Besides geology, Mr. Pengelly had a living concern with astronomy, on subjects of which he lectured and read papers, and in folklore, and was "extremely interested" in the religious history of Cornwall. He became a member of the Society of Friends about 1853, and married his second wife, Lydia Spriggs, in that body. She assisted him in his scientific work, preparing diagrams.
Of Pengelly's character as a man, Professor Bonney speaks of the great charm in his personality, and the union in him of "such strong mental powers, and no less strong sense of what was just, true, and right, to such genuine humor and hearty enjoyment of wit." Sir Archibald Geikie speaks of his "genial, kindly, and helpful nature, and his invariably bright, cheery, and witty talk." Prof. Rupert Jones characterizes him as "a good example of a religious man—earnest, persevering, and exact in scientific research." The Rev. Robert Hardy says, "He did not obtrude his theological opinions, but it was easy to perceive that he was a man of true religious character." Sir Joseph Lister, looking back to the times of his acquaintance with him, recalled "vividly the impression of his great intellectual powers, his genial benevolence, and his sparkling humor."
As a lecturer his style is described as having been "most attractive. It is incisive, clear, and at times there are touches of humor. His perfect knowledge of the subject, combined with intense earnestness, clothed his lecture with genuine eloquence."
Miss Pengelly's biography abounds with illustrations of her father's rare faculty of attracting and interesting workingmen. A letter from one such man expresses gratitude, mingled with great pleasure, for the lasting happiness he was "so anxious and constant to impart to us young men during the Young Men's Society and afterward at the Mechanics' Institute, ... and I have often felt and said I owe more gratitude for the small amount of knowledge I possess, to Mr. Pengelly, of Torquay, than to any living man, and I think there are a few now in Torquay who might truly say so too."
Editor's Table.
KINDERGARTENIZED CHILDREN.
We do not know whether the verb "to kindergartenize" has yet crept into the language, but, after reading the article of Miss Marion Hamilton Carter in the March Atlantic on The Kindergarten Child—after the kindergarten, one is disposed to think that such a verb is a present necessity. The question as to whether the kindergarten on the whole is a good institution is too wide for discussion within the restricted limits of the Table; but no one can read Miss Carter's article without being forced to the conclusion that, in some of its aspects, kindergarten work is of very doubtful utility. That lady found by actual experience with two or three successive levies of kindergarten children that they seemed to have an impaired rather than an improved faculty of acquiring knowledge, that their infancy seemed to have been artificially prolonged, that they had become accustomed to a nauseating amount of endearment in the language addressed to them by their instructors, that they seemed to expect to be continually amused, and that a certain drill through which they had been put for the alleged purpose of developing their powers of imagination had gone a long way toward making them incapable of speaking of things simply as they found them. All this is set forth in Miss Carter's article in a manner which leaves little doubt that she has described things substantially as they fell under her observation.
There is one important principle in education which it seems to us the kindergarten system too much ignores, if it does not completely set it at defiance, and that is that very young children require a great deal of letting alone. The spontaneous activity of the little ones—and they are sure to be active if they get the chance—is worth more for their education than any amount of directed activity. Their imaginations, too, will take care of themselves much better than we can take care of them. Nothing is less favorable to the development of imagination in a child than constant intercourse with grown people who have passed the imaginative stage, and whose daily duty it is to lay out ordered knowledge for assimilation by these babes. It is no wonder that part of the system should consist of special exercises for the cultivation of the very faculty which the system as a whole is so adapted to dull and to weaken. Anything much more silly, however, than the method described by Miss Carter it would be difficult to imagine.