Émile: Or, Treatise on EducationD. Appleton, 1892 - 363 sider |
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Side xxiii
... pupil , is to share all these pre- possessions , and be led in the way of all such inspiration and influence . The general plan of the Emile exhibits Rousseau's skill in literary art . Instead of writing a formal treatise on education ...
... pupil , is to share all these pre- possessions , and be led in the way of all such inspiration and influence . The general plan of the Emile exhibits Rousseau's skill in literary art . Instead of writing a formal treatise on education ...
Side xxiv
... pupil and companion of Rousseau for twenty years gives us a detailed account , in the concrete , of the principles and methods of a new system of education . There have been but few historical personages so diffi- cult to comprehend as ...
... pupil and companion of Rousseau for twenty years gives us a detailed account , in the concrete , of the principles and methods of a new system of education . There have been but few historical personages so diffi- cult to comprehend as ...
Side xxvii
... pupil learn to do by doing , to live by living . She gives him no grammar of seeing , hearing , etc .; she gives no compendium of abstract principles . She teaches quietly ; she bides her time . " Returning to Rousseau , it is evident ...
... pupil learn to do by doing , to live by living . She gives him no grammar of seeing , hearing , etc .; she gives no compendium of abstract principles . She teaches quietly ; she bides her time . " Returning to Rousseau , it is evident ...
Side xxx
... pupil should understand that these symbols must be vital- ized by a content . The question of the ages has been how to connect symbol and substance in such a way that learn- ing may be a concrete , living process . Hobbes aimed a blow ...
... pupil should understand that these symbols must be vital- ized by a content . The question of the ages has been how to connect symbol and substance in such a way that learn- ing may be a concrete , living process . Hobbes aimed a blow ...
Side xxxi
... pupil face to face with reality ; connect symbol with substance ; make learning , so far as possible , a pro- cess of personal discovery ; depend as little as possible on mere authority . This is my interpretation of Rousseau's precept ...
... pupil face to face with reality ; connect symbol with substance ; make learning , so far as possible , a pro- cess of personal discovery ; depend as little as possible on mere authority . This is my interpretation of Rousseau's precept ...
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Almindelige termer og sætninger
accustomed affect age of reason allow amour de soi amusements appeal to Nature armillary sphere attention authority become begin better body cation cause child conjuring book danger desire duties Émile error EUGÈNE MOUTON everything evil exercise experience eyes faults fear feel follow follows that woman girls give habit hand happiness heart honor human ideas imagination infancy instruction judge judgment juggler knowledge language less lessons liberty live longer means ment mind moral mother Nature necessary never objects observe opinion ourselves passions Plato pleasure Plutarch prejudices present pupil reason relations render Robinson Crusoe Rousseau sense sensible society soon Sophie soul speak strength suffer taste taught teach teacher things thought tion trained truth tutor understand UNIVERSITY OF NASHVILLE wise wish woman women words young
Populære passager
Side ix - And be these juggling fiends no more believed, ;>< That palter with us in a double sense; That keep the word of promise to our ear, And break it to our hope.
Side 263 - 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.
Side 16 - ... to lower pleasures in order to supply what is lacking Where is the man so stupid as not to see the logic of all this ? A father who merely feeds and clothes the children he has begotten so far fulfills but a third of his task. To the race, he owes men ; to society, men of social dispositions ; and to the state, citizens. Every man who can pay this triple debt and does not pay it, is guilty of a crime, and the more guilty, perhaps, when the debt is only half paid. He who can not fulfill the duties...
Side 84 - If . . . you would cultivate the intelligence of your pupil, cultivate the power which it is to govern. Give his body continual exercise ; make him robust and sound in order to make him wise and reasonable : let him work, and move about, and run, and shout, and be continually in motion ; let him be a man in vigor, and soon he will be such by force of reason.
Side 8 - ... upon it. Whether my pupil be destined for the army, the church, or the bar, matters little to me. Before he can think of adopting the vocation of his parents, nature calls upon him to be a man. How to live is the business I wish to teach him. On leaving my hands he will not, I admit, be a magistrate, a soldier, or a priest ; first of all he will be a man.
Side 328 - At the age of twelve, Emile will hardly know what a book is. But I shall be told it is very necessary that he know how to read. This I grant. It is necessary that he know how to read when reading is useful to him. Until then, it serves only to annoy him.
Side x - We are born weak; we have need of strength : we are born destitute of everything; we have need of assistance: we are born stupid ; we have need of judgment.
Side 112 - After remarking that the mathematician positively knows that the sum of the three angles of a triangle is equal to two right angles...
Side viii - I HAVE received, monsieur, your new book against the human race; I thank you for it.