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As a stream can rise no higher than its source, so it is probable that no educational effort can rise above the whole scheme of thought which gives it birth; and perhaps this is the reason of all the' fallings from us, vanishings,' failures, and disappointments which mark our educational records.
Those of us, who have spent many years in pursuing the benign and elusive vision of Education, perceive that her approaches are regulated by a law, and that this law has yet to be evoked. We know that it is pervasive; there is no part of a child's home-life or school-work which the law does not penetrate.
It has been said that 'The best idea which we can form of absolute truth is that it is able to meet every condition by which it can be tested.' This we shall expect of our law––that it shall meet every test of experiment and every test of rational investigation.
Not having received the tables of our law, we fall back upon Froebel or upon Herbart; or, if we belong to another School, upon Locke or Spencer; but we are not satisfied. is upon us; and assuredly we should hail a workable, effectual philosophy of education as a deliverance from much perplexity.
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.
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. - We should teach children, too, not to 'lean' (too confidently) 'unto their own understanding,' because the function of reason is, to give logical demonstration (a) of mathematical truth; and (b) of an initial idea, accepted by the will.Press CTRL D and bookmark our site or just remember XHamster.click and come back for fresh content.The educational outlook is rather misty and depressing both at home and abroad.We shall doubtless find, when we apprehend the law, that certain German thinkers––Kant, Herbart, Lotze, Froebel––are justified; that, as they say, it is 'necessary' to believe in God; that, therefore, the knowledge of God is the principal knowledge, and the chief end of education.By one more character shall we be able to recognise this perfect law of educational liberty when it shall be made evident.