Washington standard. [volume] (Olympia, Wash. Territory) 1860-1921, 1885-09-18
Educational.

OF the mental powers, asks: Are
some of these good, and some bad ?
Are some to be cherished and cult
waited, and some to be crushed out ?
The truth is, that all were given for
a good use, and all may be abused !;
it is just as wrong to love evil, as
to hate good. Even veneration may
work the greatest evil, as in the idol
ator. All the faculties may be used
for good or foi bad purposes, and
it should be the business of educa-
ton to make all these powers eff
cient, and to prevent their wrong
use."
Education draws out, strengthens
and developes the powers of the
mind. Learning, so called, is not
always education; it is an aid, and
no person can become truly educated
without becoming more or less
learned. Many persons may be said
to be we'll educated, who are not very
learned. The faculties may be de-
developed at home, or in school, on
q farm or in the shop, in the board
ing school or in the kitchen.
" Education is the development of
the germs of power in man, and the
training of them into harmonious
action of obedience to the laws of
reason and morality"-He,cM. When
we enquire into the real nature of
the germs or faculties the mind, we
search in vain for an answer; the
most profound philosophers have
thrown but little light on the sub
ject. All we know of the mind are
its manifestations or energies, which
have been classed by all leading
philosophers, under the general di-
visions of knowing, feeling and ,cat-
ing. The will seems to constitute
the rea! self, and to move aud in
great measure control all the facul-
ties. It has been said that "Char-
acter is perfectly disciplined will"
Hickok in his Science of the Mind
saye: "We have sensation and
consciousness as competent to 60
spontaneously into the state which
capacitates the mind to know, feel
and will There is no mental fac
ulty that cannot be properly grouped
under one of the three classes men.
toned; these classes of mental pow
er always act in the order here given.
1t is not possible to experience feel
ing or emotion in regard to a matter
till we have some knowledge of facts
concerning it; we cannot exercise
the will unless aroused by some feel.
ing; these are facts which should
govern parents, teachers and preach
ers in the endeavors to educate the
young. The high intellectual pow
ers, and spiritual faculties Of chill.
dren will not be forced if teachers
understand and abide by the laws
made by the Advise Father. thrust
it will no: seem irrelevant, or ire
weren't. to say that prayer when not
spontaneous-impelled by thought
and feeling--is not according to Gods
plan; but o mere form, an act OF
deception, a pretense; may not
such acts babituate young children
to acts of deception and thus weak
en- the moral nature. and prove him
dercnce to true spiritual growth in
after years?
The author of Pedagogy" gives
very clear and concise definitions.
In his review of the four grand
forms of intellectual power, he says;
1.-The Preventative Powers gather
knowledge for US; the Representa-
tive Powers treasure the knowledge;
the Reflective. examine this know
ledge. and discover the import and
it's use; the Intuitive, truths and
ideas that must be regarded in all
our work.
The following is quoted from the
Teachers Institute, an educational
monthly published by E. j. Kellogg
& Co., New York city, Is Clinton
Place, 9Th Street. This one dollar
monthly has large circulation in
tho East, and is eminently practical,
helpful and interesting. If our
parents and teachers were attentive
readers of it, there would be more
unanimity of thought, feeling and
action upon school matters. Where
is the successful farmer who does
not read some agricultural paper, or
the dress maker who does not study
her fashion periodicals. ? To the dis
credit i. may be said of many of our
teachers, they do not subscribe for
educational journals. Our school
directors would be better qualified
to perform the important duties
which have been intrusted to them
by the people, if they would invest
one dollar for this journal. 1t would
enlighten the mind and broaden the
views of both parents and children.
There would be more sympathy an d
harmony Of action between the
patron and teacher if they read the
same paper, in which of oil sub
jects the most vital. those pertaining
to the best interests of their own
children are discussed by eminent
educators. August Institute gives US
the following: 1.-THE aim Of all edu.