A Philosophy of Education Volume 6 Chapter 9

CHAPTER IX 2.—THE WAY OF THE REASON           We should teach children, also, not to lean (too confidently) unto their own understanding because the function of reason is to give logical demonstration of (a) mathematical truth and (b) of initial ideas accepted by the will. In the former case reason is, perhaps, an infallible guide but in the latter is not always a safe one, for … Continue reading A Philosophy of Education Volume 6 Chapter 9

A Philosophy of Education Volume 6 Chapter 8

CHAPTER VIII  I.—THE WAY OF THE WILL           “We may offer to children two guides to moral and intellectual self-management which we may call ‘the Way of the Will’ and ‘the Way of the Reason.’           The Way of the Will: Children should be taught (a) to distinguish between ‘I want’ and ‘I will.’ (b) That the way to will effectively is to turn our … Continue reading A Philosophy of Education Volume 6 Chapter 8

A Philosophy of Education Volume 6 Book 1 Chapter 7

CHAPTER VII HOW WE MAKE USE OF MIND “We hold that the child’s mind is no mere sac to hold ideas but is rather, if the figure may be allowed, a ‘spiritual organism’ with an appetite for all knowledge. This is its proper diet with which it is prepared to deal and what it is able to digest and assimilate as the body does food-stuffs.          “Such … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 7

A Philosophy of Education Volume 6 Book 1 Chapter 6

CHAPTER VI THREE INSTRUMENTS OF EDUCATION I.—EDUCATION IS AN ATMOSPHERE           Seeing that we are limited by the respect due to the personality of children we can allow ourselves but three educational instruments —the atmosphere of environment, the discipline of habit and the presentation of living ideas. Our motto is,- Education is an atmosphere, a discipline, a life. When we say that education is an atmosphere … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 6

A Philosophy of Education Volume 6 Book 1 Chapter 5

CHAPTER V THE SACREDNESS OF PERSONALITY These principles (i.e., authority and docility) are limited by the respect due to the personality of children which may not be encroached upon whether by the direct use of fear or love, suggestion or influence, or by undue play upon any one natural desire. PEOPLE are too apt to use children as counters in a game, to be moved … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 5

A Philosophy of Education Volume 6 Book 1 Chapter 4

CHAPTER IV  Authority and Docility The principles of Authority on the one hand and Docility on the other are natural, necessary and fundamental THE War has made surprises stale but in those remote pre-war days we were enormously startled by the discovery of wireless telegraphy. That communications should pass through almost infinite space without sign or sound or obvious channel and arrive instantly at their … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 4

A Philosophy of Education Volume 6 Book 1 Chapter 3

CHAPTER III THE GOOD AND EVIL NATURE OF A CHILD Children are not born bad but with possibilities for good and for evil. I.—WELL-BEING OF BODY A well-known educationalist has brought heavy charges against us all on the score that we bring up children as ‘children of wrath.’ He probably exaggerates the effect of any such teaching, and the ‘little angel’ theory is fully as … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 3

A Philosophy of Education Volume 6 Book I Chapter 2

CHAPTER II CHILDREN ARE BORN PERSONS I.—THE MIND OF A CHILD           “No sooner doth the truth . . . . come into the soul’s sight, but the soul knows her to be her first and old acquaintance.”          “ The consequence of truth is great, therefore the judgment of it must not be negligent.” IT should not surprise the reader that a chapter, designed to … Continue reading A Philosophy of Education Volume 6 Book I Chapter 2

A Philosophy of Education Volume 6 Book 1 Chapter 1

Book I CHAPTER I SELF-EDUCATION THE title of this chapter may awaken some undeserved sympathy; gratifying visions of rhythmic movements, independent action, self-expression in various interesting ways, occur to the mind—for surely these things constitute ‘self-education’? Most of these modern panacea are desirable and by no means to be neglected; limbs trained to grace and agility, a hand, to dexterity and precision, an eye made … Continue reading A Philosophy of Education Volume 6 Book 1 Chapter 1