Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1894-03-17

tho tubiec, VI my talk this morning:
I Thought in Education"
NJ the purpose OF education ia 70
buill up n thought world correspond.
I ing with the external or real world Of
| objects, then all work OF the teacher
must rcsult In thought development.
! Any method or system OF ciuu1-
ton when does not aim nrst % the
| highest quality OF thought should be
cJndcmuei. Any plan OF school wofk
| which has quantity for its ideal iu.
stead Of qualify uofoats its purpose.
Dewey ssys. Thinning IL possible
boCauso Tiers exists IN things thought,
an iIoll, universal element The dis.
covcfy Of this element constitutes
thinking; when discovered u is always
| expressed IN the form OF "a relation"
10 b. not the object Of tho b tnnist g.
perceive, Imagine or remember ibis or
that plant, but 10 think plant life. The
zJOl0si't does not study 10 Tcmtmbur
tlcusmu 10 thls 0r that animal but 20
thinH animal lie. Il O. the purpose Oi
the study % all the sciences 10 discover
tue iicai tue meaning, tue slgniil-
Cauce, Of the universal element Cou-
NNNNHNA Us NNAN NNAMNNA MN|N.NH HAWNNN O.
educatl0nai thought T. strongly aiv0-
eating Che introduced Of tnu study OF
fc.euco Ia all tho curriculum Of thu
common SCHOOL, In fact, science
tvncuing Il 10 form the basis Of all the
tuulucts hugn, In our schools.
LISA universally reclgua % pfinoi-
10 OF education that the idea must
come before the aymU0l, that thought
mus pr CO De- otpfcssi, II, and { a. cx'
pttusi0ni- MAJ, ero.sary only thfOus IA
thought. lnis u.nphasiEHs tut iaCi tuAt
cGpfossi0u Is made perfect only through
the Intensity Of thought.
Hefueri 5puucrt was right when he
said that"truChefs worship the - mh0la
Of knowledge Instead VI knowledge
iutlj anu words contained In books
eau be- fi-huy Interpreted Into ideas
Uuly In proportion 10 the auiucegoui
experience VI thinEtn
Many teachers believe that ready
made knowledge ca be put Into tue
child's mind IN tue same way aa books
are placed In a liufary or o. plants nru
rot In "a garden. Tue chilli Is c0nsid.
cred rs passive recipient Of knowl-
edge, 10 be- loaded up a! one reel.
tAti0n anu uulUadCd ~ the next.
II there IL one thing 10 be condemned
more than another Ia tho schools Of
To-Day, II IL tue quantity idcal-tho
forcing into the minds OF children the
lifcless ioims u knowledge. Thought
teaching IL considered roo
slow for this fast age, therefore
tho child Ia made 10 echo the
thoughts OF others rather than TO
think his own thoughts anu expires
them.
fhe course, which must be- com.
plcted In a specified time, demands VI
the teacher certain results whicn car
only be secured by forcing Into
tue mind uuassimilatodl facts which
0bsifuet thought Development. Form
teaching makes unnecessary Tor the
teacher 10 study the science Of oiuca.
ti0u. She becomes an artisan Instead
Of an artist.
Thought In education h oppose 10
form teaching for II makes the teacher
nn artist student VI education,
| who must know the child anu
the subject, adapting the sub.
Joot 10 tho growing mind.
| Her work cannot DO measured by the
! quantity ideal, tut by tho power Of
thought evolved. Thought teAchlug
never demands the holsters VI artificial
restraint anu reward. A. the bud VI
the roGo uniolds Ia conformity 10 law,
giving delight by IT, beauty aud ia.
gtanCo, 10 tue unfolding of thought
opens 10 tho child the beauty OF truth
which giyes pleasure al each unfolding
The path Of progress Is along the line
Of naturalization. IL Is the haTmonl.
zation Of self with the universe. Per.
feet knowledge Ia reached la the gfns u.
/ ing OF the tue relations OF MUD aud
matter; Ia fact II IA the comprehension
OF one In all and all In one; it Is the
sum OF oil mans striving; II IN tht
concentration VI all happiness; IL Is tue
knowing Of that Infinite, absolute,
allglae, ALLOWING Father, whom We
call God.
Al the close OF Prof. s,swar's
address, tho meeting was divided Into
sections, each being under the dlrnu.
/ ton OF n chairman, ana each discuss
Ing designated subject. OF tho bret
section, A u. Martin was chairman;wTlt.
ing ana literature. Second section, ID.
| Denuis, chairman; methods la teach.
ing language. Third section, o. II
| Alvey, chairman; review " the
geography OF Utah. Fourth section,
w, J. Mccoy, chairman; spelling.
Fiith section, Miss Quallrough, ,l,adefi
common fractions. sixth aud seventh
sections, A. l.. kuuckey, chairman;
s0oial life IN New England. High
School section, W. h. Malone, chair,
mau; report Of the Committee oi Ten