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140   HISTORIC GROWTH OF DIAN.

form its abstract ideas by seeing them embodied in concrete objects. During the first ten years of the child's life the chief instruments used in teaching are object lessons, conversations and industrial plays. Yet it is best for the average child to learn the alphabet soon after it has learned to talk fairly well. The table of studies gives a sufficient guide for subdividing the many topics required in the detailed work of the school room. Each text-book must contain a more extended analysis of its special subjects.

This perfect plan gives four hours a day for intellectual culture, four for social and four for industrial culture. The four groups of ambition, industry, wealth and commerce exert their influence directly on the muscular system, and their culture therefore belongs to the physical side of education. Yet more or less physical labor is used as a means of teaching in the other groups. When night comes, we arc eertain that every faculty in every one of the pupils has been brought under systematic training. We have not proceeded upori guess work, nor relied upon good fortune. We have insti uted a direct relation and correspondence between each part of the school and the plan of the human mind. In no other way can we secure integral culture with certainty.

The kindergartens, the Quincy schools and many others have illustrated some of the methods by which the different branches of study may be made ex

DIVISIONS OF SCIENCE.   141

It is not " moral education " or " technical education'' or " intellectual education " that we need. None of these partial remedies will answer the pressing demands of this age. It is integral education only that can save civilization from social paralysis, from intellectual dry-rot and from industrial convulsions. When all the twelve fruits of the tree of life shall have a true culture, then indeed will their rich flavor bear the strength of "healing to the nations."

THE STUDIES IN OUR TABLE have been ar

ranged with reference to their direct bearing on the practical departments of actual life. Art, letters, science, culture, religion, marriage, familism, home, commerce, wealth, industry and government-all these are the concrete realities of life; they touch the questions of our daily happiness; they sum up the vital interests of the individual and of society_ .

The common divisions of knowledge do not respond very closely with their actual use in the work of life. Yet they are of value because they show certain and extensive relations which exist among the laws of nature.

DIVISIONS OF SCIENCE.

MATHEMATICS:

BIOLOGY:

PHYSICS:

Geometry,

Mentology,

Cosmology,

Spacics,

Physiology,

Chemistry,

Arithmetic.

Botany.

Dynamics.

ter mely interesting and attractive to the minds of

 

SUBDIVISION OF THE ABOVE.

children and youths. But these schools did not ar

 

MENTOLOGY:

COSMOLOGY:

range the studies so that they would accomplish

 

Psychology,

Geography,

the central work of systematic culture for all of the

 

Sociology,

Geology,

faculties.

 

Economics.

Astronomy.


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