About This Book
The work presents a program of child-centered education that traces a child's development through successive stages, arguing that instruction should follow natural growth: permit sensory exploration and practical experience in early years, delay abstract teaching until capacities mature, cultivate judgment and moral sentiments gradually, and shield the pupil from corrupting social influences while preparing them for civic and religious life. Interwoven are philosophical reflections that critique contemporary pedagogies and defend a method grounded in nature, individual freedom, and learning by experience.
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