Herbert Spencer
English philosopher and sociologist (1820 to 1903); author of Education: Intellectual, Moral, and Physical.
Herbert Spencer did not write this page.
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Their wordsAmong mental as among bodily acquisitions, the ornamental comes before the useful. Not only in times past, but almost as much in our own era, that knowledge which conduces to personal well-being has been postponed to that which brings applause.
↗Education: Intellectual, Moral, and Physical (1854-1861)gutenberg.org All 18 from this book
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Their wordsIf we inquire what is the real motive for giving boys a classical education, we find it to be simply conformity to public opinion.
↗Education: Intellectual, Moral, and Physical (1854-1861)gutenberg.org All 18 from this book
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Their wordsTo prepare us for complete living is the function which education has to discharge; and the only rational mode of judging of an educational course is, to judge in what degree it discharges such function.
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Their wordsWe infer that as vigorous health and its accompanying high spirits are larger elements of happiness than any other things whatever, the teaching how to maintain them is a teaching that yields in moment to no other whatever.
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Their wordsThe current opinion that science and poetry are opposed, is a delusion.
↗Education: Intellectual, Moral, and Physical (1854-1861)gutenberg.org All 18 from this book
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Their wordsSo far from science being irreligious, as many think, it is the neglect of science that is irreligious—it is the refusal to study the surrounding creation that is irreligious.
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Their wordsIn all its effects, learning the meanings of things, is better than learning the meanings of words. Whether for intellectual, moral, or religious training, the study of surrounding phenomena is immensely superior to the study of grammars and lexicons.
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Their wordsThus to the question we set out with—What knowledge is of most worth?—the uniform reply is—Science.
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Their wordsA second corollary from the foregoing general principle, and one which cannot be too strenuously insisted on, is, that in education the process of self-development should be encouraged to the uttermost. 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.
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Their wordsAs long as the acquisition of knowledge is rendered habitually repugnant, so long will there be a prevailing tendency to discontinue it when free from the coercion of parents and masters.
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Their wordsNo rational plea can be put forward for leaving the Art of Education out of our curriculum.
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Their wordsWhether in parent or child, anger, however caused, and to whomsoever directed, is detrimental. But anger in a parent towards a child, and in a child towards a parent, is especially detrimental; because it weakens that bond of sympathy which is essential to beneficent control.
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Our reading
Let children suffer the natural consequences of their actions rather than over-controlling them
Their wordsSatisfy yourself with seeing that your child always suffers the natural consequences of his actions, and you will avoid that excess of control in which so many parents err. Leave him wherever you can to the discipline of experience, and you will save him from that hot-house virtue which over-regulation produces in yielding natures, or that demoralising antagonism which it produces in independent ones.
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Their wordsBetter even a barbarous form of domestic government carried out consistently, than a humane one inconsistently carried out.
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Their wordsRemember that the aim of your discipline should be to produce a self-governing being; not to produce a being to be governed by others.
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Their wordsWe contend that, as appetite is a good guide to all the lower creation—as it is a good guide to the infant—as it is a good guide to the invalid—as it is a good guide to the differently-placed races of men—and as it is a good guide for every adult who leads a healthful life; it may safely be inferred that it is a good guide for childhood.
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Their wordsIt is not obedience to the sensations, but disobedience to them, which is the habitual cause of bodily evils.
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Their wordsWe contend, then, that this over-education is vicious in every way—vicious, as giving knowledge that will soon be forgotten; vicious, as producing a disgust for knowledge; vicious, as neglecting that organisation of knowledge which is more important than its acquisition; vicious, as weakening or destroying that energy without which a trained intellect is useless; vicious, as entailing that ill-health for which even success would not compensate, and which makes failure doubly bitter.
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