acter? How can one learn to stimulate, unfold, develop, and har monize the diverse elements of character, and lay the foundation for a noble manhood or a pure and beautiful womanhood? These and other similar questions often arise in the mind of the teacher and educator, and one who desires to attain high success in the vocation must deal with such questions and endeavor to solve them; for upon the solution of such problems all real progress in education must be based. Germane to the solution of these problems, I would call attention to "The Encyclopædia of Face and Form Reading," a new work on the nature of the mind in relation to the physical system, recently published. It is a valuable work, and covers a wide scope of discussion relative to the general question of education and social development. After a somewhat careful examination of the work, I do not hesitate to say that I am pleased to find that the author has thrown much light on the solution of the problem suggested. The Encyclopædia" can be recommended to the perusal and careful consideration of the teachers of Philadelphia, and will at least stimulate and direct thought if it do not give final answers to the important questions suggested. The publishers have prepared a list of questions in respect to the teacher's work which will assist in the examination of the treatise, and no doubt be of special interest to teachers. Many of these questions lie right along the path of a teacher's daily thought and occupation, and they will suggest lines of pedagogical inquiry even though the author may not always present a satisfactory solution of the questions; and, after all, the most useful function of any work is that it shall awaken thought in the minds of its readers, and stimulate to further reading and investigation. THE TEACHER. From a careful study and intelligent use of the Theory, Principles, Facts, and Truths of "Face and Form Reading" you can arrive at central and vital truths as to the mental and moral conditions of your pupils, know their peculiarities, their adaptability for certain studies, and so shape your methods and course as to render the control of pupils easier and better, more satisfactory to yourself, their parents or guardians, thus molding and building up the mental and moral character of the child to a higher level. Please read Preface page v (bottom) as to object, purpose, etc., of this work. QUESTIONS SHOWING THE USEFULNESS OF "THE ENCYCLOPÆDIA OF FACE AND FORM READING" TO THE TEACHER. FACULTIES NEEDED BY TEACHERS. What are the requisite qualities and faculties required in a progressive, practical teacher? This requires, as it were, a composite character. Please read Philologist, page 1173; Scientist, page 1163; Commander, page 1159; Clergyman, page 1136; Musical Composer, page 1136, and, in fact, all of Chapter V, from pages 1111 to 1184. VEGETATIVE OR ASSIMILATIVE What is the Vegetative or Assimi- If a scholar is deficient, what are the signs? Page 70. What faculties will be most promi nent in a scholar in which this system predominates? Page 71. How does this system blended with the others create health and happiness? Page 71. THORACIC OR CHEST SYSTEM. If some of your scholars are restless, eager, and apt, what system predominates? Page 73. What and where are its signs? Page 73. In what will they excel? Page 73. What particular line of study would you suggest? Why? Page 73. What kind of companions do children of this type usually make? Page 73. What kind of a disposition does it engender in teacher and pupil? Page 73. MUSCULAR SYSTEM. Why should the teacher be possessed of a fair share of this system? Page 80. How can you distinguish scholars of this type? Page 75. If yourself or scholars are deficient in this, how can you more thoroughly develop it and thus become healthier and better able to perform your duties, and how have your scholars better perform theirs? Page 83. FORCE OF CHARACTER. Why is it a prime essential in the teacher? Pages 78, 79. How can you develop it? Pages 78, 79. What are the deductions of Herbert Spencer on education? Carefully read foot of page 81. Hence is it not important to you to endeavor to know yourself and those with whom you come in contact, and to analyze the various emotions common to mankind? Pages 82, 83. How can you do this? Pages 82, 83. OSSEOUS OR BONY SYSTEM. What does this give to the scholar and to the teacher? Page 86. How is it known? Page 85. When the bones are round and small, what does it indicate? Page 86. For what are those possessing large ness of bone noted? Page 91. Where are the signs found? Page 91. What is the remedy for excessive bone development? Page 92. What for poor development? Page 92. How can you best succeed with scholars of this type? Page 93. BRAIN AND NERVOUS SYSTEM. Upon what is all mental power based? Page 95. What is the origin of thought? Page 95. For what kind of effort does it give What ability? Page 80. If you have a scholar with a small but well-formed head, what does it usually indicate? Page 98. If a scholar is very active, well developed in Brain System, but the body is puny, how would you treat this scholar to get the best results? Page 98. What will this establish? Page 99. What faculties endow man with the power of abstract, mathematical reasoning, and how and why are these faculties useful to the teacher? Page 99. How can you tell the quality of the brain in your scholars? Pages 112, 113. What are the signs? Pages 112, 113. If the eye of the scholar is particularly bright, what do you decide as to quality of mental power? Page 113. You sometimes have a scholar who appears to be all nerves or "brains all over.' How can you distinguish such? Page 114. How should you treat them? Page 114. If you have a scholar courageous, determined, and efficient, how is the hair an index? Page 119. FORM. Its relation to character: if you have a scholar of a round form, what character does it usually indicate? Page 120. If squarely built, what? Page 120. Forms of noses are indices of the character in children as well as in adults, Page 127. If a scholar is angular or skewed in form, what does it indicate? Page 120. How had you better treat such a one? Page 124. COLOR. Why and how is Color a potent factor indicating character? Page 125. What is the local sign? Page 129. Where is its sign? Page 200. Upon what does it depend? Page 203. LOCALITY AND COLOR. This faculty with Color is usually possessed in a normal quantity by the young. How can you indicate them? Page 208. MENTAL AND PHYSICAL ORDER. Where and what are its signs? Page 209. Why important to teacher and to pupil? Page 210. To what is it adapted? Page 210. CALCULATION. In what formation is it usually found the best? Page 213. How can it be cultivated if deficient? Page 213. MUSIC. What are the indications of the faculty for Music? Pages 677, 678. Why should it be encouraged and developed in schools? Pages 218, 679. What is its tendency? Page 679. What have geometrical measurements and Form to do with Music? Page 218. LANGUAGE. Why should a teacher endeavor to cultivate a love of pure, free, and fluent Language in the scholar? Page 225. Is it any indication of intellectual powers? Page 225. What and where are its signs? Page 223. What is Language? Page 225. (Read all of page.) COMPARISON, CAUSALITY, AND What are their signs? Page 228. Why should a teacher have a good share of these faculties, and why should the teacher endeavor to develop them in the scholar? Pages 227-231. What is the basis of exhibitions of anger or temper? Page 257. What diseases does it often cause? Page 257. Enthusiasm moves the world. Should not the teacher have a large fund, and, if so, why? Page 258. Can defects of organization be remedied? Page 270. Please examine charts, pages 273, 275, 277, 288. What is the most salient feature of the face? Page 289. What are its indications? Page 289. Read Sir Thomas Brown, M.D., on "Face and Form Reading," top of page 297. Why is it proper and womanly for a woman to cultivate a logical mind? Page 299. GESTURES. Of what use are gestures? Page 299. What do they mean? Page 300. How can you interpret them? Pages 299, 300. Why are women better fitted, by nature, as teachers of the young? Pages 372, 373. (Read carefully.) APPROBATIVENESS. What will often prove a powerful incentive to better conduct in a scholar? Page 385. How can this faculty be developed? Page 385. PNEUMATIVENESS. Why and how is deep breathing in close relationship with high thinking and high teaching? Page 400. How can you cultivate it? Page 400. Read G. H. Lewis and others on "Mind." Page 12. Will you kindly read Victor Cousin on "The Beautiful"? Page 59. Will you read Professor Le Conte on "The Advance of Science "? Page 3. How will a thorough knowledge of this work," Face and Form Reading," aid you in your work? Page vii (Introduction). CONCLUSION. And in conclusion, dear Teacher, can you not know more of self, your scholars, your friends, increase your usefulness, add to your happiness, and round out and assist others in forming a pure and noble character, by reading and using the suggestions in "Face and Form Reading"? Will you not try? |