EDUCATION AS A SCIENCE. 305 



class importance, except through derivation from them and the senses 

 together. 



The region of Fine Art comprises a large compass of pleasurable 

 feeling, with corresponding susceptibilities to pain ; some of- this is 

 sensation proper, being the pleasures of the two higher senses ; some 

 is due to associations with the interests of all the senses (Beauty of 

 Utility) ; a certain portion may be called Intellectual, the perception 

 of unity in variety ; while the still largest share appears to be derived 

 from the two great sources above described. 



The Intellect generally is a source of various gratifications and also 

 of sufferings that are necessarily mixed up with our intellectual educa- 

 tion. Both the delights of attained knowledge and the pains of intel- 

 lectual labor have to be carefully counted with by every instructor. 



The pleasures of Action or Activity are a class greatly pressed into 

 the educational service, and therefore demand special consideration. 



The names Self-Esteem, Pride, Vanity, Love of Praise, express 

 powerful sentiments, whose analysis is attended with much subtilty. 

 They are largely appealed to by every one that has to exercise control 

 over human beings. To gratify them is to impart copious pleasure, to 

 thwart or wound them is to inflict corresponding pain. 



Mention has not yet been made of one genus of emotion, formidable 

 as a source of pain, and as a motive to activity, namely, Fear or Terror. 

 Only in the shape of reaction or relief is it a source of pleasure. The 

 skillful management of this sensibility has much to do with the efficient 

 control of all sentient creatures, and still more with the saving of gra- 

 tuitous misery. 



Our rapid review of these various sources of emotion, together with 

 others of a minor kind, proposes to deal once for all, and in the best 

 manner, with the various educational questions that turn upon the oper- 

 ation of motives. We shall have to remark upon prevailing exaggera- 

 tions on some heads and the insufficient stress laid on others ; and shall 

 endeavor to unfold in just proportions the entire compass of our emo- 

 tional susceptibilities available for the purposes of the teacher. 



3. The Emotiox of Tekkor. The state of mind named Terror or 

 Fear is described shortly as a state of extreme misery and depression, 

 prostrating the activity and causing exaggeration of ideas in whatever 

 is related to it, It is an addition to pain pure and simple the pain of 

 a present infliction. It is roused by the foretaste or prospect of evil, 

 especially if that is great in amount, and still more if it is of uncertain 

 nature. 



As far as education is concerned, terror is an incident of the in- 

 fliction of punishment. We may work by the motive of .evil without 

 producing the state of terror, as when the evil is slight and well 

 defined ; a small understood privation, a moderate dose of irksome- 

 ness, may be salutary and preventive, without any admixture of the 

 quakings and misery of fear. A severe infliction in prospect will in- 



VOL. xiii. 20 



