The Science of Human Nature: A Psychology for BeginnersPyle, William Henry
Science
The Science of Human Nature: A Psychology for Beginners
Pyle, William Henry
Educational psychology; Psychology
One should not despair of this view of child-life. Neither should one
use it as an excuse for being bad, or for neglecting the training of
children. On the contrary, taking the genetic view of childhood should
give us certain advantages. It makes us see more clearly the _necessity_
of training. Every child must be trained, or he will remain very much a
savage. In the absence of training, all children are much alike, and all
alike bad from our present point of view. The chief differences in
children in politeness and manners generally, in morals, in industry,
etc., are due, in the main, to differences in training. It is a great
help merely to know how difficult the task of training is, and that
training there must be if we are to have a civilized child. We must take
thought and plan for the education and training of our children. The
task of education is in part one of changing human nature. This is no
light task. It is one that requires, in the case of each child, some
twenty years of hard, patient, persistent work.
=Individual Development.= Heredity is a corollary of evolution. Individual
development is intimately related to racial development. Indeed, racial
development would be impossible without heredity in the individual. The
individual must carry on and transmit what the race hands down to him.
This will be evident when we explain what heredity means.
By heredity we mean the likeness between parent and offspring. This
likeness is a matter of form and structure as well as likeness of action
or response. Animals and plants are like the parents in form and
structure, and to a certain extent their responses are alike when the
individuals are placed in the same situation. A robin is like the parent
robins in size, shape, and color. It also hops like the parent birds,
sings as they do, feeds as they do, builds a similar nest, etc. But the
likeness in action is dependent upon likeness in structure. The young
robin acts as does the old robin, because the nervous mechanism is the
same, and therefore a similar stimulus brings about a similar response.
Public-domain text, read in full here on John Shaqi.
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