Full resolution (JPEG) - On this page / på denna sida - III. Education
<< prev. page << föreg. sida << >> nästa sida >> next page >>
Below is the raw OCR text
from the above scanned image.
Do you see an error? Proofread the page now!
Här nedan syns maskintolkade texten från faksimilbilden ovan.
Ser du något fel? Korrekturläs sidan nu!
This page has never been proofread. / Denna sida har aldrig korrekturlästs.
Education 107
and they model their children after themselves."
The same criticism might be applied to our
present educators, who constantly have on
their tongues such words as evolution, indi-
viduality, and natural tendencies, but do not
heed the new commandments in which they say
they believe. They continue to educate as if
they believed still in the natural depravity of
man, in original sin, which may be bridled,
tamed, suppressed, but not changed. The new
belief is really equivalent to Goethe’s thoughts
given above, i.e.^ that almost every fault is but
a hard shell enclosing the germ of virtue.
Even men of modern times still follow in edu-
cation the old rule of medicine, that evil must /
be driven out by evil, instead of the new |/
method, the system of allowing nature quietly
and slowly to help itself, taking care only
that the surrounding conditions help the work . /
of nature. This is education.
Neither harsh nor tender parents suspect the
truth expressed by Carlyle when he said that
the marks of a noble and original tempera-
ment are wild, strong emotions, that must be
controlled by a discipline as hard as steel.
People either strive to root out passions
altogether, or they abstain from teaching the
child to get them under control.
<< prev. page << föreg. sida << >> nästa sida >> next page >>
