The times. (Owosso, Mich.) 1882-1897, 1890-11-28
fulfill the purpose of human existence--to


This is experimental psychology objective
psychology, the psychology of pedagogics.
1t is not an exact science like mathematics;
given certain conditions and certain results
are sure to follow, for the laws of mental
development are limited by heredity and
environment.
Activity Is llfe-lnactivity, death and de-
cay. Self activity under proper guidance is
natures law of growth. Mental deveOpe-
ment is the result of mental self-activity.
This is the fundamental principle of scien-
tific teaching. 1t is the spirit of the new
education. The teacher grasping natures
plan continues to mould and fashion in
natures own way; first, preventative, second
representative, third, thought; this is natures
plan for educating the child. She begins we
know not how early. She continues we
know not how long.
This study of the natural order of mental
development has revolutionized the plan of
school work, created new relationship be-
tween teacher and pupil; transformed the
schOOl-keeper into an artist and opened be-
fore him perspective full of truth and
beauty. He is the wise teacher, who can
inspire his pupils to read for themselves the
lessons written on the smooth pebble, the
green leaf. the blooming rose, or to gather
the great thoughts of great men from the
printed page. There is no science so pro-
found, no problem so asbtruse, no language
so mystical but self activity of the mental
powers under skillful guidance will master
it and in this If we read Alright is the spirit
of Joseph Payne's lectures Oh education.
He it was who first redu' red to science the
profession of the English schOOlmaster. The
natural order Of mental progress then will
come, power, knowledge and skill, the three
immediate ends of education.
Power, knowledge and skill will not come
to all i'm the same degree, for Pedagogy
recognizes the individual, the egO hence all
plans of instruction for the young should
aim at cutting off such slices of the presen-
tative, representative and thought loaf as is
suited to the mental digestion and can be
assimilated by the individual mind.
As teachers we are SOmtimeS surprised,
nay startled when we realize how often we
think of our schools as whole, and try to
mete out mental food to the mass rather
than try. what was far wiser plan, to sat
isfy the individual This brings us to the fact
that no two minds were ever created exactly
alike and we believe that one of the practical
lessons of psychology Is to touch the line of
life of the individual pupil. TO do this may
be q wholesome lesson to ourselves, lead us
up to broader culture, awaken the benevo-
lent feelings, soften the asperitics of our
natures, make us more courteous, more
patient, frmer in principles: i'm short make
us finer specimens for object lessons, be-
cause for object lessons we most certainly
serve. The boys and girls study us as
under the microscope six hours daily, and
carry home concepts in the formation of
which judgment has been very active and
upon which memory will love or hate to
linger.
Psychology is practical because il enjOins
the teacher to secure for himself and his pu-
pills physical culture. 1t warns him against
wasting nerve force. 1t cautions him to
economic the nervous energy of delicate
children and young girls; 1t instructs him to
govern, by the eye in the study hall; to
shorten the hours of restraint In the primary
schools, 10 tighten the examination pressure
in high grades, to teach lessons of temper
ance in eating and drinking and like Herr
TeuhedrOckh to sometimes talk about
clothes, all of this that the body may be pre-