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 beautiful become bestow character charms chil child childhood conduct consequence consider cultivation degree desire developement display disposition doubt dren duty effect employed endeavour enlight entirely evil excited exer exercise existence faculties fault favour fluence frequently future give Guizot habit happy heart Hence human idea imagination important impressions infancy influence inspire instruction instructor intel interest knowledge less lessons lively colours master and pupil means memory ment mind moral disorder moral feeling mother motives nature necessary never obedience object observe occupied ourselves parents particular pathy perceive perhaps period pleasure possess present produce progress punishment pupil quires racter regards religion religious render rienced self-love sideration soon spirit task taste teaching tence thing tion tivate trifling truth tual tural uncon understand universal grammar vanity vating wish
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Page 74 - There is nothing," says Madame Necker, " so likely to excite these tastes as possessing them ourselves, and associating the child with us in the pleasure we receive from them. The idea that we are constantly occupied about him may excite his gratitude, but will not determine the direction of his inclinations. But if children see that our interest is awakened, and our curiosity excited by the idea of making some new observation, or ascertaining some new fact, they will soon try to anticipate our discoveries....
Page 17 - ... mechanical education extends its influence over the whole course of life ; and hence it is that the number of insignificant beings is so great ; beings who increase numerical amount without adding to value — examples of that useless species, the common-place characters of their age and country." " It has almost always happened that instructors have been too much influenced by partial and confined views. They have not troubled themselves about the cultivation of the faculties, when communicating...
Page iii - HOLLAND-PROGRESSIVE EDUCATION; Or, Considerations on the Course of Life. Translated from the French of Madame Necker de Saussure.
Page 60 - ... to have a pleasure in pointing out what he thinks would be the best plan to be pursued ; he will be interested in the success of what he has suggested, and will at last regard the performance of his duty as the most important object of his life." — Vol. ii. pp. 60, 61. Transl. But while we are thus directing the attention to the gradual development of the mental powers, we must be particularly careful not to lose sight of that which must be the end and aim of all moral culture, — we mean...
Page 186 - the Auxiliary Means to be employed." We have not space to enter into the delicate and much-disputed subject of rewards and punishments. At present we can only say, that, for the most part, we coincide with the views of Madame Necker. The following precepts we consider admirable : — " A punishment decreed beforehand, and inflicted when the specified fault is committed, places a sort of barrier between the culprit and his offended parent ; which opposes any excess of indulgence, and renders violent...
Page 18 - ... many which are as essential as the enlargement of the mind to the condition of human beings, but even when occupied exclusively with the improvement of the mind, they have not taken a general view of the whole of its attributes, and have in turns overlooked each of its most noble endowments. Sometimes memory has been cultivated at the expense of the judgment ; sometimes the reasoning powers have been exercised, while the imagination has been entirely neglected ; and sometimes the faculty of investigation...
Page 155 - ... let us represent human life to our children as the road which will lead them to God, if they diligently comply with his holy behests ; let us teach them that peace with Him in this world, and an eternal union with Him in the next, induce a state of happiness, of which the gentle emotions of piety already afford us a foretaste.
Page 141 - ... to eat fruit, because it will make him ill. As he knows that a small quantity will not produce this effect, he feels no hesitation in disobeying your commands to a certain degree: but obedience, unless it be entire and exact, is of no value. And not only must it be exact, but immediate. Let our commands be given in few -words, but let there be no appeal from them. Every moment that intervenes between an -order and its execution is an attempt at rebellion, instigated by self-love. The more we...
Page 17 - ... views. They have not troubled themselves about the cultivation of the faculties, when communicating their instruction in the first instance ; and when convinced by experience of the necessity of this, they have still overlooked the importance of preserving these different faculties in harmony with each other. They have not only entirely neglected many which are as essential as the enlargement of the mind to the condition of human beings, but even when occupied exclusively with the improvement...
Page 47 - The question sets the mind thinking — ellipsis draws out what has been sot in motion — the union of the two, with analogy and illustration, forms "intellectual training." But as during this process the pupil has neither any idea of the conclusion at which he is expected to arrive, nor any distinct object in view, he is scarcely treated like a rational being, although the honor of the discovery may be flatteringly attributed to him. He does not understand why some of his remarks are praised and...