Part, Chapter, Paragraph,  Pag.

 1    2,    5,  a,  207| instruction uses both reason and sentiment: reason is for adults, sentiment
 2    2,    5,  a,  207| sentiment: reason is for adults, sentiment for children.  Hence, a
 3    2,    5,  a,  208|          the person in whom  ./. sentiment predominates, is also the
 4    3,    2,  d,  290|          you transform them into sentiment.  Instruct with love and
 5    5,    2,  a,  395|       and, with the faith, every sentiment of Christian and civil upbringing. 
 6    5,    2,  c,  407|      nationality, a providential sentiment that makes everyone happy
 7    5,    2,  c,  408|           The influence that the sentiment of nationality can have
 8    5,    2,  c,  408|          can have over religious sentiment"~ ~Much could be said about
 9    5,    2,  c,  408|          can have over religious sentiment or, better, over the religion
10    5,    2,  c,  408|    apostate and relinquishes the sentiment of nationality as well. 
11    5,    2,  c,  409|         they stirred up national sentiment against him; and this was
12    5,    2,  c,  410|        an influence on religious sentiment.  This influence was all
13    5,    2,  c,  410|        religion so that national sentiment would underpin the people'
14    5,    2,  c,  410|           whenever the religious sentiment seems to be at odds with
15    5,    2,  c,  410|        at odds with the national sentiment, the latter rebels.  Since
16    5,    2,  c,  410|                   Therefore, the sentiment of nationality has much
17    5,    2,  c,  411|         pride bolsters religious sentiment.  Hence, the poor emigrants