JAMES WINNE. 267 



mind both to generalize and to analyze. This power is 

 known as the reflective faculty. 



And, finally, we discover that the mind is capable of 

 conceptions not furnished by sense. Such are the ideas 

 of being, time, space, personal identity, number, cause, 

 the right, the beautiful. These conceptions are ideas of 

 reason rather than notions of the understanding. This 

 faculty, whose function is original conception, has been 

 styled intuitive faculty. 



In passing, we desire to observe that years gone by 

 have witnessed vast expenditure of energy by the 

 teacher on the faculty of intellect alone, with very little 

 or no effort to arouse the sensibility. Had a portion of 

 the same energy been intelligently devoted to arousing 

 the child's sensibilities, we are confident the teacher's 

 failures and the child's sorrow in their combined ex- 

 periences would have been vastly less, and their joys 

 and their harvests vastly greater. The clergyman and 

 the pedagogue alike seem to have assumed that intellect 

 was the domain of the pedagogue, and one to be un- 

 molested by the clergy ; that sensibility was the realm 

 of the clergy, and one to be undisturbed by the peda- 

 gogue. 



Observation in later years reveals the fact that both 

 the clergyman and the pedagogue are teachers and that 

 both should seek the development of the whole man. 



While it would thus seem that memory is regarded 

 as one faculty and distinct from all other faculties, it is 

 quite otherwise. Memory, instead of being one faculty 

 and distinct from all others, is really the condition 

 necessary for all mental activity, even to the general 

 faculty of presentation. Were it not for memory, we 

 could not even perceive, because we should be unable 

 to compare the mind's present experience with any past 

 experience. 



Again there are two general phases of the memory, 



223 



