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African Methodist Episcopal Church Review, Vol. 6, Num. 3
			
                   EDUCATION.                        335

its constitution, and different from the brute, begins to appear.
The intellect begins to manifest itself so distinctly that we see
that he begins to differ from the play-fellows of his infancy, the
cat and the dog, and the other door-yard companions, whose lan-
guage is still the same old mew, or whine, or bark they have
ever used.  The child begins to name things, and to utter hun-
dreds of words, and to frame them into sentences, and to re-
member the meanings of those words, in this connection or that.
lie knows that the words "is here" and "is not here" mean dif-
ferent things.  He begins to have ideas now, and to associate
those ideas with words and signs, and with other ideas, in a way
that, no brute can do. And we see at once that he has a power
or capability in him that is much greater and finer than the dog
has.  The child, himself, begins to know that he is superior to
the dog in knowing things. He is conscious of his superiority
over the dog and the cat, and he immediately begins to assume
authority, by virtue of his superior mind, and thus he begins to
think for the dog, and to provide for him, and to direct him and
control him in almost all things.  At this point, the child has
left the mere physical animal school of life. He feels and knows
that he must enter upon new methods, new ways, new projects;
in short, upon a new life, and a higher life. He does not stop, like
the infidel, materialistic philosopher, to ask: "am, I descended
from a dog?" or "am I a development of a plant?" because he
knows himself to be distinct from these.  He no longer tries to
be a tree, or a cat, or a dog, but a child, a human being, an in-
tellectual being, and not a mere brother of plants and brutes.
This to him is a conscious fact, borne out by enough observation
and experience to make him convinced that he is different from
the lower animals-he is five years old   And his parents ought
to see this as clearly as he does, and to treat him no longer as a
flower, or even as a half-grown brute  They ought to recognize
the fact that this three or four-year-old child is a being, with an
intellect, an intelligence that is high above all brutes and all
plants, and all mere matter, and that, ultimately, will soar above
the highest flight of bird, or whirl of stars. They ought to know
this as well as the child, I say; and I repeat this thought, this
child should no longer be treated as a brute, in bringing it up
and training it. The education it needs is a higher education
than this, because-of the simple fact that it has an intellectual
life, higher than any other life on the globe, and one which de-
mands certain means and appliances and methods necessary to
it alone; and without which it cannot unfold or develop the
high powers locked within it. And this brings us to the con-
sideration of our second head, viz., Intellectual Education, or
Mental Training.
   Under this section of our subject, we wish to make a few gen-
eral observations, even at the risk of some repetition, in order
that we may make clear what might result in some confusion,
as regards the division which we have adopted in the treatment
of our general subject, The heads under which we have grouped




			
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OHS/National Afro-American Museum & Cultural Center Serial Collection

African Methodist Episcopal Church Review, Vol. 6, Num. 3

Volume:  06
Issue Number:  03
Date:  01/1890


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