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20 Cents achievement appeal arouse beautiful become behold burgomasters cerning child CINCINNATI clearly concern conscious culture Diesterweg direction educa educational thought empiricism experience facts faith fervor finite follow freedom French Revolution Froebel God's grammar Greek Hailmann hand harmonious heart heart of youth history of education holds human ideal impotent learnlings inasmuch individual inner instruction intellect interests Jesus of Nazareth John Mouteith Kappeln kindergarten kingdom of Heaven knowledge La Porte labors language learned LIBRARY OF EDUCATION live logical power Longfellow's Lord Bacon Luther means memory ment method MiII mind mother nations nature ness Neuhof obedience one-sidedly outcome Pesta Pestaloz Pestalozzi principles Public Schools pupil purpose re-animated Reformation religious Rome Samuel Lock says school-master seek self-activity Sketches soul spirit taught teach teacher things Thou tion true truth value of feeling velopment words Zurich Zwingli
Page 17 - For, man, by the fall, lost at once his state of innocence and his empire over creation, both of which can be partially recovered, even in this life, the first by religion and faith, the second by the arts and sciences. For creation did not become entirely and utterly rebellious by the curse ; but in consequence of the divine decree, " In the sweat of thy brow shall thou eat bread...
Page 16 - With regard to authority, it is the greatest weakness to attribute infinite credit to particular authors, and to refuse his own prerogative to time, the author of all authors, and, therefore, of all authority. For truth is rightly named the daughter of time not of authority.
Page 39 - The educator, the teacher, should make the individual and particular general, the general particular and individual, and elucidate both in life ; he should make the external internal, and the internal external, and indicate the necessary unity of both / he should consider the finite in the light of the infinite, and the infinite in the light of the finite, and harmonize both in life ; he should see and perceive the divine essence in whatever is human, trace the nature of man to God, and seek to exhibit...
Page 11 - ... between the two, between educator and pupil, between request and obedience, there should invisibly rule a third something, to which educator and pupil are equally subject. This third something is the right, the best, necessarily conditioned and expressed without arbitrariness in the circumstances.
Page 16 - The opinion which men cherish of antiquity is altogether idle, and scarcely accords with the term. For the old age and increasing years of the world should in reality be considered as antiquity, and this is rather the character 'of our own times than of the less advanced age of the world in those of the ancients. For the latter, with respect to ourselves, are ancient and elder, with respect to the world modern and younger.
Page 17 - ... that we do not so place our felicity in knowledge, as we forget our mortality. The second, that we make application of our knowledge, to give ourselves repose and contentment, and not distaste or repining. The third, that we do not presume by the contemplation of nature to attain to the mysteries of God.
Page 11 - I have cited; and if my judgment is not in this way brought into subjection to God's word, I neither can nor will retract anything ; for it cannot be right for a Christian to speak against his conscience.