Education : intellectual, moral, and physical / by Herbert Spencer.

  • Herbert Spencer
Date:
[1861?]
Catalogue details

Licence: Public Domain Mark

Credit: Education : intellectual, moral, and physical / by Herbert Spencer. Source: Wellcome Collection.

    18/230 (page 4)
    tempt of others. When we have named reading, writing, spelling, grammar, arithmetic, and sewing, we have named about all the things a girl is taught with a view to their actual uses in life ; and even some of these have more refer- ence to the good opinion of others than to immediate personal welfare. Thoroughly to realize the truth that with the mind as with the body the ornamental precedes the useful, it is requisite to glance at its rationale. This lies in the fact that, from the far past down even to the present, social needs have subor- dinated individual needs, and that the chief social need has been the control of individuals. It is not, as we commonly suppose, that there are no governments but those of monarchs, and parliaments, and constituted authorities. These acknow- ledged governments are supplemented by other unacknow- ledged ones, that grow up in all circles, in which every man or woman strives to be king or queen or lesser dignitary. To get above some and be reverenced by them, and to propitiate those who are above us, is the universal struggle in which the chief energies of life are expended. By the accumulation of wealth, by style of living, by beauty of dress, by display of knowledge or intellect, each tries to subjugate others; and so aids in weaving that ramified network of restraints by which society is kept in order. It is not the savage chief only, who, in formidable war-paint, with scalps at his belt, aims to strike awe into his inferiors ; it is not only the belle who, by elaborate toilet, polished manners, and numerous ac- complishments, strives to make conquests ; but the scholar, the historian, the philosopher, use their acquirements to the same end. We are none of us content with quietly unfolding our own individualities to the full in all directions ; but have a restless craving to impress our individualities upon others, and in some way subordinate them. And this it is which determines the character of our education. Not what know- ledge is of most real worth, is the consideration; but what will bring most applause, honour, respect—what will most