliciousness; full of envy, murder, debate, deceit, malignity; whisperers, backbiters, haters of God, despiteful, proud, boasters, inventors of evil things, disobedient to parents, without understanding, covenantbreakers, without natural affection, implacable, unmerciful...
Page 259 - For men believe that their reason governs words; but it is also true that words react on the understanding; and this it is that has rendered philosophy and the sciences sophistical and inactive.
Page 134 - And I saw the holy city, new Jerusalem, coming down out of heaven from God, made ready as a bride adorned for her husband.
Page 289 - I have mentioned mathematics as a way to settle in the mind a habit of reasoning closely and in train; not that I think it necessary that all men should be deep mathematicians, but that, having got the way of reasoning, which that study necessarily brings the mind to, they might be able to transfer it to other parts of knowledge, as they shall have occasion.