Herbert Spencer Quotes About Children
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Education has for its object the formation of character. To curb restive propensities, to awaken dormant sentiments, to strengthen the perceptions, and cultivate the tastes, to encourage this feeling and repress that, so as finally to develop the child into a man of well proportioned and harmonious nature, this is alike the aim of parent and teacher.
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Never educate a child to be a gentleman or lady alone, but to be a man, a woman.
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The defects of the children mirror the defects of the parents.
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Mother, when your children are irritable, do not make them more so by scolding and fault-finding, but correct their irritability by good nature and mirthfulness. Irritability comes from errors in food, bad air, too little sleep, a necessity for change of scene and surroundings; from confinement in close rooms, and lack of sunshine.
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I had a great dislike to the annoyances entailed by baggage; and it was always with some feeling of elation that I cut myself free from everything but what I could carry about me. Like children, portmanteaus and trunks are hostages to fortune.
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It is the function of parents to see that their children habitually experience the true consequences of their conduct.
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The child takes most of his nature of the mother, besides speech, manners, and inclination.
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Do not try to produce an ideal child, it would find no fitness in this world.
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If there be an order in which the human race has mastered its various kinds of knowledge, there will arise in every child an aptitude to acquire these kinds of knowledge in the same order. So that even were the order intrinsically indifferent, it would facilitate education to lead the individual mind through the steps traversed by the general mind. But the order is not intrinsically indifferent; and hence the fundamental reason why education should be a repetition of civilization in little.
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For what is meant by saying that a government ought to educate the people? Why should they be educated? What is the education for? Clearly, to fit the people for social life - to make them good citizens. And who is to say what are good citizens? The government: there is no other judge. And who is to say how these good citizens may be made? The government: there is no other judge. Hence the proposition is convertible into this - a government ought to mold children into good citizens, using its own discretion in settling what a good citizen is and how the child may be molded into one.
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Education has for its object to develop the child into a man of well proportioned and harmonious nature-this is alike the aim of parent and teacher.
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If on one day we find the fast-spreading recognition of popular rights accompanied by a silent, growing perception of the rights of women, we also find it accompanied by a tendency towards a system of non-coercive education--that is, towards a practical illustration of the rights of children.
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