“The educational power flows only from the living source of the human personality”

“Education, created by the people themselves and based on popular principles, has that educational power that is not found in the best systems based on abstract ideas or borrowed from another people” (“On nationality in public education” // Pedagogical essays in 6 volumes. Moscow, 1988. T. 1. P. 253).

“Intensive study of the homeland [язык, природа, география, история] to a fresh, uncluttered memory after the alphabet … The first acquaintance with the fatherland should enter into such an alphabetical form ”(On the need to make Russian schools Russian // Pedagogical essays in 6 volumes. Moscow, 1988, vol. 2, pp. 359–361).

“No teacher should forget that his main duty is to accustom pupils to mental work and that this duty is more important than the transfer of the subject itself” (Labor in its mental and educational meaning // Journal of the Ministry of National Education. 1860. No. VII. S. 29).

“Man is born for work; labor constitutes his earthly happiness, labor is the best guardian of human morality, and labor must be the educator of man.The first pedagogical application // Selected works. In 4 books. Book. 4: Man as a subject of education. Experience of pedagogical anthropology (continued). Moscow, 2005, p. 218).

“Language is the most lively, most abundant and strong bond that unites the obsolete, living and future generations of the people into one great, historical living whole and not only expresses the vitality of the people, but is precisely this very life” (Native Word // Journal of the Ministry of National Education. 1861. No. 5. S. 76).

“We cannot call a teacher someone who has studied only a few textbooks of pedagogy and is guided in his educational activities by the rules and instructions placed in these “pedagogics”, without studying those phenomena of nature and the human soul on which, perhaps, these rules are based and instructions” (Man as an object of education. Experience of pedagogical anthropology. St. Petersburg, 1868. T. 1. S. IV.).

“A child is not only preparing to live, but he is already living, and this life has its rights and its needs” (Report of collegiate adviser K. Ushinsky sent to inspect foreign women’s educational institutions // Pedagogical works in 6 volumes. Moscow, 1988. Vol. 2. S. 308).

“While attaching great importance to education in a person’s life, we nevertheless clearly realize that the limits of educational activity are already given in the conditions of the spiritual and bodily nature of a person and in the conditions of the world in which a person is destined to live” (Man as an object of education. Experience of pedagogical anthropology. St. Petersburg, 1868. Vol. 1. S. VIII).

“In education, everything should be based on the personality of the educator, because the educational power flows only from the living source of the human personality. No statutes and programs, no artificial organism of an institution, no matter how cunningly invented, can replace the individual in the matter of education.Three elements of the school // Pedagogical essays in 6 volumes. Moscow, 1988. T. 1. S. 191).

Prepared with the support of the Russian State Pedagogical University named after A. I. Herzen