Los Angeles herald., 1907-09-01
HOW THE REAL MERITS
OF EVERY CHILD CAN
BE AScERTAINED


Il ally awakening to the necessity of
some rational system of mental philos-
ophy which will explain the operations
of mind and its development. But mod
ern pedagogy has not progressed suf-
ficieptly to more than comprehend the
need Of this instruction. 1t has yet to
adopt the true philosophy to which
phrenology affords the key.
In all previous systems of mental phil
osophy human beings were always re-
garded as possessing about the same
kinds of sense, but varying in gross
it. Occasionally blank idiot was found
who seemed to contradict this notion, but
he was regarded as mysterious "dispen-
sation of Providence" and passed by as
something outside of the domain of edu-
cation and as not to be considered in any
philosophical system applied to so-called
rational beings.
vitosophy, however, has demonstrated
that human intelligence is graded in very
gentle degrees from the gibbering idiot
to the inspired sage, and that the kind
of sense differs in different individuals as
we'll as the amount of sense, and that
it is highly important that these differ
ences should be recognized In children
at the earliest possible age and that the
best possible development should be Sc
cured for each Individual according to
his special endowment of talent.
In word, this chronological system of
mental philosophy is the only one which
has ever dared to offer specific advice
to the individual according to his own
case and regardless of others. Inc
teacher who studies any other system OF
psychology learns great mass OF GIT
tering generalities and comes to the
school room the next day to discover
that he has not a single pupil to whom
he can fit his psychological theories.
When he studies phrenology, however,
all this is changed. He learns that there
is specific constitutional difference be-
tween the blue-eyed. sharp-featured and
delicately-organized pupil and the one
who has brown eyes, straight black hair
| and strong muscles. And he not only
learns that there is a difference, but ne
learns what that difference Is, and how
to use 1t to the best possible advantage
of both pupils.
| II Is a well known fact that students
who obtain the honors in graduating ex-
ercises are frequently eclipsed In after
years by those who were at the loot OIL
| the class on commencement day. rms
| has always puzzled educators, who do not
know that the pupil who possesses a
| large endowment of the phrenologlcai
organs of language and APPROPRIATENESS
! is always vivacious and talkative ana
gets to the front because he can tell all
he knows, and sometimes good deal
more. Close beside him sits thougnt-
full. executive pupil, who reasons We'll
thinks deeply, but is often disgusted pc
cause he cannot express his tnought.
His chronological organ OF language IS
low in development and he cannot ma
expression In words for his ideas. ln
later years the two pupils are brought
face to face with grave responsibilities
in when their intelligence and powers
are tested Here the pupil with small
language finds his opportunity lie is
a man of deeds. not of words, and MS
strong arm expresses the knowledge
which his lips could never utter, while
the more laxative pupil exhibits great
def,ciencv Of executive ability. In col
lege the boys were graded on their ability
to talk. In the world men are graded
on their ability to act.
The teacher who understands phrenol-
ogy does not grade his pupils in this way
He gives the talkative one full credlt
for all the knowledge he knows, but puts
him to the test of executive ability also,
and where 1t is shown to be uenc,eH.
he develops this quality as well while
the character Is formative A great many
hovs are practically ruined by high marks
In college obtained by superior language.
They show such a readiness to explain
correctly how everything -rought 10 De
done that the teacher never suspects tnat
their executive force is wanting ana
consequently they lose this part OF tneir
education, and often with brilliant col
leee record a student wonders and his
friends wonder. why he does not sue
coed. The fact is that owing to the
false system of psychology under wnlcn
he was educated his greatest weakness
was not discovered and his education
has really failed of his object
The chronological teacher knows tne
nupil A vitosophical examination at the
hands Of a competent expert is worth a
dozen wears of experiment and observn-
tion made without a knowledge OF the
principles of this science. l have ire
auentiy heard parents and teachers ex-
claim at the close of my professional
examinations: well, always knew tnat
that boy had peculiar ways, put Il never
understood him until the present mo-
ment. Now it Is all clear" Thus show
ing that the application Of phrenology
by an expert cleared up In few moments
mysteries of character which years OF
close and affectionate observation had
failed to unravel.
It is an interesting fact that both
teachers and physicians have appropri-
ated large masses of chronological facts
and principles in their daily practice
without giving credit for it. There are
numerous men of both these professions
who never lose an opportunity to decry
phrenology, who owe their professional
success to their adoption Of psychological
principles which were first announced by
Gall and Spenzheim. / have never yet
met an intelligent teacher or physician
who expressed disbelief in phrenology
who would not admit every important
principle upon which the science rests.
after fifteen minutes of skillful cross
examination
The worst grudge these people have
against the science is that it exposes
their own shortcomings. There is an
egotism in human nature which does not
like to admit that It can be exposed and
understood In the presence of the skill
full phrenologist all the DISCUSSES and
hypocrisies of life must fall. AS long
as phrenology is truthfully administered