Emilius: Or, An Essay on EducationJ. Nourse and P. Vaillant, 1763 |
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accuftom affiftance againſt alfo almoſt anſwer becauſe body cafe cauſe child chufe confequence confider confifts conftitution defigned defire diftance Emilius endeavour exerciſe faid fame fatisfied fciences feems felf felves fenfation fenfe fenfible ferve fhall fhew fhort fhould fince firft firſt fituation fociety fome fometimes foon fpeak fpecies ftate ftill ftrength ftudy fubject fuch fuffer fufficient fuppofe fure furprized give happineſs himſelf human ideas imagine impoffible impreffion increaſe infant inftead inftruction inftruments intereft itſelf juft leaft leaſt leffons lefs mafter mankind manner meaſure mifery mind miſtaken moft moſt muft muſt myſelf nature neceffary neceffity never nurſe obferve objects obliged occafion ourſelves paffions perceive perfon philofopher pleaſe pleaſure Plutarch poffible prefent prefervation pupil queftion raiſe reafon refpect reft render ſhall ſpeak ſtate ſtudy thefe themſelves theſe thing thofe thoſe tion underſtand uſe whofe worfe yourſelf
Popular passages
Page x - ... they cramp their own abilities too much by imitation, and form themselves altogether upon models, without giving the full play to their own natural parts. An imitation of the best authors is not to compare with a good original; and I believe we may observe that very few writers make an extraordinary figure in the world who have not something in their way of thinking or expressing themselves that is peculiar to them, and entirely their own. It is odd to consider what great geniuses are sometimes...
Page 3 - Education is either from nature, from man, or from things ; the developing of our faculties and organs is the education of nature ; that of man is the application we learn to make of this very developing ; and that of things is the experience we acquire in regard to the different objects by which we are affected. All that we have not at our birth, and that we stand in need of at the years of maturity, is the gift of education.
Page 81 - This little boy that you see there," said Themistocles to his friends, "is the master of Greece, for he governs his mother, his mother governs me, I govern the Athenians, and the Athenians govern Greece.
Page 7 - ... these men of our days: a Frenchman, an Englishman, a bourgeois. " He will be nothing. To be something, to be oneself and always one, a man must act as he speaks; he must always be decisive in making his choice, make it in a lofty style, and always stick to it. I am waiting to be shown this marvel so as to know whether he is a man or a citizen, or how he goes about being both at the same time.
Page 1 - These words he uses, not of Adam before the fall, but of every new-born son of Adam, born of sinful seed. And he says, in another place, "The fundamental principle of all morals, upon which I have proceeded in all my writings, and have developed in Emile as clearly as I could, is, that man is...
Page 307 - Emile has but little knowledge; but what he has is truly his own ; he knows nothing by halves. Among the few things he knows, and knows...
Page ii - ... wider influence than any other writer who has ever appeared in the field of education— Jean Jacques Rousseau. The paths previously trodden by Rabelais, Montaigne, and Locke-, were also followed by Rousseau, but where they stopped was but his; starting place. In the preface to fimile he says: Among so many writings, which, as it is pretended, have no other end than thei public utility, that which is of the most important use, the art of forming man, is; still forgotten.
Page 3 - ... wretchedness before he had known his own necessities. We pity the state of infancy ; we do not perceive that the human race would have perished if man had not begun by being a child. We are born weak, we need strength ; we are born destitute of all things, we need assistance ; we are born stupid, we need judgment. All that we have not at our birth, and that we need when grown up, is given us by education.
Page iii - People do not understand childhood. With the false notions we have of it, the further we go the more we blunder. The wisest apply themselves to what it is important to men to know, without considering what children are in a condition to learn.
Page 85 - To strengthen the body and make it grow, nature has her ways and means which ought not to be opposed. You should not compel a child to abide in a place when he wants to be gone, nor to be gone when he is desirous to stay. They ought to be suffered to leap, run and hollo when they have a mind. All their motions are so many wants in their constitutions, which are endeavoring to gain strength.