The Plymouth tribune. (Plymouth, Ind.) 1901-1911, 1910-06-02

true then mind according to thi,
school OF thought is a "conglo-
meration of nothings in rapid vi
bration." And who will no
deny that this statement is moi
far from right in many demon
strations. On the other hand the
ldealistic school under the leader.
ship of Bishop Berkeley, the father
of modern Idealistic thinking de.
clares that mind is every thing
and that nothing has an exist
ence only as it is thought
While another member of this
same school comes along and de-
clares that everything is mind
whether we think it or not. That
there is a great universal mind
and that we are simply individ-
ualized universal mind and that
we are great only as we have
the power to exercise our mind.
That the measure of every man
is mind. But after all we know
that man is mind and body and
both OF these must be reckon
ed with.
The best statement that we
have now of the educational
conception is that given by Prof.
Horne in his book "The Psych-
illogical Principles of Education
In this book he declares for four
methods of procedure. He
claims there ought to be an ed
ucation which will teach the spir-
| it OF man. He thus makes a
two-fold division of man
and requires a two-fold method
in his education. But this es-
tablishes a duality that close an
alysis will not support. Must
there be an education for the
mind and the spirit of man!
Are the two so different that they
require two processes when the
training of education is begun ?
What is the difference between
the mind and the spirit of man
The mind of man is not iden-
tical with the brain OF man. Is
not the mind the power that does
the thinking by using what we
call the intellectual faculties? Is
not the mind of the thinker, the
atmosphere in which the thinker
does his work. What is the
spirit OF man but the mind or
the being that feels, thinks and
wills through the operations of
the mind using the brain as the
instrument of thinking? The
spirit of man is the thinker, the
being back of the brain, the
personality which in its self
conscious and self determinative
existence expresses itself through
the faculties of the mind and the
operations of the physical brain.
The mind and the spirit are
one and so related that they do
not require "a different process
OF education to develope them
unto their fulness.
The problem then OF modern
education is not that of the Ii
brarv. nor of the labratory, nor
of the education of the central
nervous system. nor of the train
ing of the faculties OF the mind
but rather OF the personality OF
man, that self-conscious, self
determinative being who sits at
the center of mans conscious life
using this physical as an instru-
ment of expressions OF himself.
In his going forth on the high
way of knowledge he must be
predisposed towards the truth
and against falsity and have an
affinity for the right and against
the wrong if he is to find his
way with any certainty through
this world. The goal OF educa-
ton must surely be that OF the
personality of man. Without
this it falls short and marks IT.
self with failure.
Nv student who went down
to take his training in the city
of Heliopolis, the city of the Sun,
did not know what was before
him and it was better that he
did not know. But this one
thing he did he took with him
one thing that determined his
future. He took a strong person
ality. When we speak of per-
sonality we mean two things,
first, self-consciousness and sec
ond self-determination. These
two constitute personality. 1t
is out OF these two elements CT
mans being that the moral life
arises and by which we become
moral beings.