My excuse for venturing to offer a solution, however tentative and passing, to the problem of education is twofold.

Add to this one or two keys to self knowledge, and the educated youth goes forth with some idea of self management, with some pursuits, and many vital interests.

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"The consequence of truth is great; therefore the judgment of it must not be negligent."––Whichcote 1. These principles are limited by the respect due to the personality of children, which must not be encroached upon, whether by fear or love, suggestion or influence, or undue play upon any one natural desire. Therefore we are limited to three educational instruments––the atmosphere of environment, the discipline of habit, and the presentation of living ideas. By the saying, Education is an atmosphere, it is not meant that a child should be isolated in what may be called a 'child environment,' especially adapted and prepared; but that we should take into account the educational value of his natural home atmosphere, both as regards persons and things, and should let him live freely among his proper conditions.

I should add that in the course of a number of years the various essays have been prepared for the use of the Parents National Education Union in the hope that that Society might witness for a more or less coherent body of educational thought. They are not born either good or bad, but with possibilities for either good or evil. The principles of authority on the one hand and obedience on the other, are natural, necessary and fundamental; but 4.

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.

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 Children Require Country Air Part III 'Habit Is Ten Natures' I. The use of suggestion––even self suggestion––as an aid to the will, is to be deprecated, as tending to stultify and stereotype character. (This adjunct of the will is familiar to us as , whose office is to ease us for a time from will effort, that we may 'will' again with added power. 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. There are also two secrets of moral and intellectual self management which should be offered to children; these we may call the Way of the Will and the Way of the Reason. (d) That, after a little rest in this way, the will returns to its work with new vigour.