Desire
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5.The education and discipline of desire
5a.Denying children's appetites and fancies
See also: Habit 3c · Education 5c · Virtue and Vice 4b
John Locke, Some Thoughts Concerning EducationVol. 37
- p. 20Strict denial of fruit only makes children more ravenous after it, while moderate allowance content them.read · scan
- p. 26–27Self-denial: crossing inclinations against appetite.read · scan
- p. 31Children should be accustomed from the cradle to go without their longings and never obtain them by crying.read · scan
- p. 32Unruly appetites of the young must not be complied with; restraint should be greater the less reason they have.read · scan
- p. 37Rewarding children with sweets or finery authorizes love of pleasure; desires should be curbed early to submit to reason.read · scan
- p. 38Substituting one pleasure for another only enlarges appetite; the child must learn to bear denial.read · scan
- p. 40Objects of children's desires are used to support virtue.read · scan
- p. 85Children love dominion and possession, crying to have their wills; these are the roots of vicious habits.read · scan
- p. 87Restraining the tongue teaches children to stifle desires early; voicing wishes gives appetites strength and turns wishes into demands.read · scan
- p. 88–89Children should deny appetites and hold inclinations in subjection, while curiosity is cherished as other appetites are suppressed.read · scan
- p. 91Covetousness, the root of all evil, must be weeded out early.read · scan
- p. 110Forbidding increases desire; glutting appetite creates a principle of aversion.read · scan
- p. 111–112Plenty of toys breeds pride, vanity, covetousness and insatiable wanting, whereas moderation leads to a contented happy man.read · scan
- p. 113Making their own toys teaches moderation in desires.read · scan
5b.Cultivating desire for learning and worthy ends
See also: Diversion 11a · Education 5c
Michel de Montaigne, Of the Institution and Education of ChildrenVol. 32
- p. 48Ambition, avarice, rashness and superstition are inner enemies to be dealt with before study of the world.read · scan
Sir Philip Sidney, The Defense of PoesyVol. 27
- p. 22Men are taught only if moved with desire to be taught, and moved to do what they know.read · scan
John Locke, Some Thoughts Concerning EducationVol. 37
- p. 56Learning engages industry when it flows from the child's own inclination rather than compulsion.read · scan
- p. 59Ambition to be like those above them and desire for credit and reputation spur children's application.read · scan
- p. 103–104Curiosity is described as an appetite for knowledge to be encouraged.read · scan
- p. 104–105Encouraging the child's desire of knowing prevents wasting time in silly sports.read · scan
- p. 106Curiosity is to be excited by bringing new things in children's way.read · scan
- p. 109–110Where there is no desire there is no industry; foresight and desire are the springs of action and must be cultivated.read · scan
- p. 111Children desire to be busy in things of their own choice, and esteem for things is borrowed from others' rewards.read · scan
- p. 128Children can be brought to desire learning by presenting it as a privilege and reward.read · scan
Friedrich von Schiller, Letters upon the Aesthetic Education of ManVol. 32
- p. 274–275Ennobling desires so that sublime volitions need not be forced.read · scan
Thomas Carlyle, Inaugural Address at EdinburghVol. 25
- p. 364–365Distinguishes true from false appetite in choosing books, by analogy with bodily diet.read · scan
Thomas Henry Huxley, Science and CultureVol. 28
- p. 221–222Men's views of what is desirable depend on character; education can supply motives leading them to worthier desires.read · scan
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