Familiar lessons on physiology, designed for the use of children and youth in schools and families. Volume 1 / Lydia F. Fowler.

Format:

Book

Author/Creator:

Fowler, Lydia F., author.

Language:

English

Subjects (All):

Mind and body.

Phrenology.

Physiology.

Physical Description:

1 online resource (ix, 209 pages)

Place of Publication:

New York : Fowler & Wells, Publishers, 1854.

Summary:

Children are generally ignorant of the simplest laws which relate to their bodies, and to the functions of their minds. They are sent to school it is true, but are seldom instructed in these things there; and. it is too often the case that they grow to maturity with habits which undermine their health, and bring them to an early grave; which might have been avoided if they had received proper instruction in early life. That it is important for children "to know themselves," mentally and physically, is self-evident to every reflecting mind, and this being admitted, the most direct means should be used to accomplish this object. A correct knowledge of the laws and principles of Physiology and Phrenology is undoubtedly the most effectual medium through which this light can be obtained, and should, therefore, be extensively diffused and disseminated. The design of these two volumes, is, to present these subjects in a clear and familiar manner, to explain their general laws, to illustrate them by cuts and familiar examples, such as occur in every-day life, to impress the truths inculcated on the conscience, so that children may not only feel their importance, and that it is their duty to obey the laws of their being, but that they may also feel that they have responsibilities, from which they cannot free themselves. I have affixed questions to each page for a two-fold purpose, namely, to enable teachers and parents to ascertain how far and how much the principles have teen understood by them, and also to impress these principles deeply on their minds. As the truths of Phrenology and Physiology are fully established in other works, I have drawn my inferences and conclusions from premises which I have not deemed it necessary to prove. I have written in a colloquial style, and have studied simplicity; yet I think that in addressing children we should not always adhere -strictly to this; for while they learn and repeat, when very young, long and unmeaning expressions, it is time to speak to them of words which convey instruction as well as sound".

Notes:

Description based on publisher supplied metadata and other sources.