Chapter III: The Good and Evil Nature of a Child 46

1.--_Well-Being of Body_: “Children of wrath”--“Little
angel” theory--Good and evil tendencies--Education, handmaid
of Religion--Religion becoming more magnanimous--New-born
children start fair--Children, more of persons in their
homes--Appetites--Senses--Undue nervous tension--Overpowering
personality--Parasitic habits.

2.--_Well-Being of Mind_: Mind, not a chartered
libertine--Has good and evil tendencies--Intellectual
evil--Intellect enthroned in every child--A child’s vivifying
imagination--Explanations unnecessary--Children sense the
meaning of a passage--_Incuria_--Going over same ground--Dangers
of specialisation--Of the _questionnaire_--Capacity _v._
aptness--Imagination, good and evil--Reason deified by
the unlearned--Fallacious reasoning--A liberal education
necessary--The beauty sense.

3.--_Intellectual Appetite_: The desires--Wrong use of--Love of
knowledge sufficient stimulus.

4.--_Misdirected Affections_: The feelings--Love and
justice--Moral education--Children must not be fed morally--They
want food whose issue is conduct--Moral lessons worse than
useless--Every child endowed with love--And justice--Rights and
duties--Fine art of self-adjustment--To think fairly requires
knowledge--Our thoughts are not our own--Truth, justice in
word--Opinions show integrity of thought--Sound principles--All
children intellectually hungry--Starve on the three R’s.

5.--_The Well-Being of the Soul_: Education and the Soul of
a child--Ignorance of the child--Approaches towards God--How
knowledge grows--Narration--Great thoughts of great thinkers
illuminate children--Education drowned by talk--Formative
influence of knowledge--Self-expression--Education, a going forth
of the mind--The “unconscious mind”--Mind always conscious--But
thinks in ways of which we are unconscious--Dangers of
introspection--“Complexes”--Necessity for a Philosophy of
Education.