Education: Intellectual, Moral, and PhysicalD. Appleton, 1866 - 283 pages |
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Page 30
... comparatively valueless . All then , either directly or by implication , appeal to this as the ultimate test . How to live ? —that is the essential question for us . Not how to live in the mere material sense only , but in the widest ...
... comparatively valueless . All then , either directly or by implication , appeal to this as the ultimate test . How to live ? —that is the essential question for us . Not how to live in the mere material sense only , but in the widest ...
Page 38
... by Nature , this funda- ' mental education needs comparatively little care from us . What we are chiefly called upon to see , EDUCATION FOR SELF - PRESERVATION . 39 Solicition mont is 38 WHAT KNOWLEDGE IS OF MOST WORTH ?
... by Nature , this funda- ' mental education needs comparatively little care from us . What we are chiefly called upon to see , EDUCATION FOR SELF - PRESERVATION . 39 Solicition mont is 38 WHAT KNOWLEDGE IS OF MOST WORTH ?
Page 39
... comparatively incapable of taking care of themselves in circumstances of peril . This , however , is by no means all that is com- prehended in the education that prepares for direct self - preservation . Besides guarding the body ...
... comparatively incapable of taking care of themselves in circumstances of peril . This , however , is by no means all that is com- prehended in the education that prepares for direct self - preservation . Besides guarding the body ...
Page 40
... comparatively few evils would arise . If fatigue of body or brain were in every case followed by desistance ; if the oppression produced by a close atmosphere always led to ventilation ; if there were no eating without hunger , or ...
... comparatively few evils would arise . If fatigue of body or brain were in every case followed by desistance ; if the oppression produced by a close atmosphere always led to ventilation ; if there were no eating without hunger , or ...
Page 61
... comparatively attract- ive to a child , is in great part passed over . Nearly every subject dealt with is arranged in abnormal order : definitions , and rules , and principles being put first , instead of being disclosed , as they are ...
... comparatively attract- ive to a child , is in great part passed over . Nearly every subject dealt with is arranged in abnormal order : definitions , and rules , and principles being put first , instead of being disclosed , as they are ...
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Common terms and phrases
acquire action activity adult æsthetic alike animals asceticism bear become bodily body cause chil child colour commonly conduct conform consequences constitution course culture daily direct self-preservation discipline dren effects energy entailed eral evil exer exercise experience facts faculties feelings follows further gained gratification greater growth gymnastics habitually Hence HERBERT SPENCER human ical ideas inferred inflicted injury intellectual juvenile kind knowl knowledge labour larvæ laws less lessons manifest means ment mental method mind moral mother MUSCULAR CHRISTIANITY navvy needful observation octahedron pain parents penalties phenomena physical pleasurable poetry practice preparation principles process of self-development produce punishment pupil quantity quired rational recognised respect rience scarcely sidered Sir John Forbes social SOCIAL STATICS sociology spontaneous success supply teachers teaching things tion transgression true truth viscera youth
Popular passages
Page 153 - We believe that on examination they will be found not only to progress from the simple to the complex, from the concrete to the abstract...
Page 31 - ... happiness which nature supplies — how to use all our faculties to the greatest advantage of ourselves and others — how to live completely? And this being the great thing needful for us to learn, is, by consequence, the great thing which education has to teach. To prepare us for complete living is the function which education has to discharge ; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such function.
Page 31 - In what way to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way to bring up a family; in what way to behave as a citizen; in what way to utilize all those sources of happiness which nature supplies — how to use all our faculties to the greatest advantage of ourselves and others — how to live completely?
Page 222 - As remarks a suggestive writer, the first requisite to success in life is " to be a good animal ;" and to be a nation of good animals is the first condition to national prosperity.
Page 62 - And then, pervading the whole, is the vicious system of rote learning — a system of sacrificing the spirit to the letter. See the results. What with perceptions unnaturally dulled by early thwarting, and a coerced attention to books — what with the mental confusion produced by teaching subjects before they can be understood, and in each of them giving generalizations before the facts of which...
Page 204 - I am very apt to think that great Severity of Punishment does but very little Good; nay, great Harm in Education: And I believe it will be found, that, Cceteris paribus, those Children, who have been most chastised, seldom make the best Men.
Page 55 - This must have been the curriculum for their celibates," we may fancy him concluding. " I perceive here an elaborate preparation for many things ; especially for reading the books of extinct nations and of coexisting nations, (from which indeed it seems clear that these people had very little worth reading in their own tongue) ; but I find no reference whatever to the bringing up of children. They could not have been so absurd as to omit all training for this gravest of responsibilities. Evidently,...
Page 37 - Life as divided into several kinds of activity of successively decreasing importance; the worth of each order of facts as regulating these several kinds of activity, intrinsically, quasi-intrinsically, and conventionally; and their regulative influences estimated both as knowledge and discipline.
Page 85 - ... telescopic range, to the accountant whose daily practice enables him to add up several columns of figures simultaneously, we find that the highest power of a faculty results from the discharge of those duties which the conditions of life require it to discharge. And we may be certain, a priori, that the same law holds throughout education. The education of most value for guidance, must at the same time be the education of most value for discipline.
Page 96 - Paraphrasing an Eastern fable, we may say that in the family of knowledges, Science is the household drudge, who, in obscurity, hides unrecognized perfections. To her has been committed all the work ; by her skill, intelligence, and devotion, have all the conveniences and gratifications been obtained ; and while ceaselessly occupied ministering to the rest, she has been kept in the background, that...