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Updated: June 21, 2025
All the lines of our investigation, as well as the most competent testimony, thus converge in showing that the object-lesson and common-things teaching is but a partial and preliminary resource in the business of education; that, to avoid working positive harm, it must be restricted within due limits of age, capacity, and subject; that it is not, therefore, the real and total present desideratum of our schools; and that, subsequently to the completion of the more purely sensuous and percipient phase of the mind, and to the acquirement of the store of simpler ideas and information, and the degree of capacity, that ought to be secured during that period hence, from an age not later than eleven, or according as circumstances may determine, thirteen years all the true and desirable ends of education, whether they be right mental habits and tastes, discipline and power of the faculties, or a large information and practical command of the acquisitions made all these ends, we say, are thenceforward most certainly secured by the systematic prosecution, in a proper method, of the usually recognized distinct branches or departments of scientific knowledge.
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