In the School-Room: Chapters in the Philosophy of EducationHart, John S. (John Seely)
Philosophy
In the School-Room: Chapters in the Philosophy of Education
Hart, John S. (John Seely)
Teaching
to her stores of knowledge some new science, to her varied skill some
new attainment,--who has ever in hand some new book. It is true, indeed,
that some ladies are blessed with more leisure for this purpose than
others. But I fear it is not a question of more and less. It is too much
a question of some and _none_. I hold that every woman is entitled to
have, and by proper determination she may have, _some_ time for personal
improvement. Remember, we have duties to ourselves, as well as to
others, and we have no duty to ourselves more sacred than this,--to
rescue from our time some portion for the purpose of making ourselves
more worthy of regard.
To undertake to suggest what particular studies you should pursue, in
this larger school to which you are now admitted, would lead me into a
train of remark entirely too extended. One single practical suggestion
may perhaps be pardoned. Do not willingly relinquish the acquisitions
already made. They are to you the true foundations for future
improvement. You have fairly entered upon several important fields in
the domain of science. You are familiar with the elements of Natural
Philosophy, Chemistry, Botany, Physiology, Mental Philosophy, Rhetoric,
and with the foundations of Mathematical Science. My advice is that in
coming years you give to each of these branches, and of whatever else
you have studied here, a stated systematic review. You have some skill
in drawing and painting. Let not so graceful an accomplishment die out
from your fingers. You excel in music. I need not say, if you would
retain this excellence, you must give time to practice and study. So,
whatever talent or attainment you now have, let it be your fixed purpose
not to let it pass from your possession. Keep what you have, whatever
else you may fail to do. To this end, as I said before, give to each of
your school studies an occasional well-considered review. You will then
always have in your mind certain fixed points, to which the
miscellaneous knowledge picked up in your general reading will adhere,
and around which it will accumulate in organized form. New studies, too,
will naturally affiliate with the old, and will be easy and pleasant
just in proportion as you keep the knowledge that you now have, fresh
and bright.
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