The Hawaiian gazette., 1897-11-26
THE METHOD AND AIM OF
EDUCATION.

MR. EDITOR: Among the social |
problems which are agitating the pub
lie mind at the present day, is that of
education. At no time in its history, |
has there been more thought given to
the subject In consequence of this, |
methods are being continually improv-
ed and its ideals changed. Instruction |
is being conducted on more scientific
basis, following now the natural laws
not now so apt to lay down arbitrary |
rules for the conduct of the school, |
they only emphasize the principle that
the teacher must adapt himself to the
wants and needs of each child. This
comes from the knowledge they have
received from the scientific study of
the mind, especially child mind.
This child study is destined to re-
volutionize the old stereotyped me-
thods of teaching. The old method
was to conform the instruction accord
ing to formulated rules: now the child
is studied and the effort is made to
adapt the instruction according to the
natural laws of its mind. The old
principle of dealing with the pupils en-
masse was largely based on the con-
ception that the same rule was appli-
cable to all minds. 1t took for grant
ed that all minds of the same class had
reached corresponding stage OF de-
lvelopment But this was a psycholog-
| ical error. 1t took no note of the
mental status of each child. And
hence the instruction was not adapted
to the growing organs of each individ-
ual And in consequence, much of the
school work was wasted.
The true educator will recognize the
principle of mental growth, and will
not attempt to force upon the childs
mind subject which it has not yet
the capacity to receive. Such attempts
are not only wasted energy, but are
an injury to the child. How often do
we see a child manifest decided dis
taste for a certain subject. The reason
for this in many cases, is undoubtedly
that the subject has been forced upon
the child, before the mind has been
sufficiently developed. 1t is no part of
the educator to compel, but to lead
and to guide The mind is thing of
growth 1t develops according to GER
tain immutable laws and the intelli-
gence of the child, conforms to those
laws. This principle of development
must be taken into account if the best
results are to be obtained in the school
room
At the same time it is true that the
mental faculty, dependent as it is on
the growth of the nervous system, de-
velops slower or faster according as it
is surrounded by unfavorable or favor
able conditions, just as planet is in
fuenced in its growth according to its
surrounding conditions. Can the edu-
Gator furnish conditions favorable to
| the mental growth of the Individual?
We think he can. In fact, in one res
pect, it is the only thing he can do
He has no power to put new germs
into the plant. The plant is not the
product of an accumulation of proper
i ties received from without, but it is
the unfolding of original germs inlaid
/ in the seed. All the horticulturist can
do is to supply the conditions favor
able to its growth. The educator can
do nothing more with the mind With
inorganic matter we increase its size
and strength by patching on additions
But this is impossible in the nature
Of the case, with a living organism,
and the mind is a living organism.
An organism capable of growth, not
by addition, but by assimilation. A
theory of education which has for its
main purpose the gorging of the mind
with knowledge does not necessarily
haAh WV ihtSiSNt' III tlutH IL lOO VI
ten weakens it. 1t produces a sem
blance of culture but not real disclp-
line. II puffs up the intellect, but does
not give real power.
The primary aim OF education is not
the accumulation Of knowledge, but
rather the accumulation OF power, The
teacher needs to be impressed with
this fact. The important question in
the teachers mind ought to be, not
how much does the pupil know. but
how much have the mental faculties
been disciplined II Is Of secondary
Importance whether the pupil has
mastered his lesson or not. But IL Is