Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1893-08-11

/ Lesson was jesiguod TO assist teachers
| In presenting ideaH To their clisea nuu
wns pronounced grand success by tue
teachers.
Miss Flora j. Cook dwelt on primary
/ methods, with a class Of second reader
/ grade pupils. The class began 10y hav.
/ NIX this pupi'a all guess NJ u loot OF
string, cutting II OIL from long piece.
| They were thou measured, with VARY
/ ing results, the OBJECT being to TX at
tontion. Various tests were muuo In
lungthe, by feet and fractions Of feet,
! children reasoning out the step win
gtts. mpidlly. Squares, cubes nod
measurements, with fractions, were
/ Introduced during the lesson,
/ which was Instructive, entertaining
aud artistic. holding the attention Of
the large body Of teachers, who ex
l pressed unqualified approval.
After ui-wissing the class the
/ teacher explain u that many moral
| lessons cculu uu impaired bfiuging the
child into loving relationship with the
/ animal and vegt table world around
| them. Ia answer u questions, che
| said, let children work out their
own mistakes by giving them such
/ hslps as the teacher sees they require.
] AHhNh lAbNAAAAAN ~ hAAANh 'AhAA' AAAhAfNN
/ aud three Inches square, II seen in
real objects do not present the same
| difficulties no in symbol or hBute
/ work.
| Alter fifteen minutes recess, DE-.
! Baldwin continued his lecture on "Psy-
| ch logy," saying the art u forgetting
Is very important part Of mn educA.
ton, Without this power the MAD
would become clogged. In order that
we may be free 10 do great things WE
! must forget all but the essentials.
l wish to teach you this morning
how ~ forget. You should forget
everything that hurts and does not
help. some people think 1t great
/ virtue 10 naufish trouble. Nineteen
twrutleths Of what VIZ learn Is OF no
use alter ils hour. This lawyers long
speech OF three hours must be largely
lost before he can prepare another.
How do you forget? DJn't recall II.
LVn't live II over again. Don'l ontoi-
tain II. When this brooding Is carried
10 excess We call II Insanity. How
I shall we forget that which We do not
need and keep an iron grasp on the
/ thugs we wish to retain2 This power
VI retaining ie cultivated by often re-
calling, dwelling upon, thinking or
| Bu at home when noble thoughts
| knock at your mind's door. There n
a now, a past, and "a future. You are
/ only cOntCious OF what the mind IL
| doing.
| have had some very hard questions
/ asked me, aud can Only eay tuorn are
I rOmp thunga Tor when We shall have
| 10 wait until We have angelic teachers.
/ One OF these questions ~ now the
I 81. Al HHttWtIHuNH Nf4lN
| makes out Of blind sensations clear
cut idcas. Mind Is wonderful, and
| everything connected with IL. We
/ eau no more tell how II operates than
| you can toll how n stalk OF corn
gathers nutriment from the soil anu
builds Ito vAIl us parts. We work
I through the Hue mechanism called
/ bTaiu, but We will never know how.
| We know that we recall. remember
/ best, when the brain Is In the hes,
possible condition. Yet II iH self that
recalls and IL conscious, that forms
iueAs, WHAT movements are we con.
sOiOus Of when We TeCRlY There are
thrbr movements, We recall, live
over again all that we hayo ever
known. lmaginal ON Is also recalling
| rs memory tufnishts All the material,
! hut magma ion works II ~ into new
iOrmr ihH painteI landtcipo Il the
AZ st's knowledge OF "A tLOutaud land.
| scaIus marked up into new form by
| tue power OF imagination, Phan'a les
! are our memories worked over Into
cw and pleasing Grms. Sell Is con,
sciOus even In sleep and goes un Aul
on. Memory Is fe'eXpetience. 1t
| 8lwAys comes ia tho form of know.
! ledge. You can ouly remember
| thoughts Aud ideas. We always recall
| tnOwIedge. You remember having
! tDJthachr, not the pain, but the
! kbOwledge OF having experienced n.
Memory IA the mental economy.
You know great deal about self
| Memory IL the nod carrier aud fur.
! dishes eDlf with the bricks anu mortar
20 build his highest aud nlbltst atruc-
lures. Gladstone could not make his
| memory. Beecher could not quote.
| In all his speaking he took the
| thoughts, facts ana their 70 ations, aud
| put them into ms own language. Re-
| mem Uering Is not necessarily exact
worJs hut mastering thought. DO we
remember ulernallSf l uate not spec.
uiate. / is easy To theofl2e. stand
hero ON tho rjch, aud dare not specu'
| late,
On Thursday afternoon, Prof VIM,
NJ, Stewart treated OF numbers, say
ing, "Wnon / said yesterday that
/ children HnOuid not be- sent 20 the
/ uuarl, some Of you misunderstood me.
! / meant u, y should not ue allowed 10
| demonstrate until they u dristuoi the
underlying principles. Education IL
! direction OF intelligent effort" lie
/ then proceeded 10 dumoustrAIe two
methoIH OF hudlug the greatest com.
/ mon GIv.HIr, gud one method OF tluI-
/ ing the least. lie said Of cancellation
| that II was worse than useless II used
blindly. In teaching fractions, flrs,
DO cure thst tho fraction is thoroughly