se as is usually and unfortunately
the case; which may be likened to a child coming into the world with its
feet foremost, or a rhyme begun before thinking of its reason. While the
child's mind has made a very few observations one inculcates it with
ideas and opinions, which are, strictly speaking, prejudices. His
observations and experience are developed through this ready-made
apparatus instead of his ideas being developed out of his own
observations. In viewing the world one sees many things from many sides,
consequently this is not such a short or quick way of learning as that
which makes use of abstract ideas, and quickly comes to a decision about
everything; therefore preconceived ideas will not be rectified until
late, or it may be they are never rectified. For, when a man's view
contradicts his ideas, he will reject at the outset what it renders
evident as one-sided, nay, he will deny it and shut his eyes to it, so
that his preconceived ideas may remain unaffected. And so it happens
that many men go through life full of oddities, caprices, fancies, and
prejudices, until they finally become fixed ideas. He has never
attempted to abstract fundamental ideas from his own observations and
experience, because he has got everything ready-made from other people;
and it is for this very reason that he and countless others are so
insipid and shallow. Instead of such a system, the natural system of
education should be employed in educating children. No idea should be
impregnated but what has come through the medium of observations, or at
any rate been verified by them. A child would have fewer ideas, but they
would be well-grounded and correct. It would learn to measure things
according to its own standard and not according to another's. It would
then never acquire a thousand whims and prejudices which must be
eradicated by the greater part of subsequent experience and education.
Its mind would henceforth be accustomed to thoroughness and clearness;
the child would rely on its own judgment, and be free from prejudices.
And, in general, children should not get to know life, in any aspect
whatever, from the copy before they have learnt it from the original.
Instead, therefore, of hastening to place mere books in their hands, one
should make them gradually acquainted with things and the circumstances
of human life, and above everything one should take care to guide them
to a clear grasp of reality, and to teach them to obtain t