The sun. [volume] (New York [N.Y.]) 1833-1916, 1879-04-13

limit except by encronchinR on some OF the
other cerebral capacities. or else by ouckeninR
the mental faculties altogether at the expense
OF tho bodily functions. Unquestionably. an
unnatural memory may be produced at the cost
OF reason judgment. and Imagination, or TO tho
detriment OF the emotional aptitudes. No ono
would think this n desirable result: but that
form OF exalted memory which confers unusual
command OF special subject IL coveted con-
sequence OF those habits Of concentration en-
gendered toward our leading studies. An en-
gineer or an artist remembers places. not by
superior faculty OF "Reminiscences in general. but
by the strain and preference OF attention. &c
companied by neglect Of other matters. In
stead. therefore OF discussing the cultivation Of
retentve power. regarded rs n congenital ca
pacity-a cultivation which he thinks harmful.
II not impossible-Dr. Balm simply considers
the means OF fostering some definite class OF ac-
questions, according to the established laws OF
retentveness.
Considerable ambiguity attaches 10 tho phrase
Object Teaching. 1t seems to have first come
into use through Pestalozzi's system OF impart-
ing the distractions OF number, &c, by con
crete examples. This is II perfectly Ineligible
meaning. and obviously lies at the root OF all
Interpretation OF general knowledge. But the
so-caled object lesson represents a totally DIFF
ferent principle Of tuition when. as in the
kindergarten system. 1t is resorted to for Gull
tivating tho senses or maturing the Observing
faculties. No doubt. whore pupil Is set to dis.
tinguish nice shades OF color. or differences Of
musical tone this must DO done by presenting
these to the senses and melting the attention
upon them. But how far the same course is
requisite or advisable In ordinary school oduca-
ton DR.. Balm thinks at least questionable.
where special art Is taught. the delicate dis
elimination OF degrees is inseparabe from the
teaching but with view to knowledge OF the
world, and the experience Of life garnered up in
books. the scheme OF training by object lessons
seems to be unnecessary. 1t Is no part Of the
highest knowledge OF things in general to pos
sess delicate tact in measuring lengths by tho
eye. or weights by the hand. Athird aspect OBJ
ject teaching has reference to the acquisition OF
language. which. in the first instance. undoubt-
dly,signiies the associating things with names
to use names properly. we must not confound
things that differ. we must know enough for
discrimination. But Dr. Balm cannot see that
the apparatus OF tho schoolmaster. however
elaborate. can contribute very much to this
species OF object knowledge. which in
reality grows out Of the whole cxpe-
rience OF the waking life. Moreover.
the designation OF concrete objects is but first
stage. presently followed by the Introduction OF
general terms which soon como 10 be used and
understood by every child. Neither is there
any room In object lessons for the elementary
subjective states Of being pleased and panied.
OF liking and disliking which are noted by the
infant observation at a very early age. Again
II has been pointed out that many terms such
as the names for time and place and circum-
stances express situations OF things rather
than things themselves. Yesterday. to- morrow.
are not objects out Of doors. in the house. are
situations. Actions. in like manner. which in
voye distinct mode Of looking at the world.
such as drink >" " stand." come" speak.
cry" bring" are Ineligible to the youngest
child. though they could not be included under
the ambiguous phrase. object lessons. There
Is. OF course another sense In which the word
is used. namely. where an exhaustive expo
stion on some selected object il given In the
course OF ordinary teaching. Thus a specimen
OF coal is produced. and gives rise TO a lecture
on the natural history and chemistry OF that
substance. But this method Of imparting in
formation whore mass OF abstract notions is
grouped around a concrete unit is not so much
an object lesson rs the employment OF an object
text
The reader will turn with special curiosity to
the chapters where DIR. Balm examines the lead
ing branches OF human culture with a view to
determine their relative values In education
Promising that the purely mechanical acquire
ments are considered only in their anclllary
relations TO intellectual training. we will note
some Of the writer's conclusions in regard to
the two leading departments. science and Ian
guage. As regards the key TO the inductive
sciences mathematics. DR.. Balm comedies that
some OF the advantages claimed by its advo-
Gates are not specially confined to II. For ex-
ample, In following out long demonstration
the power OF sustained attention is necessary
but there are flfty things besides mathematics
that exact this power. There are advantages
however. which mathematics Is peculiarly fitted
to give. and without which IN Dir. Bain's opin-
ion. they are scarcely ever attained at all. In
every subject that the mind has to discuss
there is a continued recourse TO the deductiye.
demonstrative. or downward procedure rs
contrasted with the direct appeal to observation
and mathematical training is prominently
fitted for the equipment Of this function. Tho
rigid definition Of all leading terms and no.
tons the explicit statement Of all first prin-
cipes the onward march by successive de-
ductions. each reposing on ground already
won; no begging of either premises or con-
illusions no surreptitious admissions no shift
ing Of ground all these habits OF paramount
utility in the regulation OF life and the pursuit
OF truth become wrought into the texture OF tho
brain. and form the mainsprngs and governors
OF the mental machinery. So. too. what renders
problem definite and what leaves 1t indeter-
inmate may be best understood from mathe-
mates. From the same source comes the idea
OF solving problem within limits Of error. which
is one Of the most fruitful elements OF rational
culture. The theory OF probable evidence is the
mathematical contribution to logic. and con-
sidering its paramount importance. we must
look upon the remark Of Gibbon as very loose.
that mathematics disqualihes the mind for deal
ing with subjects where we obtain only proba-
bility. From the point OF view Of information.
the uses Of applied mathematics are obvl-
Gus. But the author holds its capital
benefit to be the function Just outlined
OF providing forms. methods. and ideas
that enter into the whole mechanism OF
scientific reasoning. OF course. thore ara
certain things that mathematics does not do. 1t
does not teach us how to observe. to generaize.
to classify. does not teach us the prime art OF
defining by tho examination ofparticular things.
These important factors in mental training, DR..
Balm would seek in the experimental branches
OF natural philosophy.
Throughout this wide field OF the inductive
sciences the precautions for arriving ut truth
through observation and experiment attain
I a 4 II