Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1889-10-24

u.
The same law holds trne of each species
in the animal kingdom. An examina-
ton Of this doctrine will show that II is
based upon mistaken conception Of de
velopment. The survival of the tittest"
is not sufficient 10 account for the facts
seen. II might apply to the extinction or
degradation of species, and their substitu.
| tion BY others, but never to their elevation
from one life 10 another, from what they
inherited only. There can be no advance
in the scale of being without additional
power. IL each successive step be only
the necessary consequence of the preced-
ing Il could only be a repetition. All the
transformation imaginable cannot produce
from a thing what is not IN It, The un-
like and the higher must proceed from a
distinct indi, i,iduality which determines its
own development from what species have
not and could not determine FOR IT," In
dividuality is the opposite of hercdity
BY this do not mean that they are antag-
onistic, but that both exist in the same be
ing and modify each other. In man the
| influence Of mind body ana free moral
agency tends to qualify the inherited
| traits
The forms AMI quai,e, which hercdiiy
| transmits may he summed up a. follows
| The type soon shows itself in .hc embryo.
! / Ii shows Itself In the external form
Family resemblance. are seen every day
/ The limbs the trunk. the head the
| hair and nails. and especially The features
| " the face. Darwin SAYS that in an
| Irish family white lock OF hair was trans
mIttcd down to The third seneratien."
. In the constitution. bones, blood
/ vessels. muscular, digestive and nervous
| systems.
| 3 la the variations and anomalies a.
/ they are called. Onc Of the >trangc>t cases
/ Is that Of the 'porcupine man" Edward
I lamhcrt's skin. except his face. the palms
I of hi> hands, and the solr> Of hi~ feet was
I covered with horny warts which ratified
| when he moved aud which mouited period.
/ Ically.
{. In disease-thI> is familiar IL all.
). In mcutal traii~-scniu> and talent
are often transmitted from parent to child
"A family prcdi>po>i,Iou for music OF
painting J., not uncommon. Ia Ti,ians
family uinc meritorinus painters occurred.
and IN Bach'> twenty nine cmincut must
clans" Genius in science and III war j.
traced fnr several generations.
6. In habits, father and son used
10 strike their nose when asleep with the
arm. Darwin and 4 mother and daugh-
ter used 10 blush with a splash Of red on
one cheek first and then other >pla~hr, on
th, face and neck The habits of aicaho!
ism. narcotl>m aud -cnsuslity which cau~r
- much sorrow and death in our days. are
often transmitted from the parents. The
nrryon, system j. the chief organ OF in-
tclloctua life. Every harmful inhuencc
coming from without. or from inherited
ucrS Gus affections may impede Il 80 A. To-
render II useless. Hence statistics show
that the large number Of idiots are hcgot
tcn by drunken parents
:. In the power Of morals This !,
shown less in the noblcr elements Of spir
itual life than in the tendency 10 perp,t
uate sensual habits irregular affections aud
obstinate or feeble Wills licredity is not
uniform Ia it, methods. There l. the initial
hercdiiy. or the temporary qualities and
affections which the parents imprc,, upon
their new child when they become parents.
Since the days Of Jacob when he laid the
striped and spotted rods before the
stranger cattle the reality OF this initial
influence has been believed"
The direct heredIiy refers 10 the perma-
nent qualities of the parents 10 the chill
dren. Alternate herrdity j. the reproduc
ton OF the qualities of the grandparents
when hercdiiy seems To skip one or Two
generations. Collatcra! heredlty refers to
the qualities transmitted from other
branches Of the same family, out Of the III
rect llue-such a. between uncle and
nephew aunt and niece. cousin. etc.
dwelt a, considerable length on the
first part Of education htrcdity because the
educatiu. tower or agent ha- to DO with
being, which hercdity produces, with their
bodily propensitirs mental traits and spirit
ual hia>c> and for 4 man 20 be successful
in hi> educational work he must study lis
student, and thoroughly understand their
physical and mental constitutions So a>
to begin With them according to thsir
! capacity Of receptivity and not al random
Character which j., the end of education is
To based on these constitutional powers
Of the pnpil, physical intellectual and
spiritual.
These powers must be brought by the
teacher "a the consciousness OF the pupil
so that he may be able to use his varied
powers and thus prepare himself for his
personal aud social responsibilities las a
| child Of the eternal Father, a> a member
of the great human family, a citizen of
/ this world, and as being endowed with
| Immortality and not a mere money
making machine" This is a very poor
/ conception of education.
Much of our educational work of to day
/ is empirical. 1t experiments with the in
/ tellect before it has studied its laws The
| basis of true education Is science. the
| science Of mind and of method and this
must come by careful observation of men
tai and moral phenomena. Observation
often misleads, but the method itself is
the only one on which the true science Of
education must be framed. There are al
ways many mental and moral operations
which we can investigate and discover
and under certain circum>tan to some
extent, influence. The process BY which a
knowing mind becomes to another a help
ing mind, is the art of education. Thus
kno Xledge or science begets the process
or art of education. Wise ways of win
ming attention. awaking the soul to self
activity and to continuous effort, by
holding before it splendid ideas which will
ncite to resolution and untiring pursuit
for their attainment are the ways of teach
ing and the result is education"
For teacher to be successful IN this
line of work one element is absolutely nee
essary and that is Independence; indepen-
! A.