Solaris Farm: A Story of the Twentieth Century

by Milan C. Edson

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.