Letters on Early Education: Addressed to J. P. Greaves. Tr. from the German Manuscript |
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able acquainted acquired affection animal instinct animal nature appear attention benevolence cation character Christian circumstances Comenius consciousness consider Creator DEAR GREAVES desires direct duty early Ebenezer Cooke efforts elevation energy excite exer exercises exertions existence experience fact faculties faith fant fear feeling frequently Friedrich Froebel friends give gratification gymnastics habit happiness Harvard College heart higher hope human nature idea implanted impression individual indolence indulgence infant mind infinite influence instruction intel intellectual interest John Amos Comenius kind knowledge language last letter lead least look manifested maternal love means moral motive nation never object observation Orbis Pictus pain perfection perhaps Pestalozzi physical practice principle pupils qualified question reason render schools self-denial selfishness speak spirit spiritual nature stranger sympathy Syracuse talent task taught teach teacher things thought thy child tion truth Widener Library wish
Popular passages
Page 36 - Verily, I say unto you, Whosoever shall not receive the kingdom of God as a little child, shall in no wise enter therein.
Page 174 - But we preach Christ crucified, unto the Jews a stumbling block, and unto the Greeks foolishness; But unto them which are called, both Jews and Greeks, Christ the power of God, and the wisdom of God.
Page 41 - Active, and strong, and feelingly alive To each fine impulse ? a discerning sense Of decent and sublime, with quick disgust From things deform'd, or disarranged, or gross In species ? This, nor gems, nor stores of gold, Nor purple state, nor culture can bestow ; But God alone when first His active hand Imprints the secret bias of the soul.
Page 132 - ... with all his heart, and with all his soul, and with all his strength ; and therefore, they loved him as truly and as fervently as he loved England.
Page 62 - ... the principle of all virtue and excellency lies in a power of denying ourselves the satisfaction of our own desires, where reason does not authorize them.
Page 67 - Fear and awe ought to give you the first power over their minds, and love and friendship in riper years to hold it: for the time must come, when they will be past the rod and correction; and then, if the love of you make them not obedient and dutiful; if the love of virtue and reputation keep them not in laudable courses; I ask, what hold will you have upon them, to turn them to it?
Page 146 - LETTER XXIX. APRIL 4, 1819. MY DEAR GREAVES, THE second rule that I would give to a mother, respecting the early development of the infant mind, is this — let the child not only be acted upon, but let him be an agent in intellectual education. I shall explain my meaning : — Let the mother bear in mind, that her child has not only the faculties of attention to, and retention of, certain ideas or facts, but also a. faculty of reflection, independent of the thoughts of others. It is well done to...
Page 162 - Creator, and to direct all these faculties towards the perfection of the whole being of man, that he may be enabled to act in his peculiar station as an instrument of that All-wise and Almighty Power that has called him into life.'t Believing in this high aim of education, Pestalozzi required a proper early training for all alike. 'Every human being...
Page 154 - ... action between the interest which the teacher takes and that which he communicates to his pupils. If he is not with his whole mind present at the subject ; if he does not care whether it is understood or not, whether his manner is liked or not, he will never fail of alienating the affections of his pupils, and of rendering them indifferent to what he says.