Progressive Education: Observations on the later years of childhoodLongman, Orme, Brown, Green & Longmans, 1839 - Education |
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acquired action advantage afford agreeable allowed amusements appear arise asso attention awakened beautiful becomes bestow character charms chil child childhood conduct connected consequences consider cultivation degree derived desire developement display disposition doubt dren duty effect endeavour entirely Epaminondas excited exer exercise existence faculties fault favour fluence frequently future future studies gible give Guizot habit happy heart Hence human idea imagination importance impressions infancy influence inspire instruction instructor intel intellectual education interest knowledge lected lessons lively colours means memory ment mind mother motives nature necessary never obedience object observe obtain occupied ourselves parents particular pathy perceive perhaps period pleasure possess present produce progress punishment pupil quires racter reason regards religion render rienced sideration soon spirit task taste teaching tence thing tion tivate treme truth tual tural uncon understand universal grammar vanity vating wish
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Page i - PROGRESSIVE EDUCATION. LONDON: Printed by A. SPOTTISWOODE, New-Street-Square. PROGRESSIVE EDUCATION ; OR, • CONSIDERATIONS ON THE COURSE OF LIFE. TRANSLATED FROM THE FRENCH M ME NECKER DE SAUSSURE. VOL.
Page 38 - of the faculties. If the pupil be only required to understand what is explained to him, the faculty of investigation remains dormant, and his mind may be unexercised, even while his attention is on the full stretch. In order to excite him to real activity, some subject of inquiry must be proposed to him. The truth of this is now almost universally acknowledged; and the application
Page 213 - minds, though incapable of nobler interests, are open to physical pleasures, so little power have they of looking forward, that these cannot be held out to them as rewards; and if by chance they do conceive any desire, the whole force of their will is concentrated on that one point: they
Page 213 - cannot be made to comprehend any suggested substitute. From these indisputable facts we may learn that the imagination, far from being only, as sometimes designated, the fool of the family, performs a most important part in our intellectual developement; and as we cannot drive it from home, but are compelled to live with it, we should endeavour to treat it in the most judicious manner. Without wasting our time at present in
Page 148 - we cannot behold without emotion. Feeling that they are united together for eternity, they sympathize more closely in the earthly destiny of each other; and while the troubles of each are participated in by all, an elevated tone of feeling encourages that frankness of heart, which worldly interests too often banish from human intercourse. In such happy families, where the sympathies of nature and reason are in unison, the contentment which we behold on every countenance proves how true it is, that...
Page 37 - This should be the object of all teaching for every age; but there is also another object, which, though not so prominent, should never be overlooked — the means employed ought to favour as much as possible the developement of all the faculties. In our estimation of the value of any method, time should always form a very important element. It is not enough that progress is made—the pupil must himself be aware that he is advancing. As the time which can be