Source: Herbert Spencer, ch. 3 in Education: Intellectual, Moral, and Physical (A. L. Curt Company, Publishers, 1891) 5-93.
Concepts
- Desideratum
- Family government
- Self-instruction
- Art of Education
- Self-control
- Parental misconduct
- Family discipline
- Good conduct
- Bad conduct
- Injurious
- Beneficial
- Beneficent discipline
- Natural consequences
- Method of Nature
- Natural reactions
- Unnatural reactions
- Pure justice
- Filial relation
- Parental relation
- Filial alienation
- Rational comprehension
- Submission to authority
- Thwartings
- An absolutely just ruler
- Chronic domestic irritation
- Liberal form of domestic government
- The discipline of experience
- Parental displeasure
- Self-governing beings
- Beings governed by others
- Discipline by natural consequences
Inventory of Questions
- What is the most glaring defect in our educational programmes?
- What is the preparation needed for the bringing up of children?
- What are the methods of juvenile education?
- What is the traditional approach of parents to the education of their children?
- What is the state in which we receive children?
- To what extent can education be effective towards and ideal humanity?
- Whose fault it is of the bad discipline of the young?
- What are the effects of this kind of education to a child’s morale?
- How do people justify the harsh treatment of children?
- Why is it unjustified?
- Why is it important to formulate a standard of educational rectitude?
- What is required to move away from family discipline?
- What are the true aims and methods of moral education?
- In what way does nature impart moral discipline to us?
- What is the standard of morality?
- Why is natural discipline so important even for the mature man?
- What is the guiding principle of moral education?
- What should be the role of the parent in mediating the natural consecuences and the child’s actions?
- What is it that really molds a child’s conduct?
- What cases can we bring to mind of cases on which the natural consequences are effective in molding a child’s conduct?
- In what ways is this new method superior to the traditional one?
- What is the proper way for undestanding consequences?
- What is the core of the problem in this kind of discipline?
- What are the actual effects of traditional discipline on the tempers of children and of the parents?
- How does the parental and filial relation improves under the rational system?
- But what is to be done with more serious misconduct?
- What kind of relation is established between parent and child in a rational discipline?
- What are the contradictions in the parental relation in traditional discipline?
- What should be the system pursued concerning dangers for the child?
- What are the results of following such a system?
- How can parents become the best friends of their children?
- What is the origin of the perpetual ill-behavior of many children?
- What is are the consequences of harsh despotism in the education of the child?
- What expectations should we have of children’s moral goodness?
- What use can the approbation or disapprobation of the parent can have in the conduct of the child?
- Is there a place for artificial penalties in the education of the child?
- Is there a place for commands in a rational education?
- What should be the approach to commands?
- What is the relationship between the system of family government and the system of political government in a country?
- What education is necessary for the parents in the process of educating their children¡
