>j6 iiULT.ETiN OF THE LAB(^RATORIES 



by inducing a judicial frame of mind, wliich prefers the right to the 

 wrong. 



In the normal child knowledge is accjuired first by observation — 

 through the senses ; this accjuisition leads to the development of that 

 complex series, the power of retaining, that of recalling, and that of 

 recognizing impressions, which altogether make up what is known pop- 

 ularly as memory. But in the process of mere aci^uiring, the observed 

 things are compared and in that of recognition, things or impressions 

 are recognized largely by their relations ; this involves the examination 

 of things apart from other things, of their differences as well as of their 

 relations, the formation of intellectual images and the separation of es- 

 sentials from non-essentials ; whence the wonderful and perplexing 

 queries with which a child assails those who can be reached ; all of this 

 leads to the formation of conclusions, of inductions, of general princi- 

 ples ; thence to application of principles to matters not so familiar — to 

 the formation of deductions and to the encouragement of a lively im- 

 agination. 



This briefly is the succession, whether the child be of savage or of 

 civilized parentage. How necessary guidance is during the unfolding 

 we know only too well by observing those who have not had it. Left 

 to itself the mind, seeing things wrongly, makes no effort to see them 

 rightly ; fails to apprehend their relations and makes inductions which 

 are absurd and are liable to become dangerous as guiding principles of 

 conduct. We may laugh or in better temper we may smile sadly as we 

 read of Kaffirs who worshipped an anchor as a powerful fetich, because 

 the man who had knocked a chip from one of the flukes, died sud- 

 denly ; or we may be amused by the folly of a savage, who recogniz- 

 es a demon in a gentle breeze, which, blowing on his neck, gives him 

 a cold ; but these can give a reason for their belief and conduct equally 

 good with that which most of us can give for many beliefs influencing 

 our action. 



Education is to guide in this process of develoi)ment, but creation 

 is not within its province; cannot give intellect or common sense; 

 but if rightly conducted it may strengthen feeble powers as gymnastic 

 exercises may make the left hand almost eciual to the right; it can take 

 the ill-developed entity with irregular surface, not to cut away or dimin- 

 ish any power but to strenghten those that are feeble. As a gardner, 

 desirous of gaining more shoots from the plant, spreads the crown that 

 light may come within and cherish the dwarfed buds, so educational 



