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WAR'ERSCMS: ' Middaugh House Stables. OUR FULL LIKE OI" DRUG STORE DISPLAY 8'4 l 9’ l the leisure hour. able it may be but dispensible, I wi l to show you that every step of real lgrowth from the cradle to the grave 0 _~.-._ -e -._. .. _â€".â€"_...._ ~_ iofwhich all thought is built, they are something you never actually grasped l and something you never will grasp. 1 Like the atomic quantities in chemi- istry they are impalpable to human ;sense. We shall for our present lpurpose then disregard these and i come to what we shall call perception. 1‘1 see a book or any other object, this [is a perCept. 1 learn any fact or ‘truth from whatever source and we ishall call it for our present purpose a percept. New I can nOt only per- ? ceive but I can recall my perceptioxnsi ii. e. 1 can remember. To some lof you it may seem that your main ‘ business as teachers will be the cul- j'tivating of these two powersâ€"per :ception and memory. So far is this 'from being the case that these two faculties merely give the cruue Stuff on which the teacter is to work. Even were these powers trained to the full and no mental activity awak-y ened besides, all the accumulation would no more make an education than the piles of stone and brick that ’ lie on the street would be ai house. The general an the battlefield ‘ might have bOUk knowledge in plenty, 5 might perceive the situation and re- member all the experiences of the past, and yet if he had not some! ability to adapt himself to the cir-‘ cumstances, with all his knowledge he would be but a mere child as an oflicer. The teacher that is full of theories, but resourceless. will face a task that will be hOpeless. Now this power that constructs and compares is what we call imagination. Dr. Bain says, “ it rises above perception and memory in being a. constructive faculty,” and Sir \V. Hamilton de- fines it as “ the representative pro- cess, plus the process to which I would give the name of the compara- tive.” You will see then that every Stage of mental progress depends on the exercise of the imagination. The little child sees a dog passâ€"a vivid impression is made on the mind which it distinguishes from and compares with other perceptions it has had. It sees the dog again, and memory brings back the former impression and the imagination comparing the two identifies them. It bears the sound DOG, and.now with a great effort of its little mind it constructs in one whole these impressions made, one through the eye and the Other through the ear, and advances to the important discovery expressed in the statement "this is a dog.” What, power gave this knowledge? Per- ception could not do it. for it deals wrth each particular presentation, one through the eye the other through the ear. Memory could not do it, for it is only perception revived The power that knit all in one wl ole and gave the first step in mental growth was none other than imagination. At every step of mental grOWth the scope of this power keeps widening. In the nursery there is the building of blocksâ€"the attempt to work out certain designs with the materials at hand. The playing horse or the imi- tation of the acts of those about them are all exercises by which the imag- ination is strengthened. IMAGINATION AND CRAMMING. At this stage they enter the school and the process of education without break should advance in the same line. As through the imagination the child has already learned to iden- lily certain things with certain sounds. so now the conStructive work goes on identifying these Same ob- To some of you itmay seem as if imagination, moving in a sphere which is to some extent ideal, should occupy a secondary place in the work of education. Like-Herbert Spencer. you might give the position of emin: ’ ence to scientific fact and relegate all that has to do with the imagination to 3 the playground as " amusement for My purpose to- day is to show you that the imagina- ition, which is all important for the l poet and the novelist, is also the ! prime qualification for the teacher“ iSo far from being an addenda, desir- t is made through the exercise of this lull-important faculty. To get a clear 3 hold of what I mean. we shall look for a moment at the human mind in its process of acquiring knowledge. Starting at the very beginning, you will see set down as the elementary material what are called sensations, simple bare feelings of color, hardness or such like. Now you must keep in mind that. though these are always talked of as if they were the stuff out Jects and sounds with certain letter combinations. So step by step as education advances the‘ construCtive l i _ ‘A L‘ A work grows in complexity, building llUL merely With things and wands and words but with the full range of human speech as the expres- sion of escry variety of human thought and sentiment, but no matter how complex the material, education goes as fast, and no faster than the mind by its own efiort builds the ma- terial provided, into the structure of its own thought. To crowd materials faster than thev can be assimilated or H to cram ” is to kill the imagina- tion and stifle all intellectual activi- ty. Sometimes this cramming shows its evil results in an utter loathing of all study. just as the person who has once been surfeited hates the approach of the food that caused the Irain; sometimes its evil fruits are ~een in a. death none less certain though slower in its steps. The pupil takes to gulpingâ€"seeks know- ledge on every sideâ€"till it"may be he grows to be a walking encydopoedia. But the-more his mind f _ An Address by Rev. Mr. Farquharson At the Teachers’ Institute. m IMAGINATION IN TEACHING IMAGINATION DEFINED. IMAGINATION AND HISTORY. ’ But to come to the teaching of the subjects that are set down in the school curriculum. \Vhen I was in the profession nearly a quarter of a lcentury ago I often heard it said that hiStory was the worst taught subject in the school. One teacher in a neighboring section had the pupils memorize Collier word for word and lthought he a as teaching history. . Another had a list of leading events that were memorized with the dates attached in much the same way as you might name and number the bricks in the w,-all and sne called that histmy, and pupils hated it and asked the natural question, what is the use of history? I cannot enter into details but how can one teach history unless he can throw himself into the motives that moved the dif- ferent actors and feel the aspirations for life and liberty in all the stiuggles of the past. But to have that you must have an imagination well train- ed in all that makes for pmgress in human life. And y et so many teach- ers say they have no time {or this and pe1sist in meeting the children’s c1y for b1ead with the bare bones of the lifeless skeleton. . IMAGINATION AND MATIIMETICS. MathematiCs especially is a subject that cannot be grasped without imag. ination. Take the 'simple problem of consu'ucting 011 a given straight line an equilateral tr1angle. \V’ithout imagination, you might make sundry attempts and might construct some- thing approaching to the requirement but it is only a haphaxzard process. Now the man with imagination train- ed sees that any two of the sides will be radii of a circle drawn with centre at the angle where they meet at the distance of the given straight line. In imagination he sees the circles drawn and the points of section join- ed and already the work is done. Deductions are set down for the very purpose of drawing out the imagina- tion of the student, and yet I am told that some do no deductions and fancy that because they can repeat some propositions as set down in the book they are mathematicians! IMAGINATION AND MORA LS. It may seem to you, before you reflect on it, that in the matter of right and wrong we have a Sphere Where, at least, there can be no play of i lagination. You tell me right is right and wrong is Wiong absolutely and invariably Now I grant that the principles of morals are absolute. as absolute as those of mathematics, but that does not lessen the need for imagination to grasp these principles. Our dealings with our fellow men are all determined by our power of putting ourselves in the other’s place and thus understanding the Other’s feelings. I do not need to tell a body of teachers how hard the task is of thus leading one to see the rights of Others and his duties to them. Every day will supply you with examples. Do you ask how this difficult lesson is to be learned I would say through the imagination. Your power of acting kindly towards others will be in prOportion to your power of imag- ining yourself in the Other’s place. To this faculty the Golden Rule makes appeal when it lays down the law, " All things therefore whatsoever ye Would that men should do unto you do ye also unto them.” Nay, the teaching of Jesus makes a claim on the imagination still higher when He presents Himself as the model for our action in the law, “ A new corn- maudment I give unto you that ye love one aucther as I have loved you.” The problem thus suggested of .. What would Jesus do ?” has bet-u the subject of deepeSt interest, and to this very hour some of the must popular books published are those that attempt a solution in terms of modern life. Now the work of the teacher in training in morals is not merely to help to awaken the imagination to see the right but also to help each to stand in a right atti- tude to that right. I shall n0t enter into a discussmn of the wide subject of the means of enforcing discipline. 1 shall presume that nothing has yet come altogether i0 supersede the old prescriptionâ€"” A whip for the horse, a bridle for the ass and a rod for the {001’s back,”â€"butI would say that little success will be attained if all pupil's are summarily put into the latter class and tieated accordingly. The task for the teacher 1s to awaken the pupil to see the right and to make him willing to do it. The .power of all powers which you are ito wield for that end is the power of the imagination Let 1116 refer you ,to two classical examples. One isl And so the tragedy of life is run out till the sad end faces usâ€"â€" “ The lamp 0 erswims w ith oi1,the stomach flag 8 “ Loaded with nurtuxe. and the man 3 soul dies.” with facts the less he 18 able to use them. You see an ever growing appetite for BOlneChlflg to know. and are even lessening power of individ- uality. till the man is crowded out Fwith the accumulations of his own industry. Opinions he can quOte by the score but conviCtion and reason of his own grow less and less till you see some such men, with their splen did equipmentof knowledge, utterly helpless in any practical situation. Do you ask Why? The cramming has strangled his imagination and killed the man. Is it any wonder if some of the boys called dunces be-‘ cause they could not be “ crammed ”i are mercifully preserved for thel world’s good through what was called their Stupidity ? I shall qume you a few lines from Browning’s “ A Death in the Desert.” For I say this is death and the sole death When a man’s 1083 comes to him from his gain. Darkness from light, from knowledge ignorance And lack of love from love made manitest. A lamp’s death when replete with oil it, chokes, A stomach’s when surcharged with 1000. it atarves. " lesson athan gave_ to DaVid to “ He who feels contempt For any living thing, hath faculties ' That he hath never used. and thought with him Is in its infancy ” Above all if you would have imagin- ation strong and pure it must spring from a manly noble life. These fruits of Paradise neither grow in the gin-palace nor in the ball-room. "A pure heart and a simple manly life alone can reveal to you all that which seer and poet saw." IMAGINATION PERVERTED. And now in the last place let me give you a word on the great. danger facing us all of perverting inscead of educating the imagination, When the sacred writer wished to present {age who has not read Shakespeare should be kicked into the Atlantic ” I am suxe you will all 1ealize that however heroic the treatment it would do little to help the situation. I would rather to-day, feebly and imperfectly asit may be. do my best to show how that rare power is to be acquixed I shall not burden your memoxies witl/a vexy iong list of directions. but if I must tabulate my prescnp: tion by firstly, secondly and thirdly I would say the first rule is “ Exer- cise it,” the second is “ Exercise it ” and the third is “ Exercise it.” You can get it in no other way. “ You learn to play on the harp by playing on the harp.” “you learn to build the house by building the house.” and you can only learn to build the house made without hands by build- ing it. Were I recommending books to read I would say read books that mouire you to exercise this faculty. Nothing is so deadening to the imag- ination as reading a kind of litâ€" erature that needs no eliort to grasp but which can be drunk in, in its tears and laughter just as you quoif your cup of tea or lazily bask in the sunshine. I remember seeing some- where in Ruskin a statement which may startle the fair portion of my hearers The statement is to the effect that the reason why women are so cruel is that they have less imagination than men. Well com- parisons are odious and I shall not draw them in this case, butif you think women are angels listen on the next occasion when one, in good earnest, lets her tongue loose on an- Other and you will see that even in her the tiger is not all dead. Well if there is anything in Ruskin’s hint that woman is less highly gifted with imagination than men, it is largely due to their persistent. reading of a class of literature that can be drunk in without any exercise of the imag- , ination whatever. Learn to read, amongst novels, those that give an education in charaCter, that force you to reflect. and that help you by reading to enJoy something better. l Read and digest poetxy and the best . classical poetry, 11 inch cannoc be read without. every step of the way being paved by you own imagination. Know men, know thyself, know na- ture in all its principlesâ€"the space relations as seen in mathematics, the principles of life as seen in society and the Struggle of the ages as re- corded in history. More than all read it all with kindly eye. Nothing helps the imagination like love. Wordsworth says :â€" a picture of the sinfulness of the whole human race before the flood he uses the startling words “ Every imagination of the thoughts of his heart was only evil continually,” and when ever the imaginatian is perverted there is the brand of deep- est degradation. The man or woman who feeds a diseased imagination is Spreading the venour of the serpent. I realize to the full your earnest de- sire to fill the mind with things that are ‘° lovely and of good report.” and yet in your very anxiety to r00t out the? ill there is danger lest you, all unwittingly, may be the occasion of suggesting thoughts that are not for health but for sickness. I shall indi. Cate just two ways in which you are in danger of erring in this regard. You may. in the first place, through an affected modesty suggest visions which your very shyness confesses yourself behold. Were you driving along the road and all at once your horse sprang to the side, every eye would be turned to see what made After what I have said the question may be asked, What shall be done with a teacher who has no imagina- tion? The late Dr. Blackie, of Edin- bu'rgh, in his inimitable way once said. "Any man seventeen years of lead him to genuine penitence. It would have been easy to come with a broad denunciation. telling him in thunder tones his iniquity. but that would never have moved his heart. You all remember the delicate way in which the prophet awakens his conscience through the imagination in the parable of the "Ewe Lamb” till EDavid’s anger was kindled againSt the man that did such a thing. This done, the task of applying it-is easy for the application enters by the door the imagination has opened and car- ries the irrestable conviction "Thou art the Man.” The other example is the way Jesus took to teach the lawyer “ who is my neighbor.” You all remember how the imagination presented the man robbed and wound- ed on the way to Jericho, PrieSt and Levite passed him by, till the Samar- itan came along. bound up his wounds and took him to an inn and took care of him, and now the ques- tion comes “ which of these three thinkest thouwas neighbor to him that fell among the thieves.” and even the hard heart of the Pharisee is con- strained to confess, “ He that showed mercy on him,” and the answer comes “Go and do thou likewise.” That lesson is a living lesson to-day. Stir the imagination and you give a lesson that will grow in power with the years and be handed down to mould the hearts of unborn genera- tions. IMAGINATION AND ITS EDUCATION. WI-WH, On proper occasion say with Paul “ 0 full of all guile and all villainy thou son of the devil.” If need be de- nounce your Caliban as “ A fueckled whelp, hag born not honored with a human shape.” but if the occasion is unworthy of the use of any such words, as most occasions are, then be silent, at least never try to shelter your poor soul by saying: “I did not say any bad word anyway.” I must confess it is always a peculiar irritation to me When one appeals in that way to my imagination. It is saying in effectâ€"“The word is too vile for me to utter, but of course you are so familiar with it that you can easily supply it.” Thus you force the listener to trail his own own base imagining. I entreat you be men and women and when you dare not Speak the word do not meanly insinuate it. Ladies and gentlemen I have to apologize for the length at which I have spoken. I thank you for your kind attention, and in conclusion would in one sentence express my conviction that all ,good‘education is imagination well directed and all bad education is either imagination ne- glected 'or imaginetion perverted. bâ€", and So forth ad nauseam and fancy it less gross than saying 'dam- med’ or ‘devil’ or ‘bitch’. Yet ifyou will reflect. the very contractions are an exercise of the imagination and if one wanted to print such words and the thoughts suggested in the mind he could devise no better Way than by giving the exercise of working out such contractions. Let me say if it is right to use the words at all. and all those words have a proper use, give them their full sound. With Shakespeare in the might of passion say Compare this view of nature with that given of the same tale by Ro rer of \V endovei, about 17:11)}ears after Leol'rie. His tale is as follows:â€" .. \Vhereupon the countess beloved of God loosed her hair and let down her tresses , which covered the whole of her body l1ke a veil. and then mounting her horse and attended by two Knights, she rode through the mark et place without being 8:56:11 ex- cept her fair legs. ” You will notice here there is no proclamation to stay in, no sense of shame because there was no nakedness and no peeping. Attended by two Knights she rode and no eye was 1na1red, no soul stained Which of these tales gives the highest ideal of purity? Is it not the second? So long as we see natu1e in her nakedness and behold visions that make us shrink. so long will we reveal a nakedness, not of the body but of the soul. and so long will the sad t1agedv’ be 1e enacted of eyes peeping and the concelling of a sense misused. Ladies and gentle- men. on the one who shrinks in shame Where no nakedness is I can look only with feeling of deepest pity, but before the man or woman who faces all facts of human life and yet is not ashamed, I lift my hat. in honor of the purity of heart that has seen all nature laid bare and yet needeth not to be ashamed. The other way of pervertiug the imagination to which I would refer is that of giving exercises in imagining words that the speaker thinks it more modest to suggest than name. People say dâ€"d. dâ€"l, Thus the summons luns but as might be expected. I am to tell you, is none else than the Godess of Nature. We shall first‘ look at the tale as Tennyson gives it. Godiva in the poem was wife of Leo- frie King of the Mercians, who for iove to the peOple of Coventry he. sought her husband to relieve them of the tax that was Oppressing them. He is the very picture ofan unkempt boorâ€"“ His heard a foot in front of him, his hair a yard behind.” The condition he exacts on which to re- lieve the tax is as iollows :~â€"- “ Ride you naked through the town “ A ml 1 l‘upmtt. it.” She gets his consent to do it and the heralds peal out the message that: Why should the meeting of the living bull, or calling him by his proper name, make -you shrink. or for a moment seem as a revelation of nak- edness? Why must people say limb instead of leg and so on? To the pure all things are pure, and no truth is more needful to be impressed than that nature. in all her parts and pro- cesses. is holy. Let this thought fill your minds anu in the purity of your own hearts you will help others to be pure. Allow the thought to enter that all around there is nakedness and shame and yoiir own shrinking will turn curious eyes to look and teach them to see the vision that made you shrink. The different ways in which nature may be viewed is well illustrated by two forms of an old fairy tale or more accurately of an old Saga. Let me say the tale is not a tale of a woman in the flesh but brings to us an old religious be- lief as to nature. Godiva. of whom the pony shy. So every time you shy in dealing with something that has in it no cause for shame.g every time vou see in nature nakedness where no nakedness exists, you turn every prying eye to see what could have been in your mind that made you flinch. Why shzuld there be the semblance of a blush at reading the lines. 'â€" " And the cruel rocks that gored her side “ Like the horns of an angry bull. ” ()nu low churl compact of thankless (earth, 'l‘lm fatal bywmyl 01‘ all years In come, During: a little auger lmlc in {our l’ccpudâ€"lmt his eyes before, Ilu-y lnad their will Wen: slu‘imllml into darkmws in his lwml. A ml dropt before. him. So the puwurs wlm wait 0n noble «lords cancellwl :l .wnsu misused " Street, , X0 eye look down, she passing : but that. all Should keep within, doors shut and windows barred.” Asthcy lovedhex “ell . lrom then till noon no toot should pace the “ Lay on Macdufl and dammed be he “ That first cries hold! enough. ' Special Attention given to WEDDING CAKES which we shall tarnish on shortest notice. DURHAM, HIN D BROS. MO'PTO: "Always prompt. never negligent." Four years in David Jackson’s office in Durham ; '20 years in the same business at Hanover. That: experience should count for something, shouldn’t it. that is a particularly good snap It has fine barn, dwelling and other im- provements and one of {2.9 best pieces of bush in Benninck. Price about $2,000. I Have 100 acres illp’t now Farmers of South Grey TINTBD Cushions Tops. 25c. MISS BANKS will also give Painting lesson Tuesdays and Thursdays. Call and inspect goods as they are the newest. ”View?” 'mwr ~ warm McIntyre Block. Durham. Ont. NEW PATTERNS for Batten- burg and Point Lace. A FULL stock of Silkine, Em- broidery Silks, Fancy Cushions. Stamping Bone to Order. MISS EBanks -A‘ .__._ We have added largely to our stock, consiSting of Berlin Wools, Shetland Floss. Zeph- yrs, etc., in all colors. Prompt Delivery of all Goods. Fancy Goods NOVER‘ GET THE BEST IT PAYS . . . I lend money at lowest rates, smallest cost, shortest notice and on your own terms. All kfnds of debts and claims col- lected. No charge if no money made. Any and every kind of business transaction attented to carefully and .with stricteSt privacy. "‘ Do any of you want to sell your farms? Have you got; rich and now want to retire? Do you want to sell out and go “Vast? Do vou, for any reason. wish to sell? Then let me place your property on my list. No charge if no Sale. Iliave sold a great deal of land lately and have just now but. little left, thought, 1 al- ways have inquiries from pe:- sons wishing Lo buy. It will pay you to deal through me. Con. Knapp advertised his farm a long,r time 111 several papers but couldn't sell it. He plact‘d it with me and I sold in ab once. I have had many similar ex- periences. H. H. MILLER For Bread, Pies, Cakes, Buns, c. 3,13» "'1; .l ONTARIO.