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Analytical Summary Burgdorf Chalotais child colleges Comenius Condillac Condorcet Descartes devoted Diderot discipline duties educa education of women elementary Emile established exercises faculties Fenelon finally France French French language Froebel girls give grammar Greek heart Helvetius human ideas inspired Institute intellectual intelligence Jacqueline Pascal Jansenists Jesuits knowledge La Chalotais Lakanal language Latin lessons letters liberty Locke Madame de Maintenon Malebranche master ment methods mind Montaigne moral education mother nature necessary normal schools organization Paris pedagogy Pestalozzi philosophers physical Port Royal practical primary instruction primary schools principles progress public instruction punishment pupils Quintilian Rabelais reason reform religious Revolution Rollin Rousseau Saint Cyr Salle says scarcely sciences secondary instruction sense seventeenth century soul speak spirit Talleyrand taught teachers teaching things thought tion Treatise truth University University of Paris words writing young
Page 303 - 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 557 - 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 33 - 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 295 - 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 115 - Were there neither soul, heaven, nor hell, it would still be necessary to have schools for the sake of affairs here below, as the history of the Greeks and Romans plainly teaches.
Page 8 - Withhold not correction from the child : for if thou beatest him with the rod, he shall not die. Thou shalt beat him with the rod, and shalt deliver his soul from hell.
Page 198 - 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.
Page 127 - The foundation of all knowledge consists in correctly representing sensible objects to our senses, so that they can be comprehended with facility. I hold that this is the basis of all our other activities, since we could neither act nor speak wisely unless we adequately comprehended what we were to do and say. Now it is certain that there is nothing in the understanding that was not first in the senses...