Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1895-12-07

chief aim Of intellectual oduoaliou
may be slated to be the development
Of the power 10 acquire knowledge ii
| II Ia needed, 10 coordinate 10 properly
anu 10 spply Il skilinlly 10 tho natter
to b. deal. With. Thus appears that
no an ultimate aim the acquisition NJ n
etorr OF Knowledge with which 10 mtol
future copiingonces becomes compata'
| lively un.mFnftant.
Tho recognition Of the uuqueBii0n.
ably AMI enormously prepondorani
] Importance VI mental crracity M the
end aud aim uf oducativs u ovelopmsnt
! IA apt, however. 20 lssi teachers TO
overlook few facts Of great practical
value and 10 uudpfrate the necessity si
lmpntting knowledge during the
| period Of development Capacity for
/ knOwledge can be developed only by
acquiring knowledge; the child gains
the power % learn b. learning ana can
gaiu II ia no other way. This con-
alteration alone Ia sufficient ~ con.
Vince the teacher Of the great proXl-
mate Importance OF impaflisg
/ kn0wledgo 10 tho child. But tho
knowledge thus impartial has, besides
iis assistance IN developing tho power
/ OF acquisition another and q highDr
| source OF importance, The power to
ADAPT oneself 10 changes OF environ
mcni, 10 meet contingencies a. they
arise, which has been naelgno1 ~ tho
/ true ultimate aim NJ education ~ n
growth; the knowledge required 10
deal with any given situation oanu0t
all be- acquired aiiur the demand for II
has arisen. II II were otherwise age
and experience would count for moth.
ibg-ths teacher would conduct her
first recitation 90 well AZ any subse-
quent one, the doctor would treat bis
nut case with the same skili ~ his
hundrcdth, and years OF pleading would
add nothing 10 the confidence or judy.
ment Of tho lawyer, whereas We know
that these persons bring 10 each
GLASS or 10 oaon new Gaze In the sick
chamber or IN the court room al iu-
creased fund Of general and technical
knowledge derived from previous cases
which makes each easier Oi treatment,
and tue highest and most useful mem
tsl power IN that Of placing this new
facts which must Dc learned for each
ease In their proper relations TO what
was known before. say this IN tue
Highest and most useful mental power
because II IL this alone which makes
acquired knowledge available for future
usti without II we should remain
intellectually always nj tho point
whore we began. The cultivation,
then, Of the nppotcop,ive faculties ls
the tenchsf's most important duty 10
The Intellectual parl OF the child. This
power Of appefoslylng, u co-3fdinstiug
nnd relating knowledge grows M does
that OF acquiring II orig naliy by uio.
We learn 10 nppoIupive by aprerseiv.
lug. Now let "a suppose an inlslll-
gsnoc knowing but two facls, owl.
dontly tbs placing Of these facts
properly VI OF relating third fact u
each VI them land TO bothl Ia a very
simple matter compared 10 tho placing
OF the ten.thousandth fact In the same
10 II, moreover, evident
that the relations In the former case
VIII be much m 10 cTudely aud impet.
iecily known thar Ia the latter, that
Il, than ApreTcopiions arc OF a higher
ORDER more complex ami more com.
plole, M the volume OF knowledge
placed In relation IL greater. The
crude opperueptlOus OF the infant de-
velop into the complex ones Of tue
educate q alult by constant exercise on
n constantly Increasing basis Of fact,
AMI no small part Of the work Of ths
teacher must consist In supefintendine,
guiding and aiding, the pupil In the
acquisition VI these facts. la general
that person Will be tho cleRrett thinker
who knows the mott.
There 10 evbn q higher reason why
tho teacher should labor u lmpaft
knowledge. No person can have such
q moral constitution as has Dsen dos.
crlbed who has not philosophy Of ex.
lstonco, who lhAs not worked out AT |
least the fret steps OF the problem Of |
the unlvefst-the problem OF the souI. |
WHAT wuuli you have, 1 hear. UOanst |
thou by seeking find out God?O No. |
bui you can approach nearer 10 Him,
That the ultimate truth suTpasaos com.
ptehenslOn / believe ~ firmIy rs npy
ono can. No one may hope 10 know
Inc nature OF the iofeo thai IL b.hini
all, and thht moves all, hit he
may tailsly himself Of It's OK.
It1onee anu In vague sort OF his rola-
ION 70 II. And 10y knowledge of lis
only can be arrived NJ
'uoh crude and symbolic conception Of
! M h pssaible, Rm conscious that
NW talEing vaguely but this IL a
thought that HantCendH expTession
and did not isel tuFo that each OF
you had ~, should not havs said
.hua much, but 1 believe that am
understood ana that you will agree
with ms that the nearer n man mas
to that primal ruth OF
which all others are but oorollafies,the
ironger viii be his moral nature.
no htmer his purpose. ThAt moral.
~ which IL thing OF usre
ointment Inherited or inculeated, may
n tue commonplace affairs OF iiie, GsI-
lom reveal liz utility, nut in the
presence OF grave crisis, II malts "a
wax before tho nte-lhat which IL
'ased ON n realization OF the actual
purposes Of life, In all forms and con.
llIion6, cannot break ana viii not
lBnu.
have defined the moral man as the
nan Of hXed purpose anu IN conneo.
Ion with what has lust been said 1
wish 10 Justify that deflnition. I ahAll
10 10 simply by appealing 70 the uni.
'ersal usage. We all apply the term
o the man who refuses 10 be
governed by oiToumstanees-wh IA.
teAd Of what IL easiest docs what con.
lists with line Of conduct marped out
DF hlmaglf--thut IL uIth d. ,....... |