Education: Intellectual, Moral, and PhysicalD. Appleton, 1860 - 301 стор. |
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acquired action activity adult alike animals APPLETON asceticism bodily body cause chil child Cloth colour conduct conform consequences constitution course culture daily discipline dren Edward Eggleston effects energy entailed eral evil evolution EVOLUTION PHILOSOPHY exer exercise experience facts faculties feelings follows functions further girls gratification greater growth gymnastics habitually Hence HERBERT SPENCER human ideas Illustrations inferred inflicted injury intellectual kind knowledge labour laws learning less lessons manifest means mental method mind MOLLY ELLIOT SEAWELL moral mother natural needful observation pain parents penalties phenomena physical physiology pleasurable poetry practice preparation present principles PRINCIPLES OF PSYCHOLOGY process of self-development produce Psychology punishment pupil rational recognised respect rience scarcely self-preservation Sir John Forbes social society Sociology success teachers teaching things tion transgression true truth viscera Westminster Review young youth
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Сторінка 32 - 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 discipline of offspring; 4. those activities which are involved in the maintenance of proper social and political relations; 5. those miscellaneous activities which fill up the leisure part of life, devoted to the gratification...
Сторінка 124 - 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.
Сторінка 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...
Сторінка 74 - 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.
Сторінка 23 - Indian puts on paint before leaving his hut, not with a view to any direct benefit, but because he would be ashamed to be seen without it; so, a boy's drilling in Latin and Greek is insisted on, not because of their intrinsic value, but that he may not be disgraced by being found ignorant of them—that he may have "the education of a gentleman" —the badge marking a certain social position, and bringing a consequent respect.
Сторінка 30 - 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. 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...
Сторінка 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.
Сторінка 94 - For direct self-preservation, or the maintenance of life and health, the all-important knowledge is science. For that indirect self-preservation, which we call gaining a livelihood, the knowledge of greatest value is science. For the due discharge of parental functions, the proper guidance is to be found only in science.