A Quote by Joseph P. Bradley
In teaching, regard must be had to the faculties possessed by the pupil. In childhood, memory; in youth, the understanding; in mature life, the reason is the predominating faculty.
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A young man had become possessed by a devil. The thing within him burst into loud lamentation and departed from the man. At once the youth's eye fell out on his cheek, and the whole of the pupil which had been black became white.
When people look back at their childhood or youth, their wistfulness comes from the memory, not of what their lives had been in those years, but of what life had then promised to be. The expectation of some indefinable splendor, of the unusual, the exciting, the great is an attribute of youth and the process of aging is the process of that expectations' gradual extinction. One does not have to let it happen. But that fire dies for lack of fuel, under the gray weight of disappointments.
I don't remember my childhood very well for one reason or another, possibly childhood trauma or possibly just a very bad memory. My early life has sort of been erased from my memory banks.
Philosophers have very justly remarked that the only solid instruction is that which the pupil brings from his own depths; that the true instruction is not that which transmits notions wholly formed, but that which renders him capable of forming for himself good opinions. That which they have said in regard to the intellectual faculties applies equally to the moral faculties. There is for the soul a spontaneous culture, on which depends all the real progress in perfection.
The artist... standing in the position of mediator between the world of his experience and the world of his dreams - 'a mediator, consequently gifted with twin faculties, a selective faculty and a reproductive faculty.' To equate these faculties was the secret of artistic success.
All goes to show that the soul in man is not an organ, but animates and exercises all the organs; is not a function, like the power of memory, of calculation, of comparison, but uses these as hands and feet; is not a faculty, but a light, is not the intellect or the will, but the master of the intellect and the will; is the background of our being, in which they lie,--an immensity not possessed and that cannot be possessed.
Reason cannot remain a bare intellectual faculty; it must become a faculty of judgment dealing with the question of values.
There is a gap between the knowledge, skills, or state of mind of the learner and what he is to learn, which it seems to me any teaching activity must seek to bridge if it is to deserve that label. Teaching activities must therefore take place at a level where the pupil can take on what it is intended he should learn.
The soul of animals is characterized by two faculties, (a) the faculty of discrimination which is the work of thought and sense, and (b) the faculty of originating local movement.
But as Nature is the best guide, teaching must be the development of natural inclinations, for which purpose the teacher must watch his pupil and listen to him, not continually bawl words into his ears as if pouring water into a funnel. Good teaching will come from a mind well made rather than well filled.
The memory should be specially taxed in youth, since it is then that it is strongest and most tenacious. But in choosing the things that should be committed to memory the utmost are and forethought must be exercised; as lessons well learnt in youth are never forgotten.
The cultivation of one set of faculties tends to the disuse of others. The loss of one faculty sharpens others; the blind are sensitive in touch. Has not the extreme cultivation of the commercial faculty permitted others as essential to national life, to be blighted by disease?
These two rational faculties may be designated the Scientific Faculty and the Calculative Faculty respectively; since calculation is the same as deliberation, and deliberation is never exercised about things that are invariable, so that the Calculative Faculty is a separate part of the rational half of the soul.
Enjoy the blessing of strength while you have it and do not bewail it when it is gone, unless, forsooth, you believe that youth must lament the loss of infancy, or early manhood the passing of youth. Life's race-course is fixed; Nature has only a single path and that path is run but once, and to each stage of existence has been allotted its own appropriate quality; so that the weakness of childhood, the impetuosity of youth, the seriousness of middle life, the maturity of old age.. each bears some of Nature's fruit, which must be garnered in its own season.
As a man may be born with a mathematical faculty, and by training that faculty year after year may immensely increase his mathematical capacity, so may a man be born with certain faculties within him, faculties belonging to the soul, which he can develop by training and by discipline.
Let us become thoroughly sensible of the weakness, blindness, and narrow limits of human reason: Let us duly consider its uncertainty and endless contrarieties, even in subjects of common life and practice.... When these topics are displayed in their full light, as they are by some philosophers and almost all divines; who can retain such confidence in this frail faculty of reason as to pay any regard to its determinations in points so sublime, so abstruse, so remote from common life and experience?
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