Identifier: howtoeducatefee00bray (find matches)
Title: How to educate the feelings or affections, and bring the dispositions, aspirations, and passions into harmony with sound intelligence and morality
Year: 1880 (1880s)
Authors: Bray, Charles, 1811-1884. (from old catalog) Sizer, Nelson
Subjects: Phrenology Emotions
Publisher: New York, S. R. Wells & co.
Contributing Library: The Library of Congress
Digitizing Sponsor: The Library of Congress

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to the table ; by thethree courses, and late dinners—the over-eating anddrinking—will, perhaps, be better considered after itis determined what a man ought to be when all hishigher powers are fully trained and developed. COMBATIYENESS. This feeling supplies natural or physical courage,but the word Oppositiveness, perhaps, .better points outthe inherent feeling to which the above term is applied,namely, the opposition which rises in the mind whenany obstacle to its desires presents itself. The world isfull of difficulties and dangers, and the pathway to allthat is really excellent is often so beset with obstacles,that in addition to moral courage and intellectual force,an instinct to do battle—a pleasure in overcoming dif-ficulties for its own sake, irrespective of the end to beattained, has been added. The attitude of defiancewhich the mind assumes by means of this faculty, har-monizes it, so to speak, with a rugged and difficultworld. The feeling then requires directing rather
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EZRA CORNELL.COMBATIVENESS. PLATE III. Corribativeness. 31 than restraining. The judicious educator will not beso anxious to check the disposition to contend, as toprovide it with a legitimate field of action; he will en-deavor so to interest the other feelings and the intellectin pursuits high and excellent, and the whole force ofthe combative propensity may be brought to bear onthe difficulties which must necessarily be encountered.In early childhood the deficiency of Oppositiveness isfelt to be a happy circumstance; the child is docile andtractable, takes a suggestion immediately, does as he isbidden, has no will of his own. Cause for congratula-tion, however, lessens every year. The least trifles dis-courage ; at lesson-time you are wearied v/ith the con-stant whining, ^I cant do it; and at play-time youare mortified to see one pursuit after another aban-doned at the slightest difficulty. The boy lacks cour-age and manly spirit to encounter and overcome. The love of contention and

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