THE KINDERGARTEN AT SOLARIS.
Among the important buildings at Solaris, we must consider the large,
well appointed nursery, kindergarten and mothers' club combined. The
mothers' club occupying a handsome wing to the main building. Located
just in the rear of the long row of palace homes, and connected with
them by a long, wide, many-windowed hall, it has proved admirably
adapted to the purpose for which it was built. This beautiful structure,
is environed by a lovely lawn, charmingly variegated with flowers and
shrubbery. It is surrounded on three sides, by a wide, low veranda, only
one step above the lawn. This veranda, except where a broad step
connects it with the lawn, is shut in by a tall balustrade. By this
means unguarded children are prevented from falling. A broad,
overhanging roof, of picturesque design, covers the entire building.
From the interior, many windows coming down to the floor, open on to the
veranda.
The entire floor space, the full size of the main building, sixty by two
hundred feet, is unobstructed by a partition. That portion devoted to
the nursery, is only separated from the kindergarten by a low
balustrade. A large skylight, in the central roof, floods this
extraordinary room with an abundance of light. Screens of thin, white,
silky cloth are so arranged, that this light may be regulated and
softened to any desired extent. The lofty ceiling is arched, groined and
decorated, very like a cathedral. The high walls are modestly tinted a
pale green. A broad, beautifully designed, exquisitely colored border,
in perfect harmony with the splendor of the ceiling, runs uniformly
around the upper walls of this delightful room, adding immensely to the
general artistic effect.
One peculiarity in connection with the floor, marks a wide departure
from the ordinary arrangements of a nursery or kindergarten school. Six
feet distant from the washboard, a depressed railway track, equipped
with long platform cars, ten feet in width, having their surfaces just
level with the main floor, describes a circuit of the room. Except at
the places of entrance or exit, this circular train or section of floor
on wheels, is guarded on either side by a low railing. These railings
also extend across the cars, far enough from the ends to allow a four
foot passage between each one. In material and finish, the floor of the
train is uniform with that of the room. The railings are all of polished
oak. Two cute little gates on each car open to the passage way at the
ends.
The machinery which propels this exaggerated perambulator, is run by
electric power. It is so adjusted, as to be perfectly under the control
of the nurses and teachers in charge of the room. The iron frames from
which fifty swinging cribs are hung, occupy considerable space on
several cars. These cribs are for the exclusive use of infants, too
young or too weak to sit up. The remaining space on the cars of this
infantile merry-go-round, which the mothers' club members have named the
Cargosita, is furnished with a remarkable variety of single and double
seats, made low enough to be comfortable for children from eight to
thirty months old. These seats are as artistic as they are unique! They
represent on a small scale, ostriches, swans, geese, dogs, goats,
horses, mules, zebras, camels, elephants, tigers, and lions; wagons,
phaetons, cycles, cars and a great variety of pleasure boats. The
seating capacity of the cargosita is about three hundred, the number of
children in the nursery and kindergarten, who are under four years of
age. Older children become inmates of the regular schools.
The cargosita, when ornamented with a profusion of silk flags,
resplendent with gaily colored ribbon streamers, handsome mats and a
choice collection of small potted plants, palms and flowers; becomes a
thing of beauty, well calculated to capture and fascinate the childish
heart. When the train is in motion, gaily spinning around this
five-hundred-foot oval; the cribs and seats filled with bright happy
children, smiling and crowing, their chubby little hands clapping in
unison with the measure of such exquisite music as is discoursed by a
giant orchestrion, or the electric piano, the vision becomes the
loveliest and most inspiring one of a life time!
When we consider the cargosita as an instrument for education, we find
that it is even more potent as such, than as a thing for amusement. For
the purpose of educating the senses, thus laying a sure foundation, for
a broad, healthy, harmonious, development of the mind, it is invaluable!
A child is the repository of infinite possibilities! Education, is the
process of unfolding these possibilities, in harmony with natural law.
To discover, and to apply this law, is the important work of the
educator!
To Prof. Elmer Gates, and to his remarkable discoveries in Psychology
and Psychurgy, the modern educator owes a heavy debt of gratitude! From
the teachings of Prof. Gates, we deduce; that in brain building, that
primary step in education, psychologic functioning creates organic
structure, and that organic structure is a manifestation in the
concrete, of the activities of the mind. In other words, that planted,
watered and nourished, by the emotions of the individual, the thoughts,
ideas, concepts and images which arise, create a corresponding growth of
cell structure in the brain. That these brain cells become the working
tools of the mind.
It follows then, that we cannot have thoughts, without first having
sensations to form images and concepts, the soil out of which all
thoughts naturally grow. Therefore, if in a practical way, all
possibilities in the way of sensations, which may come through the
avenue of each one of the child's senses, are fully developed; a sure
foundation has been laid, for the largest possible development of brain
and the corresponding growth of thought.
In the natural order of the growth of thought, nature prescribes the
following sequence: A union of sensations, produces images; a grouping
of images, produces concepts; a relationing of concepts, produces ideas;
a generalizing of ideas, produces thoughts of the first order; a
generalization of thoughts of the first order, produces thoughts of the
second order: a still wider generalization of thoughts of the second
order, produces thoughts of the third order; progressing in like manner,
to the highest ladder of the mental scale.
In considering this order, we observe that sensations, form the base of
the educational pyramid. All knowledge which comes to the ego, the seat
of consciousness, must come through sensations produced by contact with
material things in the domain of nature. Hence, as a primary step in
educational work, a careful training of the senses, becomes a matter of
the greatest importance. This training cannot be commenced, without
first ascertaining what these senses are, and the natural order of their
evolution.
Commencing with the lowest, we have muscle feelings, or the sense of
musculation; the sense of touch, the sense of pressure, the sense of
warmth, the sense of cold, the sense of smell, the sense of taste, the
sense of hearing and the sense of seeing. Altogether, we have nine
important avenues, through which the inner man may gain a correct
knowledge of the outer world.
Professor Gates has discovered a system of sense training, which may be
successfully applied to kindergarten children. In application, only a
few minutes daily practice by each child, is required. By this training,
in extending the upper and lower thresholds of sensation, the capacity
of each sense, may be doubled from five to eight times. To the
inexperienced, this proposition is so stupendous, that it seems almost
unthinkable! However, we may state parenthetically, that an application
of this system, to children in the Solaris kindergarten, has shown such
marvelous results, that its efficacy and excellence have been well
established. It has proved fully equal to the demands of twentieth
century progress!
Turning again to the teachings of Prof. Gates, we learn that mind is the
key-stone and the arch of life, the all-containing attribute, which
combines all forms of its expression: that to properly cultivate the
mind, is to extend the scope and usefulness of life. Hence, that in
choosing a system of education, which will be in harmony with planetary
evolution, therefore, the easiest and most natural. We must never lose
sight of one great, central, primal fact. It is this. The mind of the
child, which is to be unfolded, is the production of the cosmic
universe; therefore, cannot be in fundamental antagonism with it. It
follows, then, that if children gather their sensations, images,
concepts, ideas, and thoughts, directly from the phenomena of that
universe, they will acquire a kind of knowledge, so real, so superior,
that it will stand the test of an eternity. It is actual knowledge!
There is no theory, no speculation, no guesswork about it!
The sciences, are facts regarding the phenomena of the universe,
classified and arranged in an orderly manner. All facts of every kind,
naturally fall into the domain of some one of the sciences.
Man, as the highest expression of the planet, in his three-fold nature,
becomes the gleaner, the classifier, and the repository of these facts.
A beautiful exposition of the clever handiwork, of the law of action and
re-action. As a cosmic unit of the larger cosmos, the more perfect his
knowledge of the universe, the more complete, is his store of knowledge
in relation to himself.
Children, in order to become properly equipped students, must, when
ready to take up the sciences, be prepared to determine what the actual
sensations are, out of which the different possible images of the
sciences are composed. To achieve the most thorough education possible,
they must know the actual number of concepts in each science, and
precisely the images out of which they have arisen! They will then be
prepared, to collect and classify, the mentative data of the sciences.
That is, they will be able to determine for themselves, experimentally,
the sensations, images, concepts, ideas and thoughts, which belong to
each one.
Practice in this useful training, will lead the pupil, to the higher,
wider generalizations of thought, which belong to the domain of pure
reason. In the work of classification, by detecting differences, a
knowledge of the inductive process is gained. Similarly, by detecting
likenesses, a knowledge of deductive reasoning is acquired.
The body, like the brain, being composed of a co-operative colony of
more or less intelligent cells, is an important part of the mind, which
responds to educational training. True education, then is a development
of both mind and body, in accord with the law of natural evolution, that
embraces all there is in the domain of morals, pertaining to right
thinking, right living and right doing. In other words, the action of
the mind comprehends the physical, intellectual, moral and spiritual
expression of the individual. Therefore, by the rightly conducted
processes of a higher education, we may form an evenly developed
character of the highest order. A character, unfolded physically,
intellectually and spiritually, in harmony with the requirements of
cosmic law. Hence, the imperative necessity, in the early training of
children, of introducing the first steps of this system of true
education.
From these premises we must conclude, that the first four years of a
child's life, should be devoted to some systematic method, for acquiring
a most complete equipment of exact images, which will afford the basis
for typical sensations, emotions, ideas and thoughts, regarding things
in the domain of nature, about which, later in life, the child must
know in order to become educated. To this end, children must have
opportunities during these important years of image building, to
experience all the sensations, and to form all the true images, that can
come to them through the senses of seeing, hearing, tasting, smelling,
touching, feeling and sensations of temperature, such as heat and cold.
It is of the utmost importance, that these early images, which are to
become the standard of the mind, in all judgments of future years;
should be made as complete and as perfect as possible.
A child is primarily and instinctively imitative. From the first dawn of
intelligence, children strive to emulate the acts of their brighter,
older and better-taught associates. Hence, the necessity for a nursery
and kindergarten training, such as the one instituted at Solaris.
Practical work, in this novel and magnificently equipped institution,
has proved conclusively, that, even in early infancy, associated
together in happy groups, children acquire intellectual, moral and
physical training, much more easily and swiftly, than is possible under
any other circumstances. This affords another demonstration, of the
efficacy of co-operative group work, in the primary steps of education.
The cargosita, is well calculated to offer children the most perfect
conditions, for accumulating a well selected store of sensations and
images, through the avenues of the different senses. A teacher or nurse,
usually some member of the mothers' club, is seated on each car as the
center of its group. It becomes her pleasure, to direct attention to the
various objects. Let us follow the cargosita with its precious freight,
as it slowly moves around the oval.
Images produced by the sense of seeing, are first in order. Large
sheets of thick, heavy paper mounted on cloth, seven in number,
displaying the different colors of the rainbow, are hung at uniform
intervals around the room. They can be raised or lowered, to reach an
easy angle of vision from the cars. After each primary color, appear
half-width sheets of the same height, displaying the various hues, tints
and shades of that particular color. Printed across each sheet in large
white letters, is the name of the color, hue, tint or shade. Altogether,
this color scheme forms a combination of great length, of such
remarkable variety, that it becomes for the little ones, a well nigh
inexhaustable source of fascinating amusement.
Red, with its various hues, tints and shades, is the first color to be
exhibited. Three days later, another color series is substituted. This
course is continued until the entire series is finished. The children
have experienced in a regular sequence, the sensations and images,
produced by the entire scale of color. These mental pictures have been
repeated so often, in connection with the muscular sense of exhilarating
motion, that they have become permanently enregistered in brain-cell
formation. A review every few months, serves to fix these images more
firmly in the brain.
This primary course of educative work is continued, by taking up
consecutively, in regular order; on a separate series of sheets, life
size, naturally colored photographs, of fishes, reptiles, insects,
birds, animals, and people. Later, geological specimens, glass, rocks
and minerals. To be followed by pictures of life in the vegetable
kingdom, flowers, fruits, plants and trees. Again, with photographs of
works of art, paintings and statuary.
Interspersed with this general course, are short lessons, offered to
produce true images, in the hearing, smelling and tasting areas of the
brain.
First, by repeating at different times, while the cargosita is in
motion, with its cargo of infantile passengers, all of the best musical
compositions, executed vocally, and on the electric piano, the giant
orchestrion, the violin, and a great variety of other musical
instruments. These lessons in hearing, are repeated and varied, until
the children have become familiar with most of the sounds in the tone
scale. The mental sound images produced, have been associated with the
happy scenes of this merry kindergarten life. By this interweaving of
pleasant sensations, they have become more firmly fixed in a healthy
group of brain cells, thus planted and established in the hearing areas
of the brain.
Second: In a similar manner, the taste sensations and images, are
produced and registered. Day after day, one by one, tiny packages of
confections, beautifully wrapped in brilliantly colored papers, are
given to the children while on their cargosita excursions. These
interesting lessons are continued, until the entire range of savors has
been exhausted. The curiosity, excitement, pleasure and eagerness
exhibited by children, in these tasting investigations, is something
surprising.
Third: Flowers, beautiful flowers of all kinds, are largely used in
producing sensations and images, to be registered in the brain areas of
the sense of smell. The essence of odors which cannot be gotten from
flowers, are used to saturate small sachet bags, of charming color and
artistic design. These bags make attractive play-things for the
children. While using them they soon, unconsciously, become very
skillful in detecting the slightest differences between the various
odors. Brain areas usually left barren, are now filled and developed.
Later in life, when children come to study the different sciences, this
ability to detect the presence of the slightest odor, becomes
invaluable, in the difficult work of classification. With such an
unusual equipment, they will be far in advance of those pupils, who have
not wisely, left uncultivated this important sense of smelling.
In connection with the regular course of exercises, prescribed for
third- and fourth-year children, there is introduced in the play and work
rooms of the kindergarten, a special training, designed to develop the
various sensations of heat and cold: changes in temperature, from one
extreme to the other: sensitiveness to touch: to recognize any degree of
pressure, from zero to the violence of pain: ability to detect size,
length, breadth, and thickness: degrees of smoothness, elasticity, and
hardness: all through the senses of touch, pressure, and muscular
feeling.
Interesting plays are invented for the children, into which, these
exercises are skillfully introduced. These plays, have a peculiar
fascination. They excite an intense interest, which seems to always
attract and hold the child's attention, until there is enregistered, in
regular sequence, in the touch areas of the brain, all the sensations
and images, which can be produced by many weeks of training, in this
systematic course.
The training of the senses, is also carried forward through the medium
of such plays as are calculated to bring out the child's capacity to
distinguish the least noticeable difference, in pitches of color,
degrees of light, pitches of sound, with its degrees of volume and
loudness; together, with ability to discover the least noticeable
difference, in resistance to pressure, or the slightest increase or
decrease of rythmical motion, etc. The lines of least noticeable
difference, in the capacity of the various senses, having been well
established, the training commences along those lines. Very soon, in the
brain areas of the senses under training, there comes an increased cell
growth, which gives added sharpness and capacity. The line of least
noticeable difference, is moved one step nearer the limit. This process
is continued with each sense separately, until the limit for all has
been reached. As a general result of this training, we find that the
child has acquired an extraordinary reinforcement of brain power and
intellectual acuteness.
Regular kindergarten work, for children at Solaris, between two and four
years of age; is again reinforced, by adding to the list of exercises, a
large number of plays, which introduce the variously colored, lettered
blocks, so successfully used in Fern Fenwick's early training, during
her seven years of Alaska life.
The collection of blocks, is a very large one. It is calculated to
furnish a series of new combinations, which cannot be exhausted, in the
plays of one whole year. These blocks are made and colored with the
greatest care. The groups or families, are distinguished, by size, shape
and color. The Alphabet blocks, are large cubes, painted white, with the
letter showing in black on every side. All other blocks, have a uniform
thickness of one-half inch. They are as large as can be fashioned from
blocks two inches square. The names appear in white letters, on all
alike.
The astronomy blocks are star shaped, painted blue. The geology blocks
are diamond shaped, painted brown. The chemistry blocks are hexagonal in
shape, painted red. The geography blocks are globular in shape, painted
gray. The blocks representing physics, are octagon shaped, painted
yellow. The botany blocks are oblong, painted green. The physiology
blocks are triangular in shape, painted pink. The history blocks are
square, painted black. A large number of the key-words of the sciences,
are painted on blocks, which, in size, shape and color, are counterparts
of those that represent the heads of families to which they belong.
This scheme of blocks, furnishes the ground work for the construction of
a great number of games, for the amusement and edification of the
children. Games of word-building, such as spelling out the names of
fishes, insects, reptiles, birds and animals. Also of building the names
of familiar things, houses, stables, light-houses, factories and mills;
rivers, ponds, lakes, mountains, trees and fields; hats, shoes, coats,
cloaks and other articles of clothing; common household utensils in
every day use, such as pots, kettles, pans, pails, cups, knives, forks
and spoons; stove, shovel, tongs, mop and broom; toys, dolls, balls,
kites, tops, etc.
By the use of many such ingenious games, the children unconsciously
become familiar with the names of the sciences, and with all the
principal words, which belong to each one. For example: Names of
heavenly bodies in the domain of astronomy. The sun, the moon, the milky
way, the planets, the constellations, the polar star, and the names of
twenty stars of the greatest magnitude: In the domain of geology,
fossils, shells, minerals, rocks, shales, clays, gravels, and the names
of geological periods: In the domain of chemistry, the names of acids,
gases, metals, crucibles, retorts, mortars, and the names of a great
variety of chemical combinations: In the domain of geography, globes,
hemispheres, continents, islands, oceans, gulfs, bays, and straits;
equator, tropics, circles, longitude, latitude, etc. These examples,
will furnish an approximate idea of the wide scope in scientific names,
covered by these key-words, when applied to all of the sciences.
In such plays of science grouping, the interest and pleasure of the
children is intensified, by applying a system of personification, to the
families of the different sciences: For instance, Mr. Astronomy Blue;
Mrs. Geology Brown; Mr. Chemistry Red; Mrs. Geography Gray, etc.
In the greatest and most useful of all games, the game of
classification: Groups of children, spend hours with their teachers or
directors, in separating and classifying, heaps of miscellaneous blocks,
bearing the names of the sciences and the key-words belonging thereto.
They are silent, absorbed, contented, thoroughly interested and happy.
So intense is the interest displayed, that after the fourth or fifth
game, every child can correctly classify the blocks, by quickly placing
them in the groups to which they belong. They rapidly learn to call the
name at sight, which is printed on any block they may happen to pick up.
Those who have not learned to read by playing word-building games with
the alphabet blocks, only need to have an unfamiliar name, repeated to
them three or four times by the director, and it is fixed. Size, shape
and color of block, with length of name and shape of its letters, soon
serves to make the little ones, perfect masters of the most difficult
names.
These children have learned the value of time. They have learned to
appreciate the joyousness of useful amusement. They have no desire to
clog their minds, with the untruthful trash of fairy tales and Mother
Goose stories, which played such an important part in nineteenth century
methods. They no longer need such silly things, as a source of
amusement. They seem to realize, that they only have mind-room, for the
truthful, the useful and the practical.
The value and significance of figures, is taught by the game of forming
the pyramid. On badges of broad, blue ribbon, are printed large gold
figures, from one to ten. Inside the oval, in the center of the large
room, ten rows of seats are arranged: with one seat in the first, and
ten in the last row. That is, one seat is added to each succeeding row.
At the commencement of the game, when number one is called by the
director, the little boy or girl, who is decorated with the badge
bearing that number, takes the first seat, which forms the apex of the
pyramid. The two children who wear number two badges; when called take
seats in the second row. Observing this order, the calling is continued
until the seats are filled, and the pyramid of fifty-five children is
complete.
The director, having taken a position a short distance in front of the
apex of the pyramid, proceeds to call the children to their feet.
Calling by number, commencing with the tens, the rows rise in
succession, from the base to the apex. Each row is called upon to
perform some part of a short series of graceful gymnastics. Then, the
whole group in unison. Later, these exercises are made more
interesting, by giving each child a small silk flag. In this part of the
game, the children are at their best. The picture they make, is just
lovely!
In the closing part of the game, the children are seated and the
mathematical exercises are introduced. The director says: "Each child
has one nose. How many noses, have the number tens? Again, each child
has one body. How many bodies, have the number nines? Each child has two
eyes. How many eyes, have the number eights? Each child has two ears.
How many ears, have the number sevens? Each child has one mouth. How
many mouths, have the number sixes? Each child has two arms. How many
arms, have the number fives? Each child has two hands. How many hands,
have the number fours? Each child has two legs. How many legs, have the
number threes? Each child has two feet. How many feet, have the number
twos? Each child has ten fingers and ten toes. How many fingers and
toes, has number one?" These questions are varied and repeated, day
after day, until every child in the pyramid, can answer any one of the
questions, correctly and promptly. To be chosen as a member of this
game, is a coveted honor, it is conferred as a reward for good conduct.
Consequently, the pride and pleasure exhibited by these decorated and
selected children, is commensurate with the importance of this very
primitive class in mathematics and physiology.
This very brief outline, of the plays, exercises and studies, which form
the nursery and kindergarten course, for children at Solaris, who are
under four years of age, will serve to show how much important
knowledge, a child can accumulate during those fruitful image-bearing
years, while pleasantly and zealously engaged, day after day, in a
series of wisely directed games.
In playing these games, the children have become interested in, and have
learned a very large number of useful words. These words in the mind of
the child, are as familiar and as easily remembered, as are the names of
favorite toys, such as balls, bats, kites and dolls. This wide
vocabulary of key-words which has become the mental property of the
child, has planted in the mind the necessary images, which in future
years of study, will serve as a sure foundation, for the quick and easy
mastery of all branches of useful knowledge. Many a man of the world has
gone through life, without acquiring such a vocabulary.
Considering this primary course of study from another point of view, we
have an illustration of the value of a method for cultivating the
faculty of memory, which differs widely from any thing known to ordinary
systems of education. From this illustration, we perceive that the
perfectness and permanency of memory, is dependent on the foundations
which have been laid for it, by the quantity and quality of sensations
and images, regarding the things to be remembered, which have been
registered or planted in brain-cell formation. These living images,
fixed on the sensitive plate of the brain by the law of vibration, in a
manner somewhat analogous to etching on the cylinders of a phonograph,
are capable of being reproduced by the will-force of the individual.
From these premises, we have gained a new definition for the word
memory. It is a process of refunctioning or reregistering, any
sensation, image, concept, idea, or thought, which at any time has
become a part of the growth of the brain.
In the child's mind, memories regarding objects or words which have
become familiar, are as a rule, closely connected with memories of keen
enjoyment, resulting from participation in some childish sport. These
memories are many times repeated. A few small groups of brain cells have
become dominant in growth, because they have received the full force of
the entire stimulating power of the brain. Hence, the memories of
childhood, are much more enduring than those of after life. Hence, it
becomes a matter of the utmost importance, that these early images,
should be connected with the greatest possible number of natural
objects, their names, and the key-words of the sciences, which are used
to describe them.
In these restless years for the little ones, it becomes a matter of
great moment, to keep their minds busily employed, at what appeals to
their self-consciousness, as some useful work. In this respect, the
popular science games, gratify and completely satisfy the pride and
dignity of these embryo men and women. The mind is naturally unfolded.
The brain areas, are all evenly and harmoniously developed. The
children, when so usefully employed, are kept amiable. They do not
become nervous, irritable, cross, or vicious. They are taught, as soon
as they can walk and talk, that the self-respect and innate dignity,
which belongs to them as little men and little women, demands that they
should always treat each other lovingly, politely, kindly, unselfishly.
It is continually urged upon them, that they must learn to obey the
nurse or teacher, without delay, without a murmur; that they must not
cry or be fretful; that in these things, they must always strive to
imitate the good acts of older comrades or playmates. In this way, the
moral unfoldment and education of the child, keeps pace with the
intellectual and the physical. Altogether, the effect is most excellent!
Thousands of children have gone to ruin, for the want of just such
training, in the first four years of life!
The planning and final organization, of this novel scheme for nursery
and kindergarten training, has been the joint work of Fern Fenwick,
Fillmore Flagg, Gertrude and George Gerrish. In striving for the best
results, this quartet of co-operative educators, have been ambitious to
perfect a system, which would satisfy the demand for a natural,
harmonious unfoldment of the well-born babies, which were to represent
the highest product of Solaris Farm.
The success which has attended the practical operation of the scheme,
has made them very happy. Towards this success, Fern Fenwick has been
able to contribute largely, on account of her early Alaska training, and
her thorough knowledge of the improved methods, growing out of the
important discoveries made by Prof. Gates.
In applying the system to the class work of the regular schools, the
long experience, trained skill and natural aptitude as teachers, of
George and Gertrude Gerrish, has proved wonderfully effective.
By supplementing the system, with a very complete course of manual
training in the use of tools, and in acquiring a competent knowledge of
the industrial arts, Fillmore Flagg has been equally successful, in
educating the muscular children, and in arming them most effectively,
both mentally and physically, for the practical work of life.
Altogether, the complete course, results in an all-round development of
brain power, more than five times greater than that offered by any other
system. A result, which marks the beginning of a new educational era. A
result, which promises to give to the world, a dominant race of
thinkers, whose ability to bless mankind, is to be so great, that it
cannot now be estimated.