Washington standard. [volume] (Olympia, Wash. Territory) 1860-1921, 1885-09-11
Educational.

Ho" Uo'h, Ohutieu SN"SOc.' ~
Edwin c. Hewitt, l. l. d., Presi-
dent Of Illinois State Normal Uni
versi,y, published by Van Antwerp,
Bragg Il Co., Cincinnati, We feel
thrilling desire that our teachers and
parents should be benefited by a
perusal or rather a Study of this
small volume consisting of about
200 pages. Tue book has been
written with special regard to the
needs Of young teachers or candi-
dates for the teachers profession.
In the preface the author, who
has been teacher tor thirty years,
says: "This little book is q growth"
1t en- bodies the substance of instruc-
ton to many successive classes in
normal schools, addresses before
teachers institutes and other educa-
tional meetings. This new word
pedagogy" means the science and
art of teaching; but it means more
than that; it means the taking of
Young children, and. by means of
both skillful teaching and wise train
ing, leading them up to worthy man
hood and womanhood. Among
families of rank in ancient Greece,
the boys at the age of six or seven
were committed to the care of Paed-
agogues. The word means boy
leader or child-leader." Professor
Anthem says: "They remained
with the tutor until they attained
the age of puberty. His duty was
rather to guard them from evil, both
physical and moral, than to commu-
nicate instruction. He went with
them to and from school; he accom-
panied them out of doors on all oc-
casions; he was responsible for their
personal safety and for their avoid
ance of bad company" To this the
average free American will respond:
Too many leading strings mako
namby- PANTY men. 1t may do to
look after the little girls, but let the
boys run and grow strong and
manly; and so the boys run tand
girls too many of them into the at
mosphere of moral weakness and
sin, to imbibe, as a sponge, the
deadly poisous of street corner and
barroom miasma; and that is not all !,
they carry contagion into our schools
aud faint the pure and innocent to
such q degree that it often becomes
q serious question with thoughtful,
intelligent parents whether it is wise
and best to send young children to
school. Some mothers are more
careful about removing weeds from
The soil near their choice plants, and
to search for life destroying insects
than they are to discover and en-
deavor to eradicate evil tendencies
constantly springing up in the minds
of their children. Many fathers de-
vote more time and thought to the
improvement of fruit and live stock
than they do to the proper culture
and development Of the wasted or
neglected powers of their own child
rem. It is said that the character Of
child is formed by the time he
reaches the age of ten or twelve
years; and that if he has been SUBJ
iected to healthful training during
those years, if he falls ur yields to
temptations subsequently, he will
return TO first principles and reform.
The ability to train up child in the
way he should go implies knowl-
edge OF the being to be trained; a
knowledge of the mental faculties
and the scientific methods of adj
dressing them, 80 that there shall be
harmonious relation existing be-
tween the body and mind OF the
child.
The author Of Pedagogy" says:
1.-THE teacher must study the laws
of development and action, relating
to the powers of the body and of the
mind" Psychology is made the ba-
sis of the treatise. The author be.
lieves that in no other way can the
subject be treated in a rational
scientific manner. Sir w. Hamilton
defined psychology Us The science
conversant about the phenomena Of
the mind. It is the systematic
knowledge of the powers and fuLc-
tons of the mind, so far as they are
known by consciousness, according
to Webster. OF the real nature OF
both mind and matter We are pro-
foundry ignorant. We can study
their phenomena only. Much may
be known of the phenomena OF heat
or electricity, of imagination or
memory, if we are ignorant Of their
real nature. Sir VIM. Hamilton
says: elf we consider the mind
witha view of observing and general.
izing the various phenomena it re.
veals, that is, of Analysing them into
capacities or faculties, We have one
department of mental science, and
this we call the Parliamentary OF
mind" From the publishers pref
ace of Herbert Spencer's book on
Education we quote the following
1.-THE body and the mind, the intel
leclual, the emotional and spiritual
powers grow." How then can the
best training be secured unless the
Older of unfolding and the laws and
conditions of growth be understood
While one urges the claims of intel
lectual education, another presses
the necessity of q moral culture, and
third insists upon the demands OF
physical training. All are of course
important. but each may separately
be carried too fur; and there is great
dagger of this when the advocate
limits his view to a single side, fol-
these are not independent parts Of
our nature, to be cultivated singly
but reciprocally and vitality depen.
dent. Prof. Hewitt, author oil
Pedagogy" says: 1.-THE minds
powers do not show themselves in
dependent of the body. When We
remember or love, we use the brain
but We do not believe that the
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