PRESIDENT’S ADDRESS—SECTION J. 163 
stag» of spontaneous observation and of impressions in the 
concrete; and it is the necessary grounding for the artificial 
education in things. The pre-school education consists in de- 
veloping the articulate capacity, in cultivating an interested ob- 
servation of surrounding persons and things, and in connecting 
names with these various objects. The further these three 
branches. have gone, the better is the child fitted for the more 
methodical instruction of the school.” Nothing should be at- 
tempted in the way of schooling but such mechanical acquire- 
ments as reading, writing, and spoken language, whether the 
mother tongue or a foreign one. This lustrum is also cha- 
racterised by the predominance of that division of mind called 
feeling or emotion. That it should be so is only natural if we 
bear in mind the characteristic anatomical development of the 
cortex of this period of life. Reference is made to the large 
extent and comparative maturity of the sphere of bodily sensi- 
bility. The fact that all expression of feeling has its muscular 
equivalent, and that it appears early, seems to justify the 
opinion that this portion of the cortex is largely concerned in 
its production. It has also been noted that stimulation of it 
by electricity always produces definite muscular contractions. 
The muscular expression of feeling is generally manifested by 
small and easily moved muscles, such as those of the face and 
fingers. Herbert Spencer points out that in animals other small 
muscles are employed, such as those that move the ears and the 
tail. The regulation and guidance of feelings into appropriate 
channels should also be objects of endeavour during the early 
stage. And, as Bain points out that the feelings of pleasure 
and pain are the most fundamental incentives to action, it would 
follow that efforts should be made to make the educationally 
desirable, also the personally pleasurable, and wice versa. 
The second lustrum is characterised anatomically by a larger 
proportionate development in the association areas situated 
between the sensory spheres. The growth in bulk of the 
brain is small, and not at all comparable to that of the 
early stage just mentioned, Specialised growth, however, 
continues, and the tissues still remain extremely plastic 
or impressionable. Education in a more technical sense 
is now permissible, but it must be of such a nature 
as to be suitable to the physical development of the cortex. 
The tissues being at their most plastic age, it is impor- 
tant to impress them in certain desired directions by stimuli 
of considerable intensity. And the energy of the stimulation 
will leave an impress on the tissues, even though the subject 
may be distasteful to the pupil. Hence we see that the cha- 
racteristic attitude of the teacher towards the young at this stage 
is a dogmatic insistence—a method learned by experience to be 
suitable. Efforts should be made to establish a habit of 
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