The Newberry herald and news. (Newberry, S.C.) 1884-1903, 1898-01-11
Education In Our Schools.

space IN your popul u organ, wish to
submit TO the public few remarks on
q subject Of interest to us all-oduca-
tion in our schools
| Whit are the esq initial clements of a
succcs' ful school?
There arc ovide ntly thu 90 parties
whose cooperation conditions success.
These are tho patro, ., pupils and teach
or. according as ech appreciates and
strives to honor is own peculiar re-
sponsi )ilitios, just far may he antici-
patio realization of his ambitious
hopes.
TO tlo patrons l rgc tho Importance
OF not styling the promptings Of that
parent al instinct which constrains q
father to desire in MS son a more per-
fectod objectificaticn Of that manhood
no nj, isclf should possess. But are not
many content with retrogression in
this aspect? Drubtloss wo would
ascrib' this to lcthsrgic Indifference in
some. Others seem to have better rea-
sons. They claim that an education is
| v,
and that from standpoint OF utility it
is moi altogether Indispensable. TO
disabu SO your minds Of this dclusion,
invite your attentit II to consideration
OF some OF tho rea sons for, objects of,
and means to gool education.
| Again, to the pup lis themselves o few
words 1t has bcor said that man Is in
q sen: o tho author Of his own destiny,
that IL, his own actions arc themselves
means for the cor summation Of what
he Is finally to attain. Whatever voli-
tlonary activity is yours, remember
that whilo you may regret the past, de-
sire the impossible, and p,ssfi'1ft pSajssfi Tor the
future, only preso,attimo and opportu.
MINUS are yoSls in this sense. Ii then
] Sou'A Asm hition !e not extinct or cncr-
gies dormant, DO faithful and diligent
In your present duties. The present
effects tho character OF tho future and
ltsc'f glidcs into tho past.
1t Is our purpose now to discuss tho
nature OF tho mind itself, its develop
ment, and means Of facilitating said do
velopment.
The mind, then, is simple entity
having conscious moods. These arc in
tuition, perception, memory, and rca-
son. Tho exercise OF these results in
tho emaneatiOn Of ideas, aud conse-
quent psychical growth. In othor
words, speculative ambition Is quality
OF mind per SO, hilo accompanying
dovcl' pmont Ia IN acquisition per
accidt us.
OF jhcso powers tho first to DO no,
tlced intuition. While scnse pcrcep-
tion nay occasion the awakening OF
our iIItuitions, the lattor arc sclf-evi,
dent and should lot DO classified as
sense perceptions Wo arc endowed
with certain intuit vc powers Of appre.
hcnsiCn Of necossal truths which can.
not be contradlcted and 80 require not
establ shment Su III are our notions
OF tine and space. On these first
princ oles depend al science and rea.
sonlni'. Hence, in them we have q
found .tion upon wl ich to erect durable
|
OFT 10 cognitive powers tho frat tc
be not ced Is tho ,esentativo, or per.
ceptiCl We note the distinction be.
tween subjective md objective con.
scious ness. When we are cognizant ot
tho Phenomena presented by external
realities we arc also conscious OF the
self. O. ego as being thus affected, and
1t Is tbs that enables us to distinguish
bctwe IN mind and natter, the ego and
tho NJ n-ogo Hence, opposition con.
dition OF consciousness.
BY sense perception is meant imme.
diato knowledge OF the present. Our
acquisitions by sense are directly de.
ponde upon the amount of attention
they receive, which attention may be
described as tho mind powor of volun.
tary concentration at any time upon
ono fact OF consciousness to the cxcli.
sion o. others. Tie extension OF our
knowi edgo is IN inv erso ratio to its in.
tention.
We arc cognizant then, OF external
rcalitice as their qualities arc present,
ed to us through tho general functions
Of neural sensation in tho organs OF
perception. According to Hamilton we
do not merely conceive and believe an
object TO exist but rather perceive and
know 1t to exist
But are our fields Of knowledge lin.
tied 70 the narrow confines Of the pros.
ent, since such seems to be an indis'
pensible condition OF consciousness? I,
is true that we are cognizant Of presen,
moods, yet conspicuous among these Ia
the faculty OF memory, through virtue
Of which information formerly acquired
Is potentially existent in the library OF
the mind.
The elements of memory are repro
duction and recoQnitioo. The essential
qualities have been distinguished by
Mr.. Stewart as susceptibility, reten.
tlyeness, and readiness. The first de-
notes acuteness O, perception and
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