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Show NUMBER 8. SALT LAKE CITY, UTAH, JANUARY 16, 1893, VOLUME IV, IX ITDTJCATIOX. error has been made the original M meaning of "education, that it has become tiresome, and we long to try the results of less educa-tioand more information. It is thought to be better for a pupil to find out a fact for hinself than to be told it. If so, the reason m ist be that thus he will remem ber it better or understand it better. I Jut the first reason is merely a concession to our poor memories, and as for the second it is no doubt true that we should understand our clothes, furniture and houses better if we made n "TProfkssou William James, in his recent work on psychology, s.ivs of memory: kXo one probably was ever effective on a voluminous scale without a hiurh degree of this retentiveness. In as in the theoretic whose acquisitions physiological the practical life, the man stick is the man who is always achieving and advancing, while- his neighbors, spending most of their time in lclcariiiii" what they once knew and have forgotten, simply hold their own. A Charlemagne a Luther, a Leibnitz, a Walter Scott, any example, in short, of your quarto or folio editions of mankind must needs have amazing retentiveness of the purely physiological sort. .Men without this retentiveness may excel in the quality of their work at this point or at that, but will never do such mighty sums of it, or be influential contemporaneously on such a scale." Jf it is true hat for broad effectiveness a rood memory is necessary, it is more obviously true that it is necessary for that attractiveness and culture - I which come from a widely. and ready knowledge of the present and past. We hear to much of the mental "drawing out" process which, by a curious ex-tend- ed Rousseau's ourselves. them Kmilc, who is to find out every-thin- " for himself and be told nothing, would fare about as well in our intellectual world as a Robinson Crusoe in our world. and It is true that paragraph recitations, unless they are merely for strengthening memory power, are vicious; but there are two ways of escape. coin-meici- al rote-learnin- g the modern objective method: the other is the (Irc'.'k subjective method. One is the synthetic method of the object lesson the other is the anialytic One is method of discussion and reflection. The Oreck scholars, your Plato and Zeno, did not get their education by object lesson, bv recording temperatures and test-ill- " strength of material; and had they been put through such a course of training, it is probable that the world would have been without a Plato and Zeno. Their intellectual growth was too rapid for such construct ive work in their Like plants in richly youth. manured soil, they absorbed the ready-mad- e material of the past. It is not for a moment to be denied that the keen discrimina tion and the quick perception encouraged by the objective method are of li ijrli value; this is the point of excellence in the new education. Our mistake is in supposing that this half of education is the whole if it. That something is lacking shown by cases of whicli the following is a too common example: A teacher of history in one of the prominent hiirh schools of the country was asked by the writer whether she thought that the scholars in her history classes remembered any considerable part of the history studied, so that i' suddenly called upon six months after the last examination they could tell The answer anything about it. was, No. She was then asked whether she thought that, although forgotten, the matter had become a useful or productive part of the mental liber. Again the same answer. It is from a kind of despair over this cram ming and forgetting process, that the objective method has been so much encouraged. It corrects the evil, but in a too costly way, by virtually relinquishing the l JJL.HJi'..iiilUJ",lM ..&. wj i",u iLMmiwii |