The times. [volume] (Richmond, Va.) 1890-1903, 1891-02-15
Heredity and Education.

Among the great facts which have come 10
the front during the last half-century hered-
itv is perhaps the most prominent. Ii has
been recognized in all ages. IL never was
more clearly stated than in the Ten Com
mapdments: For / the Lord thy God am
Jealous God visiting the iniquity OF the iath,
ers upon the children: upon the thlrd ana
upon the fourth generation OF them that nate
me- and showing mercy unto Thousand gen
eratious of them that love me and Keep my
commandments" This fact. as science IN.
terprets If. shows that it is the tendency OF
disease and evil TO run TO the third and fourth
generations seldom TO the fifth, and that
then there is reversal to the original type,
which is always beautiful and beniiicent. On
the other hand, in the nature of things that
which is good continues so until corrupted
Evolution has unquestionably brought the
law into its present prominent place; Tor eyo-
linton works by two tactOrS-namelY, hcrcdlty
or that which tends 10 permanence. and en-
yironment, or that which tends To variation.
The Characteristic of the first Is that II repro
duces the past: Of the second, that 1t adapts
to new conditions that which has come from
the past. The prominence of these forces IS.
whether Justly or not, revOlutiOniZng think
ING. compelling men TO rewrite their psychol-
oeies their treatises on ethics, their theologl-
cal creeds. While the revival OF interest IN
this great law influences other spheres OF IN
nuiry. il would be strange If IT did not also
modify theories Of education He is not him.
self alone. but body packed with potencies
derived from no one knows how many or
what personalities which have lived before
him. The problem of education Is by
means of environment to modify; and as lar
as possible. destroy the evil and BRING the
good into expression and power. Nor Is TINS
all: for tendencies TO good. when improperly
balanced. become evil Education, there
fore. has to do with the elimination of tenden-
cies toward deterioration and the proper de-
velopment and balancing Of tendencies
toward good. The word education Is
a history. II implies hereditary tor IL indl-
Gates something to be drawn out; and as that
something could not originate with the child,
it must have been transmitted. The word
implies powers which have come from others.
and which are to be trained. SO OF the word
culture. Where does culture begin! with
birth. The age of impression IS quite as I'M
portant rs the age of reason. But culture
implies something TO cultivate. That some
thing is not implanted by teachers, but Is
always Unborn. All schemes of culture should
begin with the recognition that each child Is
different from every other; that the lines OF
difference run far back, and therefore are not
superficial. and that. in order TO secure the
highest efficiency. systems of education should
be adapted To the individuals to be reached.
Each child possesses characteristics which
run back through generations, for which
il is not responsible, and which can be
changed only by the most carefully
planned and wisely adjusted discipline. In
each pupil there appear tendencies which
have been modified here and gwen new I'M
pulse there. tendencies which are sometimes
quickly discerned and sometimes lie too deep
TO be easily found. If, now, it be granted that
heredity and environment diherentiate the
pupils in our schools so that no two. even
from the same family, arel exactly alike, and
that they come TO the teachers hands each
with his own peculiar powers and faculties TO
be developed the problem of education be-
comes complicated and difficult. BY the study
of what men are. we learn of what they are
capable. The word education signifies TO
lead out ITO lead ont what? That which is
in the book? No That which is in the teach
er's mind' No. That which IS IN the pupil.
DIR. Stanley Hall says: There is one thing in
nature. and one alone, fittoinspire all true men
and women with more awe and reverence than
Rants starry heavens, and that IS the soul
and body of the healthy young child.
Heredity has freighted il with all the results
of parental well and i'll doing. aud filed IT
with all reyerberations from past more vast
than science can explore; and on its right de-
velopment depends the entire future of civil
lization two or three decades since. Simple
as childhood seems. there is nothing harder
to know; and responsive as il is 10 every in
fuence about 1t, nothing is harder TO guide:
To develop childhood TO virtue, power, and
due freedom is the supreme end of education,
10 which everything else must be sub
ordinated as means knowledge is not al
WAYS desirable for its own sake. II is valuable
as a means Study which leaves the manhood
narrow and contracted, and fills the head only
as gold fills miser's purse. Is not worth the
effort required. Professor Armory ii. Brad
ford, IN the Educational Review for Feb