Moral Education in School and HomeB.H. Sanborn, 1918 - 314 من الصفحات |
طبعات أخرى - عرض جميع المقتطفات
عبارات ومصطلحات مألوفة
American beauty better chapter character child church Clara Barton common conduct coöperation course develop discipline duty effect ethical exhibited feel Ford Motor Company Frances Willard FURTHER READING give grammar grades habits Helen Keller high school honor ideals immoral industry influence instinct instruction interest Jacob Riis labor less literature lives Luther Burbank Mary Antin ment moral moral education moral lessons moral training nations nature study opportunity parents patriotism Plato play playground Proceedings N. E. A. public schools pupils QUESTIONS AND SUGGESTIONS Rabindranath Tagore ragtime REFERENCES FOR FURTHER relation religious schoolroom Second Punic War social sort soul spirit Star Spangled Banner story success sympathy taught teacher teaching things Thomas Arnold thrift tion travel film truth virtues wholesome women worth young
مقاطع مشهورة
الصفحة 134 - Therefore, the poet Did feign that Orpheus drew trees, stones, and floods, — Since nought so stockish, hard, and full of rage, But music for the time doth change his nature ; The man that hath no music in himself, Nor is not mov'd with concord of sweet sounds, Is fit for treasons, stratagems, and spoils...
الصفحة 287 - For the body is not one member, but many. If the foot shall say, Because I am not the hand, I am not of the body; is it therefore not of the body?
الصفحة 286 - Who hath woe ? who hath sorrow ? who hath contentions? who hath babbling? who hath wounds without cause ? who hath redness of eyes ? They that tarry long at the wine ; they that go to seek mixed wine.
الصفحة 29 - Nothing we ever do is, in strict scientific literalness, wiped out. Of course, this has its good side as well as its bad one. As we become permanent drunkards by so many separate drinks, so we become saints in the moral, and authorities and experts in the practical and scientific spheres, by so many separate acts and hours of work.
الصفحة 31 - Habits' there are some admirable practical remarks laid down. Two great maxims emerge from his treatment. The first is that in the acquisition of a new habit, or the leaving off of an old one, we must take care to launch ourselves with as strong and decided an initiative as possible.
الصفحة 52 - Education does not mean teaching people to know what they do not know — it means teaching them to behave as they do not behave.
الصفحة 287 - If the foot shall say, Because I am not the hand, I am not of the body; is it therefore not of the body?
الصفحة 92 - Ill fares the land, to hastening ills a prey, Where wealth accumulates, and men decay : Princes and lords may flourish, or may fade ; A breath can make them, as a breath has made ;w But a bold peasantry, their country's pride, When once destroyed, can never be supplied.
الصفحة 32 - No matter how full a reservoir of maxims one may possess, and no matter how good one's sentiments may be, if one have not taken advantage of every concrete opportunity to act, one's character may remain entirely unaffected for the better. With mere good intentions, hell is proverbially paved. And this is an obvious consequence of the principles we have laid down. A
الصفحة 23 - Refuse to express a passion, and it dies. Count ten before venting your anger, and its occasion seems ridiculous. Whistling to keep up courage is no mere figure of speech. On the other hand, sit all day in a moping posture, sigh, and reply to everything in a dismal voice, and your melancholy lingers.