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The School and the Schoolmaster: A Manual for the Use of ..., Volumes 1-2
Alonzo Potter,George Barrell Emerson
Visualização integral - 1842
The School and the Schoolmaster: A Manual for the Use of Teachers ..., Volume 2
Visualização integral - 1843
The School and the Schoolmaster: A Manual for the Use of Teachers, Employers ...
Visualização integral - 1873
academies ALONZO POTTER attendance awaken become better Board of Education branches bright promise cantons of Switzerland cation character chil child civilization common schools condition Connecticut conviction crime cultivation culture districts duty educa employed enlightened eral established evil expense fact faculties feel female teacher four habits heart higher ignorant important improvement influence inhabitants inspectors institutions instruction intellectual intelligence interest knowledge labour learning lected less male teacher manners Massachusetts master means ment mind months moral nation nature neglect New-England normal schools number of children object parents persons population present primary schools principles proper proportion Prussia public schools pupils qualified read and write regard render respect result schoolhouse schoolmaster schoolroom seminaries spect spirit square miles sufficient superintendent taste taught teach tion town trustees truth vate virtue whole number workhouses young youth
Página 91 - What is a man If his chief good and market of his time Be but to sleep and feed 1—a beast, no more. Sure, He that made us with such large discourse, Looking before and after, gave us not That capability and godlike reason To rust in us unused."—Shakspeare.
Página 78 - no music in himself, Nor is not moved with concord of sweet sounds, Is fit for treason, stratagems, and spoils ; The motions of his spirit are dull as night, And his affections dark as Erebus : Let no such man be trusted." Well may this be said of an art which has power to
Página 69 - morality can be maintained without religion. Whatever may be conceded to the influence of refined education on minds of peculiar structure, reason and experience both forbid us to expect, that national morality can prevail in exclusion of religious principle."* 2.
Página 100 - My heart leaps up when I behold A rainbow in the sky : So was it when my life began, So is it now I am a man, So be it when I shall grow old,
Página 100 - Do not all charms fly At the mere touch of cold philosophy T There was an awful rainbow once in heaven : We know her woof and texture ; she is given In the dull catalogue of common things. Philosophy will clip an angel's wings, Conquer all mysteries by rule and line, Empty the haunted air and gnomed mine, Unweave a rainbow:
Página 22 - I think I may say, that of all the men we meet with, nine parts out of ten are what they are, good or evil, useful or not, by their education. It is this which makes the great difference in mankind, and in their manners and
Página 24 - by God. Milton has called that " a complete and generous education which fits a man to perform justly, skilfully, and magnanimously, all the offices, both private and public, of peace and of war.
Página 64 - In vain would that man claim the tribute of patriotism who should labour to subvert these great pillars of human happiness"— religion and morality—" these firmest props of the duties of men and
Página 27 - The great principle and foundation of all virtue," says Locke, " lies in this: that a man is able to deny himself his own desires, cross his own inclinations, and purely follow what reason directs as best, though the appetite lean the other way.
Página 110 - In dreams, in study, and in ardent thought, Thus was he reared ; much wanting to assist The growth of intellect, yet gaining more, And every moral feeling of his soul Strengthened and braced, by breathing in content The keen, the wholesome air of poverty, And drinking from the well of homely life.