Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1893-10-14

kipd WORD well pat, n mind that could
b. controlled, trained ant iovtl'.cl
by the application Of mild incentive,
The paramount object OF the y W
Education Ia to rectiiy such WRONGS
and impress upon the profession that
education isa science, that the mind
Ina TIA development Uhrya laws ~ Get.
tain A. lous the body In IT. growth. A
leaitug PROPOSITION 1t sets forth nH
fundamental ", that all tfuo glOdcq Of
rducnt.ou pfoCcou In exact harmony
with inc nature, desil and growth of
iran5s faculties. Therefore, at no
e.arp OF growth should the educational
lofcss interfere wi h the natural order
of development.
Certain truths, then, OF lho Now
! Education naturally arising from thiH
prinoiple are u Gle irer aud iullur rpcOg.
| milton OF the child's native powers us
! the basis OF Hll right eiinrt % educate ~.
! A teacher must study the Cauaciti az
aud tendencies Of children ~ a
phyaicinn must study the human
! buy. Growing out VI this ~ greater
sfisrt TO develop aud train q
chiliis POWER, aud less % hli
iis memory With facts ur perhaps
with words about muls. Growing out
OF tie same be- niHI les VI hardness ani
! physical Ioicu ir the treatment OF child.
rem AMI more ct kiuIIy siimuln ion,
| inspiration aud lrBIiug,b ud au eiiUrt "u
| tho pafl u the teacher 10 make tho
soh01lfoom Joyful rather than opprpa
sve.
The distinctive feature, then, Of New
| Education h. method. IL does not con.
sis, IN nrwnesg. In this particular u Is
misuomcr ami unloading. More
/ truthiully IL N revival Of old
methods. To say there has been n
/ discovery OF principles Of education
unknown anu unused la the past BE-
untrue. The modern school mastur
| knows no attainment which WAS not
! known 10 the philosophers uf the pas (:
| Plato, Aristotle, Bacon, Locke, Pes
tal21i nnd others. Property, then,
/ there h no new education, any more
] than there Il now politics. PIOgresi
has been made iu vducation ne In other
human interests. Now the principle,
methods anu means are being moro
generally better understood and better
/ applied.
I've horta great deal about object
teaching, iniustrlal education, art o1u'
cation, manual trainiuR, laboratory
methods not alone a. APP lied 10 chem
istry aud physics, but literature anu
history also. These atu ouIgr0wths Of
/ New Education. New methods OF
teaching reading, Language with
out grammar, aud grammar with
out language, meth Dr. Of srn'e
! education. teaching by picture
aud COLOR, modes Of oral, written
aud practical instructions, and such
like, are iihpaled upon our attention
without number. They have all come
upon the advancing wave Of rev edu'
cation.
II T., no doubt, In the study Of chilli
nature that lie impress iOr gOOi n be.
ing lelt the most. "rhis mOyemunt,'
Gays one, sis "a revival Oi faith IN
human nature, as that nature reveals
| itself In childhoOd.n Instead Oflmpos.
ing = theory on the child to mold and
fashion him into a given shape Uu
I the one hand, or concentrate all Nih
/ powers on thu work Of making
BIN practical success In liie
on the other, Now Education
I Into the most completes man.
hood or WOmauho0d possible for his
order of ability aud nat raj eudoW-
ments IL believes ia Child.uaturu
aud studies it with the hope OF und-
Ing out the beautiful, divine ways by
which tho child shall become the
woman OF man. And u believes that
the child thus trained for character
aud such ability ~ belongs 10 II, vii
/ Ia the sud BE- moro valuable mumuer
OF society than " m0lIoi Into imilu.
/ ton Of any other man, or fashioned 10
/ a tnscuiuu for any special work.
This theory drives 10 the wall 4
course those who, with sAucti-
fled mcin, c0me 10 us 10 tell
us that the school boy h.
! consigned 81 the tcacneT's hands plas.
| to clay 10 be nodded into Rn ideal
manhood. The school profession ought
to be th nkiul that II does, i0Ttho latter
I theory IL not a true one. No boy ever
came into my school room In a state Of
| Elasticity except from a mud hole, and
| buch, 1t IN the general testimony, are
| pretty hard 10 manage, not 10 say
mold. | believe Ia regarding a boy,
even very young one, ~ having tn-
dlviduality, aud you can't mold that
| kind OF an article. The teacher cau
| govern, guide aud direct It, but he
cam eradicate prenatal causes or the
| Influences Of the hOme. Every syi-
/ TEN OF philosophy admits %. A boy
/ h pfe'emiauuily progressive being.
I His nature urges him onward. "A
/ teachers province IL not % tethrt OF
/ fppress thus INFORM disposition, bat to
study It, H. stimulate IL, 10 guide and
! direct II into proper channula aud feed
/ d proper food.
fne New Education holds fast the
! following familiar tTutlt: Exercise ~
! the fundamental law ~ growth, We
| therefore learn by doing. Each fnrul.
| ~ must be- eEcrCised Ia accordance
J with liz own laws OF unfolding. The
/ chlct alm % all primary teaching IL
| mental development. Nothing should
be- done Tor d child which hu can do
| Tor himself. Interest ON the part Of
the pupil Il the indispensable condition
| Of Hll satisfactory progress. There Il a
| proper order TOT the faculties which Ia
| general statement IL, fret, me Iurcep-
! tive faculties, then the mtmlfy, power
OF language, Inauguration, ald last Of
all the reasoning powers,
To attump TO write the full eElccta-
/ ton Of tho Now Education would TO.
quirr Yllumvs. A realization of ia
! expectations would exact Of teachers
| a tuuTOughuurs anu lullnetH VI knpw.
| ledge winch, mistake not, now iua
pugsers. Though 1t may never realize
,ts iieal, the spitit IL IL sending -brua4
through the profession caUuut bot tend
To uluit and better It. And
s,Il with all lis devices
and ulce theory II does not furnish
suuBti,uto Tor hard anu latiru, work on
ine part OF the teacher, would the
TEACHER get good resula from his
nunIIa. MNhl-voT Tho LML.rN, It IA No