New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1860-11-24

di6eent degrees and kiuds Of resistance suieiency
of objects rejecting different amounts and quail g OF
lplt and n suficency of sounds contrasted in their
loudness their Pitch, and their tmbsC. How fully
this Dyi0,i conclusion is confirmed by infanile in
stincts all will being reminded of the delight
which every Young child has iii biting Its oye in feeling
IT, brOtlers bright jacket-butons and pulling papas
whiskers- bow absorbed il becomes in gazing at any
gGuGiiy painted object, 10 which j; applies the word
pretty" WREN IL can pronounce it, wholly in virtue
Of the bright colors-ard how III face broadens into
laugh AT tie attlnes Of its nurse, the swapping of
yisiOrs fngers, sound which il has not before
heard. Fortunately The ordinary practices OF the
sery fulfill these early requirements of education to
considerable degree. Mach, however, remains to lie
done and IT Is Of more Importance that il should be
done than AT first appears Every faculty during the
period of its greatest actiyitythc period in which
s spontaneously evolving ltselfis capable Of receiv
ing more vivid Impressions than at any other period
Moreover, AZ these simplest elements must eventually
be mastered and as the mastery Of them whenever
achieved must take time, it becomes economy of
time TO occupy this first stage Of childhood during
which other intellectual action IL possible lii gam
ing complete familiarity with them in all their mod
iCations Add to which, that both temper and health
will be improved b the continual qualification result
ing from due supply OF these impressions which every
cild gree6iy assimilates Space, could II be spared
might here be well filed by suggestions toward
more systematic ministati0n to these simplest OF the
perceptoDs But il must suffice TO point out that any
such mius,ration ought he based upon the general
truth that in the development Of every faculty, marx
6 contracted
onisLed: that hence sounds greatly differing IN loud
ness and uitch ccors very remote from each Other,
and substances widely unlike in hardness or texture
should be the first supplied and that in each case the
progression must be by SLOW degrees 10 iHPres'iois
more nearly allied.
self.education ond the Importance of making
study pleasurable are strongly insisted on. From
a full discussion of these points we extract the
following:
But the making education n process Of sef-evou-
liou has other advantages than this Of keeping our
lessons in the right order In Inc fret place, II guar
antees yiyiduess and pennanency Of impression which
he usual methods can never produce. ANY piece OF
knowledge which the pupil has himself acquired,
any problem which he has himself solved, be-
comes by virtue of the conquest much thoroughly
his han it could else be- The preliminary activity Of
mind which his success implies the concentration Of
thought necessary to it, and the excitement consequent
or his triumph, conspre TO register all The facts III bis
memory III a way that information heard from
teacher or read in school-bOok, eau be registered
Even Il he fails, the tension 10 winch ms faculties
have been wound up insuIes his remembrance Of the
solution when given 70 him, better than hall dozen
repetitions would Observe again. that this discipline
iecesstaies a continuous organization Of the knOwl-
edge nc acquires. IL Is in the very nature If facts and
inference assmilGted in this normal MANNER that they
excessively become the premises of further conclusions
The solution OF Yesterday problem helps the pupil IN
mastering to-day r. Thus the knowledge Is turned into
faculty as soon il il taken In and forthwith aids In
Il general function If tliDking-does not lie merely
written in the pages Of an internal library as when
rote learnt. MAX further, the importance of the
moral culture Which this constant seli-help involves.
COURAGE III attacking difficulties patient concentration
Of tie attent on perseverance through fauTes-tnese
are Characteristic which after-hte specially requires;
and these are characteristics which this system Of max
ing the mind work for it's food specially produces.
Similarly with the correlatiye requirement, that
the fleiAcd Of culture pursued shall be productive
Of al inrinsically happy actiyity-an activity not
hapry in virtue OF eytIlnslc rewards 10 he obtained,
hui I'm virtue of it, OWE hculthiuluets Conformity 10
this requirement only guards against tlwartng
the normal process Of evolution, but incidentally
cures po.itiye benefits Of importance. Unless
10 return to an ascec morality, the maintenance of
Youthful hapIiness must be considered IN itself
WORTHY aim Not 10 dwell upon ills however, we go
Oh 10 remark that peasWabe state OF feeling il far
ore favorable to intellectual action than Of indii
ference disgust. Every one knows that things read,
heard or seen with interest, better remembered
| than those read heard, with apathy. In the
one case the faculties appealed to actively occupied
with the subject presented; IN the other tEey are n-
actively occupied with ii; and the attention is con-
tinuslly drawn away after more attractive thoughts.
Hence the impressions respectively strong aud
weak Moreover the intellectual liste-sness which
pup lack OF interest IN study involves Is further
complicated by bis anxiety by hs fear OF consequences
which distract his attention. an0 increase the officially
lie finds III bringing Lis faculties 60 bear upon these
facts that repugnant TO them. Clearly, therefore,
the efficiency Of any intellectual action will, other
things equal be prOpOitlOnGte 10 the galctlOn with
Which II Is performed.
1t should be considered also that important moral
consequences depend upon the habitual pleasure
pain which daily lessons produce No one can COM
rare tie faces and manners OF two boys-the made
happy BY mastering interesting subjects, and the other
made miserable by dsgust with his studies by COuse-
ouent failure by cold looks, by threats By punish
lnenwithou seeing that the disposition of the one is
being benefited and that Of the other greatly injured.
Whoever has marked the effect of intellectual success
upon the mind, and the power Of the mind the
body, will that In the both temper and
ealth are layOIally Affected while III the otter there
is danger Of permanent mOro-eness OF permanent tim
| idy and even of permanent constitutional depres-
| sion To all which considerations must add the
further one that the relationship between teacher
and their pupils IL, other things equal, rendered
friendly and influential antagOnistc and powerless,
according AZ the system Of culture produces happiness
! or misery. Human beings are at tie mercy OF their
asso dated ideas. daily minister of pain cannot fail
TO lie regarded with secret dislike, and # he causes
10 emotions but painful ones, viii inevitably be hated.
CCnvereelv h. who constantly aids children 20 their
ends hourly provides them with the satsiaciiOns Of
| conquest, hourly encourage item through their
difficulties and -ympathiZes IL their successes, cannot
| ieil to be liked; nay if his behavior is consistent
| throughout must be loved. Aud when remember
how efficient and benign j. tie control OF master who
I felt 10 be friend when compared with the control
of one who is looked upon with aversion at best it,
difference We NAV infer that the indirect advantages
of conducting education ON the happiness principle do
not fall far short Of the direct ones. To all who ques
ton the possibility Of acting Out the system here advo
Gated we replv a. before that not only does theory
roint 10 H. hr experience comruends H. To the many
yerdicts Of distinguished teachers who since Pestaoz
zs time have testified lis may be here added that Of
Prof. PiaBs, who ASSERTS that where young people
are taught as they ought 10 be- they quite happy
In school az at play seldom less delighted nay often
more with the well-ureced exercise Of their mental
energies than with that OF their muscular powers
AZ suggesting final reason for making education
process Of senrruction, and by consequence pro
vs.l,u. 80 81