CHAPTER VIII.
ANALYSIS OF THE INTELLECTUAL FACULTIES, SO FAR AS RELATES TO THE CULTURE OF EACH.
It does not appear that any of our prevalent systems of education is founded upon the principle of bestowing distinct and systematic culture upon the several intellectual faculties: nor, in fact, have I known where to find well-digested or sufficient instructions of this kind, such as I might adopt in conducting the education of my own children. I am therefore labouring to supply what I have personally felt the want of, and I entertain the hope, that, on this ground, I may be able to render some substantial aid to parents and teachers.
It is true that, of late, attention has been given to the very important distinction between a blind endeavour to impart a certain amount of knowledge, on specific subjects, and that more enlightened method which, irrespective of the measure of attainments actually made by the learner, aims to give to each of the powers of the mind a training and a habit, such as shall secure to the individual the highest possible future advantage in the employment of whatever endowments nature may have conferred upon him: and yet, while the general principle has been adverted to, it has been but sparingly applied to the business of education; and scarcely at all followed out in reference to the mental powers, separately considered.
