What Herbert Spencer thinks about education

@herbert-spencer · 18 positions

English philosopher and sociologist (1820 to 1903); author of Education: Intellectual, Moral, and Physical.

Herbert Spencer did not write this page.

We collected these quotes from things they published elsewhere, and every quote links to where it was said. They have no account here and have not endorsed this site. Quotes are word for word; the short line under each one is our own restatement, not their wording. Their own site. Is this you? Claim it or ask us to remove it. Or tell us what is wrong here.

Filter education · Newest first

Topic

All 18education 6energy 1government 1happiness 1religion 1

Sort

NewestOldest

Only Herbert Spencer on education. See everyone on education

6 dated positions, c. 1854–1861, in their own words. Our reading of what Herbert Spencer has said — not written or endorsed by them.

1. c. 1854–1861

   Our readingIn education, as in dress, the ornamental has come before the useful

   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

3. c. 1854–1861

   Our readingBoys are given a classical education simply to conform to public opinion

   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

5. c. 1854–1861

   Our readingEducation's function is to prepare us for complete living, and should be judged by that

   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.

   ↗Education: Intellectual, Moral, and Physical (1854-1861)gutenberg.org All 18 from this book

7. c. 1854–1861

   Our readingChildren should be told as little as possible and led to discover as much as possible

   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.

   ↗Education: Intellectual, Moral, and Physical (1854-1861)gutenberg.org All 18 from this book

9. c. 1854–1861

   Our readingThere is no rational case for leaving the art of education out of the curriculum

   Their wordsNo rational plea can be put forward for leaving the Art of Education out of our curriculum.

   ↗Education: Intellectual, Moral, and Physical (1854-1861)gutenberg.org All 18 from this book

11. c. 1854–1861

    Our readingOver-education is harmful in every way, from forgotten knowledge to lasting ill-health

    energy

    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.

    ↗Education: Intellectual, Moral, and Physical (1854-1861)gutenberg.org All 18 from this book