The Education of Man |
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The Education of Man Friedrich Frobel,William Nicholas 1836- [From Hailmann No preview available - 2016 |
Common terms and phrases
accordance activity all-sided animals appear attain become body boy's boyhood cerned child childhood clear clearly colors consciousness consider crystal forms cube cultivation directions diversity divine dodecahedron early period earthly exercises expression external father feeling FRIEDRICH FROEBEL Froebel genuine German language gift give Herbert Spencer hexagonal prism human development implies inasmuch indicated individual inner connection innermost insight Jesus JOSEPH BALDWIN knowledge language later lead lines living manifest mankind material mathematics means Meiningen ment mental mind mother natural objects observation octahedron organized outer world oviparous parents particularly pears peculiar Pestalozzi phases plants play principal directions pupil pure quinary reference relations religion religious represent representation reveal rhombohedron says seek self-active sense Similarly soul spirit surroundings teach teacher tendency ternary form tetrahedron things thought tion tivation true truth uncon unity unmis vidual whole wholly words youth
Popular passages
Page 55 - Play is the purest, most spiritual activity of man at this stage, and, at the same time, typical of human life as a whole — of the inner hidden natural life in man and all things. It gives, therefore, joy, freedom, contentment, inner and outer rest, peace with the world. It holds the sources of all that is good.
Page 4 - The self-active application of this knowledge in the direct development and cultivation of rational beings toward the attainment of their destiny, is the practice of education. The object of education is the realization of a faithful, pure, inviolate, and hence holy life.
Page 55 - ... at the same time, typical of human life as a whole — of the inner hidden natural life in man and all things. It gives, therefore, joy, freedom, contentment, inner and outer rest, peace with the world. It holds the sources of all that is good. A child that plays thoroughly, with self-active determination, perseveringly until physical fatigue forbids, will surely be a thorough, determined man, capable of self-sacrifice for the promotion of the welfare of himself and others.
Page 11 - For the living thought, the eternal divine principle as such demands and requires free selfactivity and self-determination on the part of man, the being created for freedom in the image of God.
Page 8 - We grant space and time to young plants and animals because we know that, in accordance with the laws that live in them, they will develop properly and grow well...
Page 30 - God creates and works productively in uninterrupted continuity. Each thought of God is a work, a deed, a product ; and each thought of God continues to work with creative power in endless productive activity to all eternity.
Page 18 - The education of the child must accord both in mode and arrangement with the education of mankind, considered historically. In other words, the genesis of knowledge in the individual, must follow the same course as the genesis of knowledge in the race.
Page 7 - Education should lead and guide man to clearness concerning himself and in himself, to peace with nature, and to unity with God; hence, it should lift him to a knowledge of himself and of mankind, to a knowledge of God and of nature, and to the pure and holy life to which such knowledge leads.
Page 12 - Again, a life whose ideal value has been perfectly established in experience never aims to serve as model in its form, but only in its essence, in its spirit.
Page 1 - This all-controlling law is necessarily based on an all-pervading, energetic, living, self-conscious, and hence eternal Unity. . . . This Unity is God. All things have come from the Divine Unity, from God, and have their origin in the Divine Unity, in God alone.