Randolph County journal. [volume] (Winchester, Indiana) 1864-1865, 1864-08-26
CULTIVATION OF MIND.
BY THOMAS SPENCER.

Every menJal faculty MS ltS ~
propriate object-that which calls
into existence. 1t has its own spher
of activity Beyond that sphere it ca
do nothing. The eye has to do witt
color-the ear with sound. The ca
can not see-the eye can not hear
the finger ends can not smell. The
memory is convcrsant with the pas
alone. So every faculty has certain
limits assigned to the sphere of it
activity. Yet let it not be supposed
that these faculties are parts of The
mind; they are its powers-what i
can do. 1t is not that one part o
the soul sees, another remembers
another compares. But the whole
mind does each of these acts. AND
it performs the acts in such way
that the activity OF one faculty does
not promote the activity Of any other
any farther than il imparts vigor tC
the whole intellect. Each power is
directly strengthened by exercise on
its appropriate object. And what
ever directly strengthens one faculty
indirectly adds yigor to all the rest.
The few simple laws of mind en-
able us to determine the true theory
Of education. Any system not based
on these principles must be radically
defective. All success in cultiyating
the mind depends upon obedience to
these laws of mental activity and
progress. With these laws in view,
the educator may with hope and
courage enter upon his great work
choose his text hool,s-assign his
lcssons-corduct his recitations, and
make his rules.
The first question he has to decide
on receiving a pupil is, what studies
shall ! assign this pupil? What sub
jects will be best adapted to excite
the greatest number of faculties to
activity What objects shall / place
before him 10 arrest lis attention
ani rousc his thoughts. and call iHtO
exercise his mental eucrgies. On
his answer TO this question VIII de
pend his success or failure with that
pupil.
And let the teacher bear in mind
that the elucation of his Youngest
scholar does not begin in his school
room. 1t began years ago in its
mothers arms The child has al
ready made great progress in mental
culture. 1t has mastered one most
difficult branch Of training. 1t can
speak the English language 1t can
readily distinguish forms. coiors.
sizes, motions, distances, and various
qualities OF objects of sight and
sound around him. The little stu
dent has also made great progress
in the knowledge of human charac-
ter, and of the right and wrong Of
actions. Ills mind is awake, active
and vigorous.
Now how shall the teacher carry
forward the culture of this young
intcllcctY
One thing he certainly Will nos do.
lie will not shut up company Of
these children, whose eyes and ears
are open and impatient for some
thing to see and hear, in poorly
lighted room, on hard seats, with
nothing to see but bare walls and
unintelligible characters in old books,
nothing to hear but the scolding
voice of a heartless, brainless teach
er. He will not do this. unless his
object is to paralyze their active
minds and torture their bodies Yet
little better than this are many of
the district schools in this State If
the object was TO -Iry up the gushing
fountains of childish hearts and in
tellects. sEd make them forever dis
gusted with books and schools, it
could not be much more effectually
performed. 1t would De far better
for these growing minds to run III
the fields and woods. The silent
clouds and skies, the trees, the
brooks, the animals, the winds-all
would rouse their souls more than
any thing they md in such school
rooms as ere frequently provided
and furnished for our children.
Fos the Journal.
EDUCATION