The work of Mr. John Hecker on _The Scientific Basis of Education_ shows to how great an extent a knowledge of phrenology and of the different temperaments may assist the teacher in the instruction and government of children. His work is worthy the attention of every teacher.
The chapters on "Normal Schools" and "Practice Teaching" are important. It by no means follows that, because a person knows a thing, he is therefore prepared to teach.
The art of communicating one's knowledge to others is quite a distinct acquirement.
No one who has compared the results obtained by teachers who have been trained for the work with those who have not can fail to appreciate this. We hope the time will come when all who occupy the position of teachers will be required to attend to this matter, and keep pace with the progress made in the art of teaching.
The chapter on cultivating a habit of attention should be studied by every teacher.
The freaks into which an uncultivated ear may be led for the want of attention will be best illustrated by one of the author's examples. A class at the high-school was required to copy a passage from dictation. The clause,
"Every breach of veracity indicates some latent vice,"
Every breach of veracity indicates some latent vice. Every bridge of rasality indicates some latest vice. Every breech of ferocity indicates some latinet vice. Every preach of erracity indicates some late device. Every branch of vivacity indicates some great advice. Every branch of veracity indicates some late advice. Every branch of veracity indicates some ladovice. Every branch of veracity indicates some ladened vice. Every branch of veracity in the next some latent vice. Every reach of their ascidity indicates some advice.
Every one who is called upon to give out "notices" or to speak in public knows full well how great a portion of what is said in the plainest manner is misapprehended for the want of this habit of attention.
The volume closes with a lengthy "Argument for Common Schools." It would be more properly called an "apology." His first point is, "that without common schools we cannot maintain permanently our popular institutions." The necessity of universal education to secure the permanence of our popular institutions is conceded by all. But education, according to the author's own definition, is the "developing in due order and proportion whatever is good and desirable in human nature." Therefore, not only the intellect, but also the moral and religious nature must be developed. This the common schools fail to do.