The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1894-08-14
OFFICIAL INSTITUTE.
The Proceedings at the Opening Ses-
sion Yesterday.

sen presided. The opening exercises
were held at 9:45, and DR.. Hinsdale's
lecture on methodology followed. The
doctor said:
There are three mental activities
knowing, feeling and willing. We call
all the faculties of knowing the intel
lect; the faculties of feeling, the feel
ings; and the act of willing, the will.
We can separate these for the purpose
of discussion. but in reality there is no
division or separate action. Feeling
and will react upon knowing and so
stimulate knowledge. Belief is not UNI
der the control of the will. I cannot
believe or disbelieve what / will too.
We believe things from proof; these
proceed from the knowing faculties.
[ might demand that you believe
prisoner is not guilty; your answer no
doubt, would be: What are the proofs
OF his innocence" Your will cannot
set your intellect at work on a line of
investigation, that can put you in pos
session of the proof you need to con-
vince you. When I have enogh evil
dence pro" and con" 1 can say L do
believe it or not as the case may be.
Never demand that a person should
believe what you say on the theory
that.
A man, convinced against his will,
Is of the same opinion still.
Knowing and feeling, up to a certain
point, work together; after that they
vary universally. When knowing is
very active feeling is in the back
ground. AS it is with knowing and
feeling. so it is with knowing and will.
Our happiness depends upon our feel
ings more than any other faculty Of
the mind. Our practical efficiency in
the world depends upon our will.
If you had no feelings it would make
little difference whether we were in
heaven or hell. All thoughts that have
to do with pleasure or pain, happiness
or unhappiness, are referred to the
feelings We We're created for happi-
ness, therefore it is important that we
should be educated along this line.
We must have measurable degree of
the mental status with the element
that predomnates. We classify men
in the same way. A man whose men
tai characteristic is knowing would be
a man of science. When feeling is de-
veloped he may be an artist, poet or
a great preacher. When will is the
leading characteristic and knowing
and feeling are subordinate, he is the
man of business or of affairs.
The subject l wish to take up today
is: Education of Feeling and Will.
Such educat ton is valuable and we
do not always appreciate it as well as
we should. There are very intellectual
men whose feelings are so highly de-
veloped that they shrink from coming
in contact with the real world. The
school exists primarily for the educa-
ton of the intellect; but feeling and
will must be reached through know
ledge. Why do persons feel sad and
glad? 1t is not spontaneous. Some
thing has gone before ones sadness
and gladness to cause it. Every fact
in this world has a cause, whether we
find it or not Instructive fear we have
riding along and all at once the horse
stops. We may be sure there is a
caU&e; it may be one thing or another.
The horse. through the acuteness Of
smell or hearing got the impression of
fear and this was not uncaused. The
difference between instructive fear and
knowledge fear is in the degree of def
niteness or extent. If I We're going to
battle and knew the danger, I could
not call il instructive fear; but if while
going through canyon on a dark
night 1 feel timid my fear would be
instructive.
An object of nature may be so re-
lated that it causes an emotion of
pleasure in one person and an emo
a policemen taking a very unruly pris-
oner to Jail, when that object appears,
will be pleased. He thinks, now 1 will
be through with this man while the
prisoner will feel sorry to think, now
my days Of pleasure are over; I will
have to live in a cold, dark CELL eat
bread and water, etc. The feelings
and will Of the pupils in the school are
not subject to your command. You
90 4ot n nv ny will
ing that you should or the reverse.
But if he wants you to feel happy he
must change the cause and he must
get at it through the intellect.
Put some object before the pupils
mind that will lift him into another
line Of thought. 1. as a teacher must
always accomplish my object indirect
ly. It would be just as absurd to take
hold of your boot straps and try to
lift yourself over the fence as to say
to the child: NOW, Johnnie, you are
a very cruel boy; you need to be de-
veloped on the tender side. I'll give
you some lessons in that line"
The child would Immediately resent
such treatment, and say: I'll show
YOU Go ahead If you think you can
do it."
Feeling and will cannot be reached
by lessons that are prepared for the
purpose. Do not say anything about
what you wish to make the child. but
go about it indirectly. Have your ideal
before you and then work on the
child's feelings. and, without knowing
it, he will begin to respond. In pro-
cess of time his nature will begin to
grow on that side. Always approach
the feelings by way of understanding.
What I have said of the feeling is also
true of the will.
School Supervision" Professor Cuff
School supervision has relation to the
authority of presiding over the school
The superintendent may be looked at
from two standpoints. First, his rnla-
ton TO the teacher. Second, His rela-
ton to the public. The superintendent
is the executive officer of the board of
education. He gets his power from
the board, and the board get their
power from the people. The authority
of the superintendent is more limited
than that of the board.
Who Shall be Superintendents?-
Read Mr.. Payne's opinion, as fol-
lows: Men psychologically are better
adapted to high grades. while women
are better adapted to low ones There
are a number of exceptions. Froebel
was one.
The duties of the superintendent
are to select teachers, to classify stu
dents and to arrange the course of
study and present it to the board for
their approval He should also as
sist the teacher from a disciplinary
point of view. The superin-
tendent should be the one to
select the teachers. Good schol-
2rs can not be had unless there are
good teachers to make them So The
superintendent should be a practical
teacher so he can be able to decide who
are the teachers he needs. The head
Of the examining board should be the
superint ndent. Why should we have
examinations of teachers? There are
two reasons or ends to be reached by