A Quote by Jean Piaget
The child is a realist in every domain of thought, and it is therefore natural that in the moral sphere he should lay more stress on the external, tangible element than on the hidden motive.
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In work we act under the predominant motive of external, rational necessities; in pleasure, under the predominant motive of other, equally general necessities of human nature. Rest or recreation is the element in which the personality seeks to renew its strength from these stimuli that exhaust the reserve of human resources. It's an element introduced into life by the person himself.
Our humanist attitude should therefore throughout be to stress what we all have in common with each other and relegate quarrelsome religion to the private domain where it can do [less] harm.
The meaning of what is said is according to the motive for saying it: because things are not subject to speech, but speech to things. Therefore we should take account of the motive of the lawgiver, rather than of his very words.
Wherever the State touches the personal life of the infant, the child, the youth, or the aged, helpless, defective in mind, body or moral nature, there the State enters "woman's peculiar sphere," her sphere of motherly succor and training, her sphere of sympathetic and self-sacrificing ministration to individual lives.
All stress begins with a negative thought. One thought that went unchecked, and then more thoughts came and more, until stress manifested. The effect is stress, but the cause was negative thinking, and it all began with one little negative thought.
No matter what you might have manifested, you can change it ....with one small positive thought and then another.
The most necessary task of civilization is to teach people how to think. It should be the primary purpose of our public schools. The mind of a child is naturally active, it develops through exercise. Give a child plenty of exercise, for body and brain. The trouble with our way of educating is that it does not give elasticity to the mind. It casts the brain into a mold. It insists that the child must accept. It does not encourage original thought or reasoning, and it lays more stress on memory than observation.
Red RodsBefore elaborating any system of education, we must therefore create a favorable environment that will encourage the flowering of a child's natural gifts. All that is needed is to remove the obstacles. And this should be the basis of, and point of departure for, all future education. The first thing to be done, therefore, is to discover the true nature of a child and then assist him in his normal development.
In the vivid description of the Gospel, it would seem that we must help the Christ hidden in every poor man, in every prisioner, in every sufferer. But if we paraphrased the marvelous scene and applied it to the child, we should find that Christ goes to help all men in the form of the child.
It is a good motive, fame and money, as it is tangible and measurable. Being an artist is neither measurable nor tangible and certainly not a way to become rich.
It is therefore, the interest of all, that every one, from birth, should be well educated, physically and mentally, that society may be improved in its character, - that everyone should be beneficially employed, physically and mentally, that the greatest amount of wealth may be created, and knowledge attained, - that everyone should be placed in the midst of those external circumstances that will produce the greatest number of pleasurable sensations, through the longest life, that man may be made truly intelligent, moral and happy, and be thus prepared to enter upon the coming Millennium.
Every line, everything you do in life, should have a motive and a reason. Every one of us should have a motive and a reason, most of the time, to accomplish all the things that we want in life.
Every selfish motive therefore, every family attachment, ought to recommend such a system of policy as would provide no less carefully for the rights and happiness of the lowest than of the highest orders of Citizens.
There can be, therefore, no true education without moral culture, and no true moral culture without Christianity. The very power of the teacher in the school-room is either moral or it is a degrading force. But he can show the child no other moral basis for it than the Bible. Hence my argument is as perfect as clear. The teacher must be Christian. But the American Commonwealth has promised to have no religious character. Then it cannot be teacher.
Men should soon make up their minds to be forgotten, and look about them, or within them, for some higher motive in what they do than the approbation of men, which is fame, namely, their duty; that they should be constantly and quietly at work, each in his sphere, regardless of effects, and leaving their fame to take care of itself.
And now having a child has been taken out of the sphere of biological determinism and placed instead in the domain of intentional action. Another option to consider and decide upon. And ... not to choose is to choose.
There is no relation more intimately personal than that of parents to the child they have brought into the world; and there is therefore no relationship in which the community should be slower to interfere.
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