Education as a science / by Alexander Bain.

  • Alexander Bain
Date:
1886
Catalogue details

Licence: Public Domain Mark

Credit: Education as a science / by Alexander Bain. Source: Wellcome Collection.

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    generally, may have had special reference to the many omissions in the schooling of the foregone times: the leaving out of such things as bodily or muscular train- ing ; training in the senses or observation ; training in art or refinement. It further insinuates that hitherto the professed teacher has failed to do much even for the intellect, for the higher moral training, or for the training with a view to happiness or enjoyment. Acting on this ideal, not only would the educator put more pressure altogether on the susceptibilities of his pupils : he would also avoid over-doing any one branch; he would consider proportio7i in the things to be taught. To be all language, all observation, all abstract science, all fine art, all bodily expertness, all lofty sentiment, all theology, would not be accepted as a proper outcome of any trainer’s work. The Prussian definition, good so far, does not readily accommodate itself to such circumstances as these;— namely, the superior aptitude of individuals for some things rather than for others ; the advantage to society of pre-eminent fitness for special functions, although gained by a one-sided development; the difficulty of reconciling the ‘ whole man ’ with himself; the limit to the power of the educator, which imposes the neces- sity of selection according to relative importance. Although by no means easy, it is' yet possible to make allowance for these various considerations, under the theory of harmonious development; but, after the operation is accomplished, the doubt will arise whether much is gained by using that theory as the defining fact of education. In the very remarkable article on Education contri-
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