New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1860-12-08

accomplished much, and given us results ci great
ynlue for guidance in education. True, 1t leaves
many thin gs still unexplained; but where IS tho
science. Loweytr advanced, in which moro
questions may not be asked than answered
Psycbolopy has already indicated and established
sufficient if it we're generally and thoroughly
known, to reorqanizc and reyolutionize our edu-
co,ioraI nolicy. IL has led US back TO nature.
If has shown us how education begins at the DO
ginning of life in the very cradie-Nature eau
cation of tho senses-a rudmentary science 81
the properties Of matter, resistanees, tasteS,
odors, sights and sounds. These give rise 10 q
body of experiences the result OF muttorm con-
facts and connections of tho little creature with
the surrounding universe. Ii teaches that what
was formerly thought mere purposeless actlon,
50 or play or mischief, is now recognized as the
process of acquiring knowledge upon which
"nll after knowledge is to be based" Nature
begins the production of mind by sense impress
sOns, by direct experience OF things, thus iur-
nishing the simplest elements OF knowledge
These are combined and compounded in the
complex relations as mental growth progresses.
Here is Natures primary lesson to the teacher
Observation first and then reflection; first, sin-
vie frcts, and then that which is common to
many facts--or generalization; particulars first,
and then rules subsequently derived and applied;
this is the natural order and should become the
fundamental and governing principle OF education.
If it be said, this is obvious, we ask why then
did the world wait till Bacon for its formal
enunciatiOn aud acceptance in philosophy
aid why il it still almost universally ignored
as basal principle Of educational systems
The auickenina of the human mind and the vast
results to civilization which have followed the
adoption of the nductiye method of inquiry are
the results of returning to nature in humble
and teachable spirit, while kindred revolution
waits upon the adoption of similar policy in
general education. Psychological science in in
structing us concerning the order in which the
faculties become active aud the corresponding |
order in which studies should be taken up and
subjects treated in showing us that the mind
consists of spontaneous faculties or forces to be
cautiously and skillfuly regulated; that there IS
q method of nature to be discovered and con- |
"
formed to-a system of intellectual and emotional |
laws which if contrayened produce stupidity and |
disgust ut study by inevitable consequence; and |
that the mind is not foreign and unapproach- \
able mystery lodged within us only to mock and |
battle and defy inquiry, but that it is living /
endowment of the ex9uisitely constructed bodily |
system, so vitality harmonized with it that they |
cannot be divided in study, all character and |
conduct being the result of their mutual reac-
tons. The establishment of this and many other |
important truths with the authority and precision
of scientific principles brings us to the eve of
great educational reform, and for crude dogmatc |
rules of art substitutes rational and Ineligible
method.
But it will be asked Do you expect teachers |
to attack the fathomess treatises on metaphysics,
and conquer a philosophy for school guidancei
We reply, that expect Of teachers what we
nre entitled to expect that, like intelligent eDgi
neers, farmers, and mechanics, they will master
the principles of their profession. What less
Difficulties undoubtedly there are, thank God !
and in their removal is the teachers education
and preparation. To find an authoritative state
ment of so much of the science oi body and
mind as bears upon the art OF instruction, has
not till recently been possible. With books more
numerous than Autumn leaves, good ones are
still about as rare us ever. In the economy of
the world there is still large economy of that
peculiar genius which can minister, through
book to our highest needs. But, like angelic
yisitations, they do sometimes come, to inspire,
encourage and help us. Such work is Edu-
ten, Intellectual, Moral and Physical" by Her.
bert Spencer. TIE TRIBUNE has already re-
viewed and commended it, but We must say here,
that so admirably does it meet the most urgent
requirement of the times that parents, school
trustees, directors, and teachers, are left without
shadow Of excuse for want of a scientific and
practical textbook of education. Let teachers
read and re-rcad, and study and transcribe it,
until its truths are incorporated into their intel
lectusl life.