EDUCATION AS A SCIENCE. 397 



is simply laborious to the indulgence of a taste or liking, is the fruition 

 of life. To emerge from constraint to liberty, from the dark to the 

 light, from monotony to variety, from giving to receiving, is the ex- 

 changing of pain for pleasure. This, which is the substantial reward 

 of labor, is also the condition of renovating the powers for further 

 labor and endurance. 



To come closer to the difficulty in hand. The kind of change that 

 may take place within tlie field of study itself, and that may operate 

 both as a relief from strain and as the reclamation of waste ground, 

 is best exemplified in such matters as these : In the act of leai'ning 

 generally tliere is a twofold attitude observing what is to be done, 

 and doing it. In verbal exercises, we first listen and then repeat ; in 

 handicraft, we look at the model, and then reproduce it. Now, the 

 proportioning of the two attitudes is a matter of economical adjust- 

 ment. If we are kept too long on the observing stretch, we lose the 

 energy for acting ; not to mention that more has been given us than 

 we are able to realize. On the other hand, we should observe long 

 enough to be quite saturated with the impression; we should have 

 enough given us to be worthy of our reproducing energy. Any one 

 working from a model at command learns the suitable proportion be- 

 tween observing and doing. The living teacher may err on either 

 side. He may give too much at one dose ; this is the common error. 

 He may also dole out insignificantly small portions, which do not 

 evoke the sense of power in the pupils. 



When an arduous combination is once struck out, the worst is over, 

 but the acquisition is not completed. There is the further stage of 

 repetition and practice, to give facility, and insure permanence. This 

 is comparatively easy. It is the occupation of the soldier after his 

 first year. There is a plastic process still going on, but it is not the 

 same draft upon the forces as the original struggles. At this stage, 

 other acquirements are possible, and should be made. Now, in the 

 course of training, it is a relief to pass from the exercises tliat are en- 

 tirely new and strange, to those that have been practised and need 

 only to be continued and confirmed. 



Before considering the alternations of departments of acquisition, 

 we may advei't to the two different intellectual energies called, re- 

 spectively, Memory and Judgment. These are in every way distinct, 

 and in passing from the one to the other there is a real, and not 

 merely an apparent, transition. Memory is nearly identical with the 

 retentive, adhesive, or plastic faculty, which I have assumed to be 

 perhaps the most costly employment of the powers of the mind and 

 brain. Judgment, again, may be simply an exercise of discrimination ; 

 it may also involve similarity and identification ; it may further con- 

 tain a constructive operation. It is the aspect of our intellectual 

 power that turns to account our existing impressions, as contrasted 

 with the power that adds to our accumulated stores. The most de- 



