Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1895-12-07
PAPER BY Mr.. CHASE
Read Before Tho Teachers Of The
City Schools
TRUE FUNCTION or EDUCATION.
An Article Well Prepared and Calcu-
lated 10 Awaken Thought In the
Teachers Mind.

The following meritorleus paper By
Mt. X. i, Chsce, principal Of the
Emerson school, on"The true Funo'ion
Of Education" was read by that gen.
llsmsn before the teachers Of the city
schools this morning:
The function Of educAtion will
10 vari0usly stated according
10 The point OF view Of tho ono duin.
Ing n. Probably all will agree that ils
proper function IL 10 contribute in some
way 10 the development OF the ideal
man, and the more exact atatement Of
that function will depend uptn two
faclorti fret, tbs ideal Itself and,
second, tho conception OF the proper
combination and intofnotiou OF iorcoi
for tho realization OF that ideal The
determination OF those factors Ia then
the immediate object Of this ul1cut.
ZION,
TIE formulation OF An ideal man
for all schools OF educators and
philosophers seems ht dpt glance
It would b. no doubt did We attempt
IA possible 10 state In general terms an
ideal 10 which It would seem there can
be no objection. The ideal man 10 the
one perfectly prepared TO work out the
object OF tho individual life. Now,
however, diverse the opinions a. 10
what this object really is-sni they
are M diverse az 10 Il possible 10 con.
ceivo-when the tests OF hlness are
applied they a!o uniformly slated In
terms OF conduct; that IL, the test IL q
moral one. In this standard OF judg-
ment we all co. cur. The ideal man IA
IN moral nan. The moral man ~ thu
man Of unswtrving nKedness OF
purpose, The development OF this
nc oral man IL the highost--is tho sole
aim Of education. The teacher aims
at morality In two ways, directly sud
Indirectly. The direct inculcatisn OF |
morality IL recognized as the most an. |
hoult problem that conironts tho |
TEACHER. / shall endeAvor here to point !
out only this line OF effort that must be
pursued. OF course hil depends upon
the correctness OF the definition Of |
morality which l have given, aud 1 |
shall later attempt a Justification Of |
that definition, but assuming that II IN |
correct, In this absence OF tho guiding |
purpose mentioned and Of course |
II 10 only In ita absence that |
education has anything 10 Jo-iho |
ieacher can only hold the pupil and |
lead him 10 hold himself 10 Teaponsi.
bility for purpose sufficiently near to
DO clearly apptehended and which |
shallb be made more remote Rs develop. |
mont progresses. rhe methed Of dsinz |
this az once suggests i,aelt In outline to |
every teacher and each teacher must
work out lie details for herself.
have passed thus bfitfiy over tho
direct moral training because believe
That moral development IN brought
about In mos. part through intellectual |
development. Later l shall nlionpt to |
prove this and shall not pass 10 |
the confederation Of intellectual uduea-
tiop. Fifet L wish 30 feftats the dsu.
milton Of the ideal man Ia new terms /
Tho Ideal man 10 tho one capable
always OF adapting himself perfectly %
Ills envlronmeut In such way "a TO
further the ultimate purpose OF HE ca.
iGtence.l
The function Of intellectual educa.
tlon II TO enable It's pOssets0r NO TO adj.
Just himself with reference TO the Incl.
dent fofcrs that their resullhut may
tend most strongly Ia the direction 0f
his life work. To do this requires a
thorough knowledge Of these Incident
foroes anu tue laws Of their aotlon
aud NJ nfsi glance IL wouli
seem that the chief Junction
OF education must 10 10 furnish this
knoWlsigo, but on moments oon.id.
efAtion u becomes evident that 10
furnish the knowledge required 10
meet all, OF even any Considerable
number Of the circumstances OF life In
advance Of the occurrence Of these
circumstances II impossible. All
teachers realize this IA does lafgopeT.
csnthge Of lay men. No one any longer
expech that Ayoung man Will leave
tohool WHISTLER II be the district school
OF the university equipped with all
tho knowledge he Will need for the
numerous vloisaiiudos Of even the least
eVentiul life. Indeed It is rec.
ognlzsd by most that no
man who IL living real
lusithAt ia,who IL maintaining moral
Individuality ever reaches tbs point
whefg II 10 not necessary Tor him con-
rlAntly 70 acquire new knowledge 10
enable him TO meet special changes In
his environment. According 20 the
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