The New York herald., 1870-12-18
Physiological Science and the Education OF
the Young.

To THE EDITOR oP THE HERALD:-
Presuming tnaJ every intelligent teacher so far
read In physiological science as to be satisfied OF the
existence or the temperaments and of their commu-
nication with the brain by means OF the nervous
system, little difficulty viii be experienced IN his
taking his position beside me and rightly viewing
the subject of education under the various aspects
presented.
Having shown in my former letter that the chfds
sympathy must be secured through the predominant
ing temperament, my aim in this Will be TO show
how the temperament can be Oh service IN educa-
ton. All children are more or less social, sensu-
ously following and adverse 10 restraint On the
playground the native Characteristic is in unre-
strained manifestation Here, then, the teacher
must meet his classes. He must be the director OF
ahe games and participant in the sports. He
VIII prepared by his physiological insight SO
adroty to restrain the undue exercise OF innate
propensity in one child. and TO draw IL out In
another, that IN q short time the incongruous
WILL become a barmoniZed WHOLE following the
direction of the nature OF the Intelligent
leader. The social idea will be paramount; liberty,
equality and fraternity Will rule among the several
members, While each voluntarily and respectfully
Will obey the Dehests OF the acknowledged superior
The sympathies aglow, the activities in orderly
restraint, the little band assemblies In ine class
room. Here a new feld opens TO the teacher. Hith-
erto the physical Development chiefly engaged his
attention; now the mental demands his care. The
6ensihllities must be regarded. These bodily
or mental. All the necessary appliances for com.
e iSeI ae the hsss aWaEenea on the py
ground has an abiding place in the class
Free Of !, sa,. ns light
sufficient room for the free use OF his limbs, with
scatings comfortably adapted TO his wants and
stiles; and the direct appliances for study, with
ready access TO Incidental auxiliarles-these must
all lie anticipated, lest through the nervous system,
the discomfort anectng the physical sensibllitles
be reported the brain, and mental seIsibltes or
a painful nature be excited. Everything tending to
supersede pleasuIable mental sensiblty must be
sudiously avoided or effectualy removed. The
child from the tenement house should here acquire
q taste Of refinement while his more favored class.
mate must MISS In cur halls, none Of the necessary
comforts OF home. Otherwise, sympathy viii give
place TO aversion, the mental food offered will be
refused, or II forced the unwelceme ingredients,
like dnassmilabe substances 10 the stomach WILL be
incaIcuiably injurious.
Tie mental sensibities are--thcse Of the propen-
sites those OF the Intellectual powers and those OF
the fnueal or spiritual feelings. The FIRST are,
above seeu excited primarily by the physical; they
are also awakened and stimulated, indirectly, by
the sensH0ies OF the intellect through the organs
o special sense. Tie sensibtes OF the intellect are
awakened primarily by the organs OF special sense,
and act In accordance with the demands OF the pro-
rensities This reciprocal action produces a con
Iinulty Ii the natural exercise OF the mind The
sympathy gained and proper regard paid TO tho
senslDiRtles the teacher, guided by his phrenoogt-
cal skill, leads the activity into the prominent
development OF the social group or Of the intellectual
facuties and, through the chld's seDsuous nature,
operates upon his Individuality III liking attention
upon the subject 10 be illustrated. SO insensiby
this accomplished that the child Is UNCONSCIOUS OF
being under control; seIfrelIance is begotten,
confidence is felt and the skifu teacher can at VIII
advance to the strengthening OF the weaker facu-
ties and TO the diminishing OF the activity OF those
that are naturally 800 susceptible.
The basis Of equallzed fulness OF mental opera
tlon subject TO orderly developed individuality,
being thus established, the task OF educating,
instead OF being rksome to the teacher and repul-
sive 10 TIE child, is made an agreeable reciprocity
between both, and predisposes TO results beneficial
TO The community at large
Ihe pecaGrity OF the system proposed IS its strict
adherence 10 nature Every created rational being
has some pecaarty, which III the harmonized scale
has its legitimate junction. This TACT, though recog
nize1 by almost all educational systems, is lor
properly employed by any, and the consequence is
khat society is made up or dscordaDt eements
WhGlce come the social, political and religious
anomalies everywhere apparent2 From an unscien-
fllc mode of treating the infant mind. Nature has
open before us her physiological and chronological
lags to Suidd uS ia opr enqeayors Wa have