The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1885-12-31
AFTERNOON SESSION.

AFTERNOON SESSION.
Interesting Papers of Mrs. s. Il. Barnes and
Prof. 8. S. Parr.
A well written paper on 'srhe Esthetic
Element in Child Culture" was read at the
afternoon session by Mrs. s. e. Barnes, of
Lafayette. A just and proper cultivation of
the aesthetic faculty in the child, she said,
would, in the first place. add to his happiness.
The very essence of aesthetic taste is pleasure;
through this sense two avenues are open,
whereby the sense of human happiness may be
increased. One may be an artist and supply
the sources from which such enjoyment
springs, ors he may be teacher and
enlarge the capacity for such pleasure
by enabling the pupil to interpret
form of art by which mind addresses itself to
mind; by enabling him to enjoy true beauty
wherever found; by enabling him to find beauty
in his daily occupations-in nature and human
ity about him; second, that it secures order in
the schoolroom, and pfopriety of conduct every
where; that, as a consequence of this, the whole
circle of associates would become more refined
through such influence and example; third, that
better work, secured by the increased
interest engendered In its execution when beau
ty becomes one of the elements Of excellence;
fourth, that an elevated standard Of moral worth
introduced through correlation of the true the
good and the beautiful would become a CORE
spending elevation in the whole moral character
of the pupil, thus fitting him for the highest
sphere of enjoyment and usefulness. Hence al
though aesthetic taste does not necessarily ac-
company deep learning, a broad intellectual
training ought to embrace, by all means this
most desirable form Of culture.
Following the reading of Mrs Barness paper
the subject was instructvely and entertainingly
discussed by Prof. Heilman, and, following his
remarks, the association took a recess of ten
minutes.
A paper on s"The Discipline of WILL" written
by s. S. Parr, principal Of the DePauw Normal
School, was read by Mr.. Macy, the author being
indisposed. The term, discipline of the
will, if applied without limitation, he said
includes all that we do for ourselves and all that
is done for us by others to give our will the pow
err of self direction. The totaity of will educa-
ton consists of two kinds--spontaneous and in
tentional-The sources Of spontaneous training
are susceptible of generalization into three
classes: First, what Rosenkranz calls the
world spirit--the combined influence of national
thought, habit, laws and literature second,
the combined influence of our own
national life, literature, laws and institutions
and third, each ones environment Society does
very little to give conscious training of any kind.
is true of the industrial community The two
great conscious school masters are the family
and the school. The ends set as a mark for dis
cipline of the will are: Right attitude of mind;
true purposes of action; good habits;
high ideas of conduct intelligent
understanding of right action by each person as
citizen and member of society. Habit is will
in fixed attitude of action. The capacity of
the mind to form particular habits depends on a
law of nature, called by Hamilton and Porter
the law of tendency. The mind as whole. or
as any faculty, tends to do again what it has done
the amount of conscious effort required
until finally it becomes unconscious
or involuntary The act is then habtual. The
particular habits required TO be fixed by the con-
scious training OF the school are determined by
the ond Of ethical conduct. which is that of
rendering the individual rational member of
the social institutions He is a good man, q
good citizen and good member of society who
has those habits that make him obedient to the
demands of these institutions. These hab-
its must be the true immediate objects
of school training. Each of the social
institutions requires special habits. There are
certain others common to all The habits com
mon to all the relations of life are truthfulness,
earnestness and perseverance. The means of
discipline are determined by it's purpose and
conditions The most important instrument of
the school in securing good habits is practice in
right doing from choice. All acts, conditions
and regulations should conform to this
end. The course of study is a
meants of Importance. Roundabout and
extraneous matter should have no place
in it, nor should the pupil be allowed to pass
from one part to another until the work is done
Pupils are hurried over work so rapidly that
they see nothing in it but uAmeaning words and
nauseating formulas. Organization contributes
largely as means of will discipline. 1t should
rest on the course of study, and have two i'm
portant NEUTRALITY-SUSPICIOUS. of pupils
in likeness, in ability and at
tainmens, and their adjustment to
the peculiarities aud power of the teacher.
In general. purpose and means determine
method. The discipline of the will should re-
ceive all the systematic care and attention paid
to culture of the intellect If thus treated with
intelligent thought and purpose, it will yield a
rich harvest to gladden. the teacher with imme-
date results aud bless society with those more
remote.
An animated discussion arose, in the order OF
miscellaneous business, over a resolution by w.
A. Bell, expressing it as the sense of the agsoci
alton that the next president should be a woman
which was opposed, particularly by some of the
members of the nominating committee, on
account Of its mandatory nature, and was finally
defeated.