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acquired action activity adult advantage alike animals bear become better bodily body bring carried cause child comparatively complete conduct conform consequences considered constitution continued course culture daily depends desire direct discipline drawing early effects energy established evil exercise experience facts faculties feelings follows functions further gained geometry give given greater growth human ideas importance inflicted interest kind knowledge labour laws leading leaves less living means measure ment mental method mind moral mother natural needful objects observation pain parents pass penalties physical pleasurable position possible practice preparation present principles produce question rational reason regard respect rule social success supply teaching things tion true truth young
Page 221 - Bear constantly in mind the truth that the aim of your discipline should be to produce a self-governing being ; not to produce a being to be governed by others.
Page 11 - How to live? — that is the essential question for us. Not how to live in the mere material sense only, but in the widest sense. The general problem which comprehends every special problem is — the right ruling of conduct in all directions under all circumstances.
Page 57 - The only history that is of practical value, is what may be called Descriptive Sociology. And the highest office which the historian can discharge, is that of so narrating the lives of nations, as to furnish materials for a Comparative Sociology; and for the subsequent determination of the ultimate laws to which social phenomena conform.
Page 63 - Accomplishments, the fine arts, belles-lettres, and all those things which, as we say, constitute the efflorescence of civilization, should be wholly subordinate to that knowledge and discipline in which civilization rests. As they occupy the leisure part of life, so should they occupy the leisure part of education.
Page 2 - Among mental as among bodily acquisitions, the ornamental comes before the useful. Not only in times past, but almost as much in our own era, that knowledge which conduces to personal wellbeing has been postponed to that which brings applause. In the Greek schools, music, poetry, rhetoric, and a philosophy which, until Socrates taught, had but little bearing upon action, were the dominant subjects; while knowledge aiding the arts of life had a very subordinate place. And in our own universities and...
Page 120 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
Page 13 - Our first step must obviously be to classify, in the order of their importance, the leading kinds of activity which constitute human life. They may be naturally arranged into: — 1. Those activities which directly minister to self-preservation; 2. Those activities which, by securing the necessaries of life, indirectly minister to self-preservation; 3. Those activities which have for their end the rearing and...
Page 27 - ... of a fabled demi-god, show not the slightest shame in confessing that they do not know where the Eustachian tubes are, what are the actions of the spinal cord, what is the normal rate of pulsation, or how the lungs are inflated. While anxious that their sons should be well up in the superstitions of two thousand years ago, they care not that they should be taught anything about the structure and functions of their own bodies — nay, even wish them not to be so taught.