Instinct and reason, philosophically investigated : with a view to ascertain the principles of the science of education / by Thomas Jarrold, M.D.

  • Jarrold, T. (Thomas), 1770-1853.
Date:
1736 [i.e. 1836]
Catalogue details

Licence: Public Domain Mark

Credit: Instinct and reason, philosophically investigated : with a view to ascertain the principles of the science of education / by Thomas Jarrold, M.D. Source: Wellcome Collection.

Provider: This material has been provided by University of Bristol Library. The original may be consulted at University of Bristol Library.

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    passions interpose, and are a check to each other, the whole are combined in one system, depending' on each other, and on the due government of those which the more active passions call into exercise; these the mother nurtures, and they are the most certain security against their violence. Order, caution, submission, and affection, are the prominent features of infancy, and, if these are judi- ciously cultivated, no vicious propensity can wholly throw down and subvert the character ', but if infancy be passed by, and the propensities then in exercise are neglected, it will be difiiult to implant a pre-de- termined character. The nursery is the great decider of a child's destiny. Ambition, and hatred, and anger, and lust, are repressed by the passions, which ought then to be cultivated ?—If they reign they prostrate the character. The discipline of the nursery, whatever it be, con- tinues in effect till the child is received into a school, from which source more is expected than can be realized—as a whole, the duty of the master is fully discharged. Bad school-fellows, and bad teachers, are the commonly assigned causes of immorality in youths, but the evil has been done at home; a bad- disposed boy is avoided by one of a different character, and no master can pay individual attention to all his scholars—if that has not been paid by the parents, it cannot be done by the master, and ought not to be exi3ected. The Infant School promises a more decided moral influence than schools designed for older children. The great source of benefit in these schools is from