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 185
not diminish Spencer’s merit in the least. Ab-
solutely new thoughts are very rare. Truths
which were once new must be constantly re-
newed by being pronounced again from the
depth of the ardent personal conviction of a
new human being.
That rational thoughts on the subject
of pedagogy as on other subjects, are con-
stantly expressed and re-expressed, shows
among other things that reasonable, or prac-
tically untried education has certain principles
which are as axiomatic as those of mathema-
tics. Every reasonable thinking man must as
certainly discover anew these pedagogical
principles, as he must discover anew the rela-
tion between the angles of a triangle. Spen-
cer’s book it is true has not laid again the
foundation of education. It can rather be
called the crown of the edifice founded by
Montaigne, Locke, Rousseau, and the great
German specialists in pedagogy. What is an
absolutely novel factor in our times is the
study of the psychology of the child, and the
system of education that has developed from
it.
In England, through the scientist Darwin,
this new study of the psychology of the child
was inaugurated. In Germany, Preyer con-
<< prev. page << föreg. sida << >> nästa sida >> next page >>
