Household Education. Harriet Martineau
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Harriet Martineau
Household Education
Published by Good Press, 2019
EAN 4057664594570
Table of Contents
CHAPTER I. OLD AND YOUNG IN SCHOOL.
CHAPTER II. WHAT THE SCHOOLING IS FOR.
CHAPTER III. THE NATURAL POSSESSIONS OF MAN.
CHAPTER VII. CARE OF THE FRAME.
CHAPTER VIII. CARE OF THE POWERS:—WILL.
CHAPTER IX. CARE OF THE POWERS:—HOPE.
CHAPTER X. CARE OF THE POWERS CONTINUED:—FEAR.
CHAPTER XI. CARE OF THE POWERS CONTINUED:—PATIENCE.
CHAPTER XII. CARE OF THE POWERS: PATIENCE—INFIRMITY.
CHAPTER XIII. CARE OF THE POWERS: PATIENCE—INFIRMITY.
CHAPTER XIV. CARE OF THE POWERS.—LOVE.
CHAPTER XV. CARE OF THE POWERS.—VENERATION.
CHAPTER XVI. CARE OF THE POWERS.—TRUTHFULNESS.
CHAPTER XVII. CONSCIENTIOUSNESS.
CHAPTER XVIII. INTELLECTUAL TRAINING.—ITS REQUISITES.
CHAPTER XIX. INTELLECTUAL TRAINING. ORDER OF DEVELOPMENT. THE PERCEPTIVE FACULTIES.
CHAPTER XX. INTELLECTUAL TRAINING.—THE CONCEPTIVE FACULTIES.
CHAPTER XXI. INTELLECTUAL TRAINING.—THE REASONING FACULTIES.—FEMALE EDUCATION.
CHAPTER XXII. INTELLECTUAL TRAINING.—THE IMAGINATIVE FACULTIES.
CHAPTER XXIII. CARE OF THE HABITS.—IMPORTANCE OF HABIT.
CHAPTER XXIV. CARE OF THE HABITS.—PERSONAL HABITS.
CHAPTER XXV. CARE OF THE HABITS.—FAMILY HABITS.
PREFACE.
A portion of this work appeared, some months ago, in papers in the People's Journal. The appearance of these papers was suspended by the change in the affairs of that Journal. From that time to the present, applications have been made to me at intervals, to request me to finish my subject. In deference to these requests, I have completed my original design. For its suggestion, I am indebted to Mr. Saunders, the late editor of the People's Journal. For the imperfections of the work, which I know to be many and great, notwithstanding my earnest interest in what I was writing, no one is responsible but myself.
Ambleside,
November 16th, 1848.
HOUSEHOLD EDUCATION.
CHAPTER I.
OLD AND YOUNG IN SCHOOL.
Household education is a subject so important in its bearings on every one's happiness, and so inexhaustible in itself, that I do not see how any person whatever can undertake to lecture upon it authoritatively, as if it was a matter completely known and entirely settled. It seems to me that all that we can do is to reflect, and say what we think, and learn of one another. This is, at least, all that I venture to offer. I propose to say, in a series of chapters, what I have observed and thought on the subject of Life at Home, during upwards of twenty years' study of domestic life in great variety. It will be for my readers to discover whether they agree in my views, and whether their minds are set to work by what I say on a matter which concerns them as seriously as any in the world. Once for all, let me declare here what I hope will be remembered throughout, that I have no ambition to teach; but a strong desire to set members of households consulting together about their course of action towards each other.
It will be seen by these last words that I consider all the members of a household to be going through a process of education together. I am not thinking only of parents drawing their chairs together when the children have gone to bed, to talk over the young people's qualities and ways. That is all very well; but it is only a small part of the business. I am not thinking of the old, experienced grandfather or grandmother talking at the fireside, telling the parents of the sleeping children how they ought to manage them, and what rules and methods were in force in their day. This is all very well; and every sensible person will be thankful to hear what the aged have to tell, out of their long knowledge of life: but this again is a very small part of the matter. Every member of the household—children, servants, apprentices—every