The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1895-05-11

pulses, those inward secrets OF the
heart and sentiment that govern our
children to do and see all that is good
and pure and holy In life and to keep
them from all that Is evil wherever re-
fnement, delicacy, sprightliness ana
spiritual acumen and force are to the
front, there the true teacher is repre-
sented and II viii be conceded that II
is her duty and hers only to battle
with the untamed passions or human
nature, to arouse the spirit or useful
inquiry in the child's mind and to di-
rect that inquiry to subjects which
may purify the heart and elevate the
intellect These are duties of which no
opportunities, woman's tact and wom-
ans delicacy."
"The Science of Education"
Miss Blanche E. Evans delivered an
interesting address on 1.-THE Science
OF Education" in which she took the
position that education Is the develop
ment Of the powers of man instead OF
simply the acquiring and storing up
of knowledge, as is argued by some
people. while the terms learning and
education" she said. convey similar
ideas. their meanings must not be con-
founded. Learning Is what one may
possess, while education is a part Of
ones self, and all the powers OF the
mind are brought under control by the
training and development of these
powers.
"The primary idea of education. as
shown by the origin of the term, seems
to be the developing or drawing out OF
been supposed that this was its earli-
est use. 1t is doubtful whether the Ro-
mans used the word In this sense. but
most modern writers have SO uode-
stood Ii. The term education has, at
the present day, so broadened its mean
To- a. - - In
ment of mans powers and the furnish
ing of his mind with knowledge.
Education is divided into three
kinds, namely, the physical, intellect
ual and moral and religious. Besides
these already named are the aesthetic.
domestic. common school. popular and
natural education.
within the last few centuries this
science of education has rapidly adj
vanced, and we will hope for it's fur
Their advancement. and we should re-
member that mans most important
duties are always in the present. but
the most important influences affecting
men are always out of the past or of
the future. Man can never act In the
light of the present alone. He must
be Influenced by what has been and
what is to be. Yet he can never speak
or act in the light of the past or flu
ture except in the immediate present.
The present hour is the central point
of mans conduct, but the past and flu
ture are in the circumference of his
action. He must take in the sweep of
memory and of possibility in order to
know what to do now, but now is his
only time to do anything"
"Attention Its Worth"
The subject of Miss Matte Frees es-
say was Attention" the culture of
which, she said. is pre-eminently inn
portant because mental growth de-
ponds on it, Attention must accom-
pany every successful mental effort.
Inattention informs the mind as the
lens takes all the light coming to IL.
and instead of allowing 1t to distribute
itself evenly concentrates IL in a point
of great light and heat. BY attention
Is meant the power to concentrate our
efforts. When a child you can give
slight attention only for few mo-
ments; now you can give complete at
tention for hours. This growth comes
from well-directed efforts and is called
education or culture. A teacher must
secure the attention of his pupils
through interest, and to do this he must
know his pupils and also something of
the child's nature. He should bring be-
fore his class things interesting and
profitable. So present the subject as
to awaken and sustain interest. In
spire attention by pointing the way to
achievements. The pupils who lead their
attention. The men and women who
lead in every field of human achieve
ments are those who most completely
concentrate their efforts. mo stream
in its course flows seward, how
lonely soever its course. but
mo star ever rose and set
without influence somewhere; no life
can be pure in its purpose and strong
in it's strife, and all life not be purer
and stronger therby."
Ancient and Modern Physical Culture"
The above was the subject of a most
entertaining essay by Miss Emma
Hesse. who told of the benefits to be
derived from physical exercise. She
said in substances: THE mechanicism
of the human system is so perfect and
so delicately adjusted that when prop
erly cared for IL performs all OF its
functions without friction or inconven-
fence to it's immortal tenant, and often
when suffering from abuse still shows
its wonderful strength and power of re-
cuperation. All sickness is the result
of violation of law. The great rene
dial agent is good blood, and good
blood is dependent upon pure air.
wholesome food and proper physical
exercise. Exercise of the muscles of
the body gives health, strength and
vigor IS well as beauty to our bodies.
The ancient Greeks. Romans and Spar
tanS regarded good physical educa-
ton as their highest aim in life. The
Greeks have been the despair of all
succeeding ages in so far as education
is concerned. We have in no other age
schools to be compared with the Greek
Nowhere else has there been such per-
sonal education. Physical culture is
the basis of all this. In that is the Sc
cret of their success. Greece has given
US representative men in every de-
partment. We point to Greece for the
greatest creative poet, for the greatest
orator, for the greatest sculptor. and
the first man in what we consider
the highest mental philosophy. Plato
stands at the head of all philosophers
of the world. The exercises of the
Greeks consisted of turning on bars.
lifting heavy weights. throwing the
spear, and such forms that were deem
ed best for muscular development. The
Romans are ever memorable for their
displays of courage and physical pow
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