______________ End of Preface _______________________ My attempt in the following volume is to the suggest to parents and teachers a method of education resting upon a basis of natural law; and to touch, in this connection, upon a mother's duties to her children.
The Child Should Be Made Familiar With Natural Objects IX. These three principles (15, 16 and 17) should save children from some of the loose thinking and heedless action which cause most of us to live at a lower level than we need. We should allow no separation to grow up between the intellectual and 'spiritual' life of children; but should teach them that the divine Spirit has constant access to their spirits, and is their continual helper in all the interests, duties and joys of life.
.––We should teach children, too, not to 'lean' (too confidently) 'unto their own understanding,' because of the function of reason is, to give logical demonstration (a) of mathematical truth; and (b) of an initial idea, accepted by the will.
It would seem that spontaneity is a condition of development, and that human nature needs the discipline of failure as well as of success.) 16.
Before this great deliverance comes to us it is probable that many tentative efforts will be put forth, having more or less of the characters of a philosophy; notably, having a central idea, a body of thought with various members working in vital harmony.Young and hot webcam girl stripping brought to you by stripcam4Live nude striptease cam shows, adult webcam sex video chat rooms with live girls Sexy exotic camgirls, babes teasing, dancers and strippers - live strip stripper webcams, sexy strip tease video chat shows with live strippers Enjoy our sex cams chat ... Also, I would renew my grateful thanks to those medical friends who have given careful and able revision to such parts of the work as rest upon a physiological basis. and the Appendix of the original volume have been transferred from this to other volumes of the Series. 1905 End of Preface to the Fourth Edition they have gained, is the growing desire for work that obtains amongst educated women. It is, however, with sincere diffidence that I venture to offer the results of this long labour; because I know that in this field there are many labourers far more able and expert than I––the angels who fear to tread, so precarious is the footing! For between thirty and forty years I have laboured without pause to establish a working and philosophic theory of education; and in the next place, each article of the educational faith I offer has been arrived at by inductive processes; and has, I think, been verified by a long and wide series of experiments. The Child Gets Knowledge By Means Of His Senses VIII. To help them in this choice we should give them principles of conduct and a wide range of the knowledge fitted for them. In the former case reason is, perhaps, an infallible guide, but in the second it is not always a safe one, for whether that initial idea be right or wrong, reason will confirm it by irrefragable proofs. Therefore children should be taught, as they become mature enough to understand such teaching that the chief responsibility which rests on them as persons is the acceptance or rejection of initial ideas. This period of a child's life between his sixth and his ninth year should be used to lay the basis of a liberal education, and of the habit of reading for instruction. 'The Reign Of Law' In Education Part II Out-Of-Door Life For The Children I. I venture to hope that teachers of young children, also, may find this volume of use. Physiologists tell us of the adaptation of brain structure to habitual lines of thought–– to our habits. In the saying that Education is a life, the need of intellectual and moral as well as of physical sustenance is implied. It stultifies a child to bring down his world to a 'child's' level. By Education is a discipline, is meant the discipline of habits formed definitely and thoughtfully, whether habits of mind or body.