Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1894-08-11


lahnrat0ry experiment hieiWafu'
There are a good Macy pedagogical
mnxims In circulation lnst are very
mischlevout. he ,au.p they are only
hall truths. One h.. "Nuvcr tell child
anything il can dni out Tor itself"
What an ahsurdItyl ft Will Hnd out n
poker is'red hot N YOU let 10 alone, but
70 may he at the expense perhaps OF o
ruinad hand. Or perhaps no VIII learn
what hot water IA Dy drinking pint,
and " you think HE knowledge
would be improved you can hold him
ana pour II down him. When l
came TO Salt Lake, naturally
wanted to know how far u was TO
Provoi following up this maxlm-no
one must tell me, NO ia order TO hnd out
/ must take surveyors chain aud
measure II. THIS IaNim does convey
a great truth, but / tuink you viii all
agree with me that 10 needs modifying.
FRIDAY, AUGUST lOrm
After usual opening exercises, and
the adjustment Of some minor details,
Dr. Hinsdale resumed tho Science Of
Teaching, bficl reviewing the last
lecture Of yesterday, placing on thu
blackboard tho elements Of the science
Of teaching, M stated yesterday:
The educational ideal 10 deducod by
the condition ~ the mind modified by
our environments. All Countries are
practically teaching tho same things,
anu are IN the came general stage Of
civilization. we're It radically other.
wise-iot Instance, the condition Of
ancient Persia or a very savage people
VIII would be. different, Pofsia'n Idea
was said 10 be that young men were
TO be taught TO ride horse, USE a bow,
and tell tnu truth, and while that vat
very good Tor that Time and people, u
would hardly serve US today.
The mental activities are three Ia
numbeT l, knowing; ., feeling; 3,
Willing. WIN has two forms, volition
aud choice. Every activity Of the
miud can be classified under these
heads, which Que, can only be deter
mined by Analysls. There are other
words 10 express these same ideas but
these will sufiico. This classification
IL important. All these forms u
activity are carried ON at the same
limo. They all enter In TO any fol
state Of mental activity. Take your
mental state NJ any given tlme aud all
thrse faculties are blended together.
THIS IL n fact, but In tho beginning tue
initial point IL n previous knowledge.
DIR. sully, Ia his Illustrations loi psy.
chOlogy, says; "a boy COOS iulO an
orchardi he sees fruit, no knows Il. He
experiences desirc for II by previous
knowledge OF it, pleasant taste. lie
secs, he desires, he determines 10 have
II. THIS last IL an act VI wlll.oholoe,
The fact Of stretching out his hand and
taking u Ia an act o. executive will. A
girl In n ralnstorm determines 10 90 In
tho house, and that IL an act Of will, by
choice, with only the condition Of
ngroeableness substituted for those
which arc diaagteeable." These OF.
amplea show that the point from which
thil stream starts Il knowledge or cog
milton. All theso faculties blend, a.
iho stream flows through life, or per-
ishes. There arc states OF mind we
denominate as feeling states, willing
states, knowing states OF mind, but We 10
nos mean that all Others aIe exclude 4,
but only that one predominatoI. One
element IL emphasized, giving color TO
the state Of mind we are In. some.
times two are prominent aud ons sub.
ordinate. While all are present they
are very apt 10 bo unequal In force. A n
act Of cognition gives us the initial
point OF action, but M sOon ~ action
10 started oil the elements are present.
must know something before / can
either think, will or feel. l cannot
make o choice unless thora arc two
things open Tor me 10 choose from.
Feeling begins 10 react ~ soon A. the
stfeAm OF action IL started, TO the point
VI knowledge. These things are inter.
laosd, and insspnraOle,
suppose you give a bell to n child
who has never seen bell before. He
recognizes u Ia a general way aud his
curiosity is excited. He accidentally
touches II. II rings that gives him
knowledge, and further interests him.
Ho wills 70 examine IL Ia all It's parts.
lie chooses 10 see II II will RUG agRin,o or
Ia some other position. He usos his
executive powers to investigate. The
first was an act Of knowledge, the sec.
ond interest which snerglzed will, aud
brought into play all Ihsse faculties Of
the mind.
CHILD STUDY.
The class In child study held It's last
regular session this morning At 7.i5.
The subject was the development OF
the Intelleot.D Tue mind was care.
fully followed by Instructor Clud, The
growing intellect, from the time the
child eau distinguish facts and locAlizo
sound, was traced to tho period when
the fully awakened consciousness VI all
faculties.
The line oi Investigation Indicated
Tor the immediate investigation was
development OF Language" They
were told 10 note carefully the OBJ
stacles that must DO overcome by the
child IN learning to speak, Distinguish
ing the location OF these difficulties,
whether they bs In the ear proper, the
coordination OF sounds with the
gangreA ceuleTs, or tho musclea In
volvrd.
BLOYD,
j. l.. TOwnshsnd.-PApe work was