Education

‹ 7 · Outline · 9 ›

8.The curriculum: what should be studied

8a.Languages, grammar and the classics

See also: Language 7a

Marcus Tullius Cicero, Letters of CiceroVol. 9

• p. 173–175Practising declamation in Greek and Latin with tutors and scholar companions at Athens.read · scan

Plutarch, CiceroVol. 12

• p. 220He returns to disciplined study, declaiming in Greek to have his faults pointed out by teachers.read · scan

Saint Augustine, The Confessions of St. AugustineVol. 7

• p. 15–16Contrasts useful early study of reading and writing with vain classical fables; criticizes the grammar school curriculum he preferred as a boy.read · scan
• p. 17–18Schooling teaches words and eloquence through lewd stories, with teachers intoxicating students with error and beating those who refuse.read · scan

Amerigo Vespucci, Amerigo Vespucci's Account of His First VoyageVol. 43

• p. 28Vespucci recalls learning grammar rudiments under his tutor Fra Giorgio Antonio and regrets not following his counsel.read · scan

Sir Thomas More, UtopiaVol. 36

• p. 204Utopians eagerly study Greek learning, tirelessly exercising the mind, and learn the language quickly.read · scan
• p. 204Chosen scholars master Greek in three years; Plato, Aristotle, poets and historians are their books.read · scan

Michel de Montaigne, Of the Institution and Education of ChildrenVol. 32

• p. 64Montaigne describes his father's method of teaching him Latin from infancy by immersion, cheaper and faster than college study.read · scan
• p. 64Montaigne learned Latin without books, rules or whipping, and Greek through games and recreation; tutors and Buchanan admired the method.read · scan

John Milton, AreopagiticaVol. 3

• p. 198–199Julian's ban on heathen learning would have left Christians ignorant; Apollinarii had to rebuild the liberal sciences from the Bible.read · scan

John Milton, Poems Written During the Civil War and the Protectorate, 1642-1658Vol. 4

• p. 78–79Milton complains that readers balk at hard names while learning is hated, recalling Cheke teaching Greek.read · scan

John Locke, Some Thoughts Concerning EducationVol. 37

• p. 136Teach French and Latin by constant conversation with the tutor, not by grammatical rules; French first while organs of speech are pliant.read · scan
• p. 136Locke criticizes forcing Latin on boys destined for trades while neglecting writing and accounts; grammar-school schooling is wasteful.read · scan
• p. 137Proposes teaching Latin by constant conversation, not grammar, joined with sciences and things sensible, before abstract logic and metaphysics.read · scan
• p. 138Second-best method of teaching Latin: interlinear Aesop's Fables, repeated reading, copying, minimal grammar.read · scan
• p. 142–143Awe tempered with tenderness lets pupils learn at ease; Latin taught by interlining English, reading easy books, language learned by rote.read · scan
• p. 143–144Children are needlessly tormented with grammar in schools; the natural conversational way is preferred.read · scan
• p. 144Absurd that gentlemen learn grammars of dead languages yet neglect their mother tongue, by which they are judged.read · scan
• p. 145–146Grammar of learned languages should be studied only by those pursuing them critically; the ancients educated youth in their own tongues.read · scan
• p. 147Locke objects to schoolboys making Latin themes and verses; a pupil should simply understand a Latin author, not become an orator or poet.read · scan
• p. 148Latin speeches are useless preparation for business; young gentlemen should instead speak extempore on suitable rational questions.read · scan
• p. 149Making themes hinders learning Latin by burdening boys with invention; mastering a tongue should be made easy, with themes written in English.read · scan
• p. 153Tutor should treat Latin as least part of education and chiefly form the pupil's mind; mother could teach Latin from the Gospels.read · scan
• p. 160Gentlemen's poor expression is a fault of education; children should practice telling and writing stories in English with correction.read · scan
• p. 161Teach children to write English narrative and letters using classical patterns; criticizes useless Latin themes and verses.read · scan
• p. 162Teachers neglect pupils' English in favor of Greek and Latin; care for one's own language is universally neglected.read · scan

Benjamin Franklin, His AutobiographyVol. 1

• p. 95Argues against the common order of teaching languages, starting with Latin; begin with modern tongues instead.read · scan

Ralph Waldo Emerson, CirclesVol. 5

• p. 154–155Ancient learning and literature give a platform from which to see our own life more wisely.read · scan

Ralph Waldo Emerson, English TraitsVol. 5

• p. 435Elizabethan scholars learned Greek and Latin without dictionaries, gaining robust memory and method.read · scan

Charles Augustin Sainte-Beuve, MontaigneVol. 32

• p. 108Montaigne learned ancient languages as a game in childhood; good sense corrected his overly ideal early education.read · scan

John Stuart Mill, AutobiographyVol. 25

• p. 9Mill began Greek at three, with vocables, translation before grammar, and wide reading of Greek authors under his father's demanding tuition.read · scan
• p. 13Catalogue of extensive Latin and Greek reading between eight and twelve, plus mathematics learned with little aid.read · scan
• p. 13Father guarded him against prejudice by discourse on Greek authors; voluntary writing was encouraged.read · scan

John Ruskin, Sesame and LiliesVol. 28

• p. 104–105Serious reading requires learning the Greek alphabet and using dictionaries, gaining power and precision of character.read · scan

Matthew Arnold, The Study of PoetryVol. 28

• p. 69Philological groundwork for schoolboys' Greek and Latin defeats its purpose: the authors are little known and less enjoyed.read · scan

8b.The controversy of classical versus scientific education

See also: Science 7b · Language 7b

Martin Luther, Address to the Christian Nobility of the German NationVol. 36

• p. 322Urges reforming the universities: keep Aristotle's Logic, Rhetoric and Poetry without commentaries, and teach languages, mathematics and history.read · scan

René Descartes, Discourse on the Method of Rightly Conducting the Reason and Seeking the Truth in the SciencesVol. 34

• p. 7–8Assesses the value of each school study: languages, history, poetry, mathematics, theology, philosophy, law, medicine.read · scan

John Milton, AreopagiticaVol. 3

• p. 193Romans, trained only to military roughness, were suspicious of Greek philosophy brought by ambassadors.read · scan

Johann Wolfgang von Goethe, Introduction to the PropyläenVol. 39

• p. 255–256Prescribes what the artist must learn: anatomy, comparative anatomy and mineralogy; 'one sees only what one knows' shows observation depends on knowledge and learning from Nature's method.read · scan

Ralph Waldo Emerson, New England ReformersVol. 5

• p. 256–257Emerson attacks compulsory study of dead languages and mathematics as stereotyped and useless; self-made men equal graduates.read · scan

John Stuart Mill, AutobiographyVol. 25

• p. 188Mill's St. Andrews address defends both classic and scientific studies as allies in liberal education, faulting stupid teaching for making them rivals.read · scan

Thomas Henry Huxley, Science and CultureVol. 28

• p. 209–210Huxley says the founding of Mason College marks the crisis in the long battles over education.read · scan
• p. 210Huxley traces the contest among ancient literature, modern literature and physical science over education, and opposition to scientific education.read · scan
• p. 211The successful man devotes his wealth and labor to giving young people sound, extensive scientific knowledge.read · scan
• p. 212Scientific education is essential to industrial progress; the college's founder excludes party politics, theology and mere literary instruction.read · scan
• p. 212–213Huxley argues classical education is not needed by students of science and that scientific education yields real culture as well as literary.read · scan
• p. 213–214Examines Arnold's claim that culture is knowing the best thought and said, and doubts literature alone suffices.read · scan
• p. 214–215Medieval foundations required Latin, logic and rhetoric, aimed at theological knowledge, ignoring physical science.read · scan
• p. 215–216Education was theological and the way to theology lay through Latin.read · scan
• p. 216–217Renaissance humanists reformed education by establishing Greek and classical learning, but their modern heirs wrongly treat it as the sole avenue to culture.read · scan
• p. 218Purely classical education gives no inkling of the causes of the modern intellectual ferment.read · scan
• p. 219Humanists lack the Greek spirit; true inheritance of Greek culture requires knowing their science.read · scan
• p. 219–220Classical education suits some, but future scientists, physicians and businessmen do better without it; exclusive scientific or literary training yields lop-sided men.read · scan
• p. 220–221The college provides literary, scientific and artistic instruction, giving fairly complete culture; English literature suffices for literary culture.read · scan
• p. 221–222Scientific training is needed to improve industrial processes, and wider culture shapes what men desire; the college offers both to all classes.read · scan
• p. 222–223Huxley urges the college add teaching of sociology so employers and workmen share understanding of social life and common principles.read · scan

8c.Reading, books and the choice of authors

See also: Judgment 6d

Confucius, The Sayings of ConfuciusVol. 44

• p. 20–21Breadth of reading and courtesy keep a gentleman from error; learn from what is near.read · scan
• p. 35–36Appointing an unlearned youth governor undoes him; reading is needed.read · scan
• p. 59Master urges disciples to study poetry for moral and practical formation.read · scan

Epictetus, The Golden Sayings of EpictetusVol. 2

• p. 170Reading and study should aim at a tranquil, serene life, not mere delight or scraps of knowledge.read · scan

Pliny the Younger, Letters of PlinyVol. 9

• p. 301Pliny advises a method of study: translation, rivalry with authors, revising speeches, and varied exercise to improve the mind.read · scan
• p. 301–302Study of history and letters trains style; the mind is formed by science and various arts.read · scan
• p. 302Choose authors carefully: read much but not many books.read · scan

Marcus Aurelius, The Meditations of Marcus AureliusVol. 2

• p. 194Read carefully, not content with superficial understanding of a book.read · scan

Saint Augustine, The Confessions of St. AugustineVol. 7

• p. 33–34Ordinary course of study led him to the Hortensius; studies aimed at the courts.read · scan
• p. 126–127Augustine wears himself out teaching books, yet studies the Scriptures with great pains.read · scan

Martin Luther, Address to the Christian Nobility of the German NationVol. 36

• p. 325Reduce the number of theological books; a few good books often read make a man learned, and the Fathers are only an introduction.read · scan

Michel de Montaigne, Of BookesVol. 32

• p. 89He reads for pleasure, does not toil over difficult points, and leaves them.read · scan
• p. 91–93Plutarch and Seneca both tutored Roman emperors; Montaigne reads them to order his opinions and conduct.read · scan

Francis Bacon, Essays, Civil and MoralVol. 3

• p. 120–122Studies serve delight, ornament and ability; they perfect nature and are perfected by experience, and different books call for different reading.read · scan

Sir Thomas Browne, Religio MediciVol. 3

• p. 276–277Wishes learning reduced to a few solid authors, condemning swarms of books that distract scholars' weaker judgements.read · scan

John Milton, AreopagiticaVol. 3

• p. 209–210Licensing discourages and affronts learning and learned men, who love study for the service of God and truth.read · scan

John Milton, Paradise RegainedVol. 4

• p. 395Reading without judgment leaves one deep in books and shallow in himself, like children gathering pebbles.read · scan

John Locke, Some Thoughts Concerning EducationVol. 37

• p. 168Parents and tutors should choose languages useful to the child; scholars should study original texts, not commentaries.read · scan

William Penn, Some Fruits of SolitudeVol. 1

• p. 323Proposes school books by naturalists and mechanics in Latin so youth learn things along with words.read · scan

Sir Richard Steele, The Spectator ClubVol. 27

• p. 84His familiarity with ancients' writings makes him a delicate observer of the present world.read · scan

Johann Wolfgang von Goethe, The Tragedy of Faust, Part IVol. 19

• p. 48–49Wagner prefers the pleasures of book learning, moving from page to page.read · scan

William Wordsworth, Essay Supplementary to PrefaceVol. 39

• p. 320–321A peer's treatise to form his son's character and studies omits the best English poets.read · scan

William Ellery Channing, On the Elevation of the Laboring ClassesVol. 28

• p. 337A few books faithfully studied suffice; most reading is useless or pernicious amusement.read · scan
• p. 337–339Books' use is to rouse thought and moral life, a benefit available without much retired study.read · scan

Thomas Carlyle, Inaugural Address at EdinburghVol. 25

• p. 364The university's main use is teaching one to read, then a library of good books becomes the true resource.read · scan
• p. 364–365Advises following genuine curiosity in choosing reading and using classical learning.read · scan
• p. 373Carlyle warns students that reading is not automatically beneficial; they must discriminate good books from bad, which teach or mislead generations.read · scan
• p. 374Study aims beyond particular knowledges and technical perfection; libraries and wise selection of books serve the good of human souls.read · scan

Ralph Waldo Emerson, The American ScholarVol. 5

• p. 9–10Books are for inspiration only; over-influence of another mind is a disservice; read to speak, not be a satellite.read · scan
• p. 10–11One must be an inventor to read well; creative reading matches creative writing, and the discerning reject all but authentic utterances.read · scan

Ralph Waldo Emerson, English TraitsVol. 5

• p. 328–330Liberal study and books redeem hours on journeys; shipboard reading and talk teach something.read · scan

John Stuart Mill, AutobiographyVol. 25

• p. 18Mill recounts his boyhood reading of Greek and Latin authors with his father, and Quintilian as encyclopaedia of education.read · scan
• p. 21Reading the manuscript gave the young Mill new ideas and guidance for his thinking.read · scan

John Ruskin, Sesame and LiliesVol. 28

• p. 101–102True education consists in accuracy, reading ten pages letter by letter, not reading every book; the educated man knows words precisely.read · scan
• p. 112–113Study of great authors must begin by burning away prejudice, then ploughing and sowing; one must enter the teachers' thoughts and hearts.read · scan
• p. 113Feeling with the great dead requires disciplined effort; true knowledge is disciplined and tested.read · scan
• p. 117A good book is inexhaustible food for the mind; worth buying, reading, rereading and loving.read · scan
• p. 137–138Books used rightly give counsel of the wisest against one's own unstable opinion.read · scan

Walter Bagehot, John MiltonVol. 28

• p. 172–173Milton describes being sent to schools and reading the most commended authors, orators, historians and poets.read · scan

8d.Moral and religious instruction in the course of study

Confucius, The Sayings of ConfuciusVol. 44

• p. 23The four teachings: culture, conduct, faithfulness, truth; he hides nothing from his pupils.read · scan

Plutarch, CiceroVol. 12

• p. 237Cicero recommends philosophy under Cratippus to his son and blames Gorgias for enticing him into luxury.read · scan

Epictetus, The Golden Sayings of EpictetusVol. 2

• p. 137Young men sent from the Schools into life should remember the God within.read · scan

Songs from the Elder EddaVol. 49

• p. 368–370A wise woman gives counsel to a young hero in numbered precepts.read · scan

William Caxton, Prefaces and EpiloguesVol. 39

• p. 15Cato's book is best taught to children in school, teaching how to govern oneself in temporal and spiritual life.read · scan

Sir Thomas More, UtopiaVol. 36

• p. 229Priests teach children learning and virtue, rooting good opinions that sustain the commonwealth.read · scan
• p. 232Priests diligently teach the meaning of the vestment feathers, reminding people of God's benefits and their duties to one another.read · scan

Martin Luther, Address to the Christian Nobility of the German NationVol. 36

• p. 325–326Schools for boys and girls should teach the Gospel; the young are neglected and corrupted for want of the word of God.read · scan

Michel de Montaigne, Of the Institution and Education of ChildrenVol. 32

• p. 40Tutor should train the pupil in sincerity, self-correction and free conscience, ready to confess faults and abandon errors.read · scan
• p. 47–48First lessons should govern manners and teach self-knowledge and how to live and die well, before other sciences.read · scan
• p. 51–53An idle pupil may be apprenticed to a base trade; philosophy teaching how to live should be given to the young.read · scan
• p. 53–54We are taught to live when life is nearly spent; drop logical quiddities for philosophy and precepts of valour and temperance.read · scan

John Locke, Some Thoughts Concerning EducationVol. 37

• p. 163Young people should read a Bible history before natural philosophy.read · scan
• p. 164Prescribes a short Bible epitome for children and warns against nursery frights.read · scan

Jean-Jacques Rousseau, Profession of Faith of a Savoyard VicarVol. 34

• p. 231–232The priest gives instruction and teaches the art of bearing adversity with patience.read · scan

Immanuel Kant, Fundamental Principles of the Metaphysic of MoralsVol. 32

• p. 322Moral instruction fails because teachers mix motives; even young children feel the elevating impression of pure honest acts.read · scan
• p. 323Pure principles are needed for moral instruction to engraft pure dispositions on minds.read · scan

William Ellery Channing, On the Elevation of the Laboring ClassesVol. 28

• p. 335–337Studies should aim to instruct in duty and happiness, enlighten conscience and perfect us in common employments.read · scan

Thomas Carlyle, Inaugural Address at EdinburghVol. 25

• p. 381Boys are trained by gestures to give the three reverences, which culture man.read · scan

John Stuart Mill, AutobiographyVol. 25

• p. 29–31Mill's father taught him that the origin of the world is unknown and had him read ecclesiastical history.read · scan
• p. 33–34Father taught morals through Xenophon's Memorabilia, Plato and Socrates as model.read · scan

John Stuart Mill, On LibertyVol. 25

• p. 252Youth should be taught the ascertained results of human experience.read · scan

8e.Manners, accomplishments, trades and physical training

Virgil, The AeneidVol. 13

• p. 178Ascanius taught the boys' mock-war drill, and Latin sires pass the graceful art to their sons.read · scan

Plutarch, AlcibiadesVol. 12

• p. 107As a boy he refused to learn the flute as unfit for a free citizen, and made the fashion die out.read · scan

Stories from the Thousand and One NightsVol. 16

• p. 345Teachers of handicrafts are plentiful; the boy should choose a trade to learn.read · scan
• p. 364He reforms, shuns vagabonds, keeps upright company and learns trade from merchants.read · scan

Sir Thomas Malory, The Holy GrailVol. 35

• p. 105–106Nuns present the child they nourished to be made a knight; the order of knighthood is conferred by Launcelot.read · scan

Benvenuto Cellini, The Autobiography of Benvenuto CelliniVol. 31

• p. 7Giovanni learned drawing then music theory and playing, being of studious habits.read · scan

Michel de Montaigne, Of the Institution and Education of ChildrenVol. 32

• p. 55–58A young man should be made fit for all nations and fashions, adaptable in body and habits from youth.read · scan

Christopher Marlowe, Edward the SecondVol. 46

• p. 27–29Baldock the scholar is told to cast off scholarly habits and learn to court like a gentleman.read · scan

John Milton, Tractate on EducationVol. 3

• p. 244Music and military exercises complete the daily regimen for the students.read · scan

Abraham Cowley, Of AgricultureVol. 27

• p. 62Youths are no longer apprenticed to agriculture, so proprietors are ignorant and fail to improve estates.read · scan
• p. 64Wonders why every vain art has public schools and masters but husbandry has none.read · scan
• p. 65Proposes a college with four professors to teach agriculture, rural economy and pasturage, criticizing gentry who hire dancing masters but no tutor in the land.read · scan

Blaise Pascal, ThoughtsVol. 48

• p. 19Educated people are universal rather than specialists.read · scan
• p. 25–26Men are taught everything but how to be gentlemen, yet pride themselves on it.read · scan

John Locke, Some Thoughts Concerning EducationVol. 37

• p. 13Swimming is a saving skill that the Romans ranked with letters; not to have learnt it marked one ill-educated.read · scan
• p. 121Children should be preserved from or cured of these incivilities.read · scan
• p. 123Civility to be made habitual early; excess ceremony to be corrected.read · scan
• p. 124Children should be taught humility and good nature rather than ceremonies; tutor and company will supply manners.read · scan
• p. 124–125Young people should be restrained early from interrupting; scholars are most to blame.read · scan
• p. 134Teaching writing: master pen-holding first, avoid too much at once, and trace over engraved characters in red ink.read · scan
• p. 135After writing, teach drawing, useful to a gentleman, but do not vex the boy where he lacks genius; shorthand later.read · scan
• p. 169–170Locke urges tutors to teach pupils order and method in study, and outlines accomplishments a gentleman needs beyond books.read · scan
• p. 170Judges dancing and music as accomplishments for young gentlemen; dancing gives graceful carriage, music wastes time; recreation must be balanced with serious study.read · scan
• p. 171–172Weighs fencing and riding as parts of a gentleman's breeding, urging time go to what is of greatest consequence.read · scan
• p. 173Locke says virtue and wisdom are education's great business, and recommends teaching a gentleman's son a manual trade.read · scan
• p. 174Chooses recreations for a gentleman-scholar, rejecting painting as too time-consuming and sedentary in favor of bodily exercise.read · scan
• p. 177Young gentleman should be sociable yet avoid cards and dice, and use spare hours to learn trades; laziness is not to be indulged.read · scan
• p. 177–178Parents mistakenly scorn trades; a right education fills a young man's spare hours with useful crafts.read · scan
• p. 178Young gentleman should be made to keep accounts early, so it becomes a familiar habit, without paternal harshness.read · scan

Jonathan Swift, A Treatise on Good Manners and Good BreedingVol. 27

• p. 102–103Good breeding requires study and labour, with literature, dancing, fighting and languages, while good manners need only reason.read · scan

Benjamin Franklin, His AutobiographyVol. 1

• p. 46–47Franklin befriends the better-educated Wygate and teaches him and a friend to swim.read · scan
• p. 48–49Sir William Wyndham wants his sons taught swimming before their travels; Franklin recalls his London reading and conversation.read · scan

Oliver Goldsmith, She Stoops to ConquerVol. 18

• p. 215–216Hardcastle drills his rustic servants in table manners so they may seem used to good company.read · scan
• p. 216–217Hardcastle rehearses servants in etiquette and attentiveness at table; the drill comically fails.read · scan

Alessandro Manzoni, I Promessi Sposi (The Betrothed)Vol. 21

• p. 54He gives his son an expensive education with masters in literature and horsemanship, as the times judged fit.read · scan

Ralph Waldo Emerson, Man the ReformerVol. 5

• p. 46–47Manual labor proposed as part of the education of every young man.read · scan
• p. 50Considers whether scholars need manual labor; the literary class's separation from labor weakens its work, though moderate exercise may teach the thinker better than drudgery.read · scan

William Thomson, Lord Kelvin, The Wave Theory of LightVol. 30

• p. 253Wants the metric system taught in all national schools, in America as in England.read · scan

Robert Louis Stevenson, Samuel PepysVol. 28

• p. 293He learns dancing, singing, instruments, Latin and science, with a schoolboy's readiness.read · scan

8f.Plans of a complete education

See also: Mathematics 5a · History 6d · Rhetoric 3b

Luke, The Acts of the ApostlesVol. 44

• p. 435Moses is instructed in all the wisdom of the Egyptians.read · scan

Pliny the Younger, Letters of PlinyVol. 9

• p. 231His work 'The Student' treats the training and education of the orator.read · scan

Stories from the Thousand and One NightsVol. 16

• p. 72The prince recounts his learning: the Kur'an, tutors, poets, the science of the stars, and penmanship that spread his fame.read · scan
• p. 337The prince learns reading, writing, history, grammar, archery, spear and horsemanship, all that kings' sons require.read · scan

The Story of the Volsungs and NiblungsVol. 49

• p. 283–284Regin, foster-father, teaches Sigurd chess, runes, and many tongues as was the custom for kings' sons.read · scan

William Roper, The Life of Sir Thomas MoreVol. 36

• p. 89More's schooling in Latin, Greek and law, from Cardinal Morton's household to Oxford and the Inns, and his public lectures.read · scan

Michel de Montaigne, Of the Institution and Education of ChildrenVol. 32

• p. 48Moral learning first, then logic, natural philosophy, geometry and rhetoric; tutor and books serve his purpose.read · scan

Miguel de Cervantes, The History of Don Quixote of the Mancha, Part IVol. 14

• p. 487Advises redirecting his talents to a better course of study for his soul and estate.read · scan

John Milton, Tractate on EducationVol. 3

• p. 235Milton agrees to write on reforming education, a great and noble design, proposing a better, shorter and surer scheme.read · scan
• p. 238–239Milton describes the right path of a noble education, criticizes trifling grammar-school teaching, and proposes an academy for ages twelve to twenty-one.read · scan
• p. 239Sequence of early studies: grammar, pronunciation, moral reading, arithmetic, geometry, religion, agriculture, and natural philosophy.read · scan
• p. 240–241Continues the curriculum in Greek, mathematics, natural philosophy, medicine and poets, learning from practical tradesmen.read · scan
• p. 242Advanced studies in ethics, economics, politics, law and theology follow the earlier curriculum.read · scan
• p. 242Final stage of the curriculum: histories, tragedies, orations, logic, rhetoric and poetry prepare able writers and speakers.read · scan
• p. 243–244Milton compares his curriculum to ancient Greek schools and adds physical exercise, aiming to train youth for both peace and war.read · scan
• p. 246–247Concludes the tractate: the diet should be plain, healthful and moderate, and the plan is offered as the noblest education.read · scan

John Locke, Some Thoughts Concerning EducationVol. 37

• p. 146Join real knowledge of things (plants, animals, geography, astronomy, anatomy) with Latin, and make virtue the child's chief business.read · scan
• p. 153–154Alongside French and Latin, teach arithmetic, geography, chronology, history and geometry, so the child gains knowledge and language together.read · scan
• p. 155–156Teach geometry (six books of Euclid) after globes; children may be taught what falls under their senses, exercising memory only, a little at once.read · scan
• p. 156–157Teach chronology briefly and avoid its learned controversies; then give the boy easy Latin histories, progressing gradually to Tully, Virgil and Horace.read · scan
• p. 157Sequence of moral and legal reading for a gentleman: Tully, Pufendorf, Grotius, so he is fit for employment and esteem.read · scan
• p. 158Prescribes the gentleman's studies: law, and only brief rules of rhetoric and logic, with good authors as models.read · scan
• p. 159A son should not be bred in the art of disputing.read · scan
• p. 165Gentleman should look into natural philosophy systems to fit himself for conversation.read · scan
• p. 166–167Concludes a young gentleman's studies; Greek is omitted since he can learn it later if inclined.read · scan

Benjamin Franklin, His AutobiographyVol. 1

• p. 105Franklin regrets the lack of a complete education of youth and proposes an academy in 1743, plus a Philosophical Society.read · scan
• p. 112–113Franklin publishes Proposals Relating to the Education of Youth and raises subscriptions to found an academy, with trustees, masters and schools.read · scan

Johann Wolfgang von Goethe, Introduction to the PropyläenVol. 39

• p. 257–258Plans to instruct the artist in nature's laws and in every branch of art; training and practice led painters to instinctive grasp of color, which theory will now explain.read · scan

Thomas Carlyle, Inaugural Address at EdinburghVol. 25

• p. 380Goethe's scheme of mute education: wise overseers build up the young, letting nature develop gifts, but reverence must be taught.read · scan

George Long, M. Aurelius AntoninusVol. 2

• p. 302–303Marcus was carefully brought up with good teachers, studied rhetoric, philosophy and law.read · scan

John Stuart Mill, AutobiographyVol. 25

• p. 7Mill justifies recording his unusual education, showing how much more can be taught in early years than common instruction achieves.read · scan
• p. 10Daily instruction through reading and walks, giving his father an account of what he had read.read · scan
• p. 21–22Father continued Mill's education with a complete course of political economy.read · scan
• p. 43His father assigns Condillac and has him make marginal abstracts of manuscripts as exercises.read · scan
• p. 44Reading Roman law with Austin and Benthamism formed part of his general education.read · scan

‹ 7 · Outline · 9 ›