Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1894-06-16


begins or ends depends upon the group
Ing ofacts or the phase TO be consid-
cred. one period OF history has been
called the Dark Ages during which the
human mind was Zoo such @ beughicd
condition that apparently all desire for
intellectual progress ceased Another
has been termed Che period of Che Prot
esHnt Reformation, when CLEANS OF
lgHt and hope Tor the future bcgan to
appear Liberty of pccch and freedom
ol conscience began 60 assert their
rights. The chains of religious and
nautical onnre.sion were Go be exc
,t......t 49,. ,t,. ,,r.,fI, ,f iibrrty But
f.,,.L.t
REFORMS are SLOW ln'' '', y'''',''''''"
only uy almost impyreephplc change
For "a hundred wear, before 1870, may
De-. ...,, tt...,.rg,. tt4t sra,y and bore
f..t....
'"s I"IS "' .''''-''' '"".
Steam navigation gigantic railroad 'la-
TENS. and the wonders of electrical
,...r... .r. ,e,ui.f.onis.p die nf,afell
t.. ...I.
"'ii'' ''"' "'' ,''.N
Facilities i1r travel have brought men
together. amiIaussd them with new
,r.,.s JiHa.snt forms OF society and
,",, 49,. 49,. 49,. ,..i....,,t
Dt'l' 'l.' "'l
How different do ihey sails uhNonA'
dipules} The part machinery Dos taken
b., ,b. y,,i,t,s ipdustrie. Ie of marked
' .......,t, d..
s'sh'ne'uee' JUG WI" W
now crowded into day.
All fhI4 progression add revolution in
,,e ,ty.ir,l ,,oyId p,ust bav. been le.
t..... D.. ,t..
com "n'lu D' ''t''''.y''' '''''N1 D" ''1
intellectual world. People are slow 10
admit thi3 uuih. ahd Tor ili' reason
light reform 10 education lne lutal 50
tar prCccdCs the real, that without view
inR the past intellectual growth IS not
recognized. Its a fashion of The day
10 crucisg, Cfiucisc everything. Modern
education has not escaped. Many i'm
proyements are brought about by the
stern hand Of Just criticism. But o. Is
far easier 10 make adverse criticism than
b 10 10 Offer appropriate remedies.
Reforms are easy TO the Imagination,
but hard 10 practice. The educational
world ls easier 90 find fault with than
the physical This Is one reason for
much unduscrved criticism. The indus.
trial development has been too rapid
for the intellectual Man. iu his eager
search Tor wealth, develops such condi'
tons that he becomes slave TO his own
ends. lie Is caught Ia the meshes OI
his own net.
No man was ever reformed in a day
character growth Is therefore slow. "A
mental condition once firmly set cat
only be changed by the most careful
end persistent training. There are many
misconceptions ot true education. That
there Us need Of reform all readily al
nit That there IS reform and improve
mcut none competent To Judge can deny
Then why are We so often confronted
by such serious conditions; such uolcn
upheavals Ia social and cconomi
uiiair' Our industrial development ha
been too rapid for our intellectual. TO
This reason educational systems are cru
ciscd, yet much Of the criticism Is basu'
upon an ideal syslcm; and again u O
not only against those directly con
ncctcd with educational affairs, hut o.
against the whole population. EVEN
individual Is, IN some sense, a teacher
so TO reform one class, completely ih'
whole population must Dee reformed
Now the serious questions are VIVA
essential changes shall be made 1ns
Tow shall they be brought ahuulf he
suits ATE too disastrous for hapha@r'
experimenting,
Almost daily there are unusual occur
'nCcs that cause ui To- stop and think
Much OF good and much OF hddi many