File:The fountain - with jets of new meanings (1870) (14781772172).jpg

Identifier: fountainwithjets00dav (find matches)
Title: The fountain : with jets of new meanings
Year: 1870 (1870s)
Authors: Davis, Andrew Jackson, 1826-1910 Harry Houdini Collection (Library of Congress) DLC
Subjects: Spiritualism
Publisher: Boston : William White & Co. New York : American News Co.
Contributing Library: The Library of Congress
Digitizing Sponsor: The Library of Congress

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IX. Imagination as an Educational Force. IT must not be inferred, from the principles sowarmly advocated in the preceding chapter, thatmy impression is to exalt object-teaching above everyother method. Children do not always remain in the 138 JETS OF NEW MEANINGS. juvenile stage. A few years convey them to wheretheir enlarged and kindling powers demand highermethods of thought and expression. Objects teachchildren to comprehend the meaning and uses of lan-guage. In old times, says Ruskin, men usedtheir powers of painting to show the objects of faith ;in later times they used the objects of faith that theymight show their powers of painting. But duringthe period of youth the quickened imagination—whoseoffice is to perceive truth and to picture ideas upon thereasoning faculties—as an educational force calls fornew fields of exercise. By this spiritual power the
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WHERE CHILDREN LEARN TO READ, WRITE, AND CIPHER. mind is lifted above the persistent downwardness andmaterialism of the senses. IMAGINATION AS A FORCE. 139 Imagination, as was stated in the Penetraua, is im-portant as an interior clairvoyant. Its practical work-ings and benefits, as aids to intellectual and spiritualdevelopment, are scarcely more than barely recognized.Much less is it believed to be the fountain which feedsall the mental powers. Without imagination the facul-ties cannot be reached and developed; while with it,as an active educational force, the whole mind may bemade to blossom and to bear immortal fruit. Old schoolmasters in the old schoolhouses adhereblindly, or with opinionated obstinacy, to the old-timemethods as presented in the old books by the old au-thors. Often the conservative utilitarian teacher, sus-tained by the yet more unprogressive commissionersand ignorant parents in his district, refuses to impartany thing beyond the dry facts of reading, writing,and

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