Little Falls weekly transcript. (Little Falls, Morrison Co., Minn.) 1894-19??, 1896-08-14
What the New Education Ii.

What the New Education II.
We have been much interested in try
ing to find ont whether there is any such
thing as a new education. The profess
sors claim there is. They say now there
lis not only an education, but q study Of
education We observe that the more
learned and famous they are the more
they befog us when they try to tell us
Just what the new education is. Per-
3haps this is only natural. since the moro
learned a man is the NOR. long words
he will be familiar with and the more
he will be tempted to lug them into his
lectures and to talk over our heads.
A good specimen Of this sort Of claw
ing after the infinite and the inexpressi-
BILE is seen in a paper BY Professor Nicho-
las Murray Butler. Professor Nicholas
Murray Butler begins in this promising
way: "There are three avenues Of ap-
3proach to the study Of education and in
each of them the evolutionary point Of
view is not only Illuminating but con-
trolling. These three avenues are the
physiological, the psychological and the
sociological. " We defy anybody living
to make out from Professor Murray But
iler's alleged explanation Of these state
ments what he means BY them. We
leave them therefore in fog and pass
on to another cheerful announcement.
1T is that at present there is a wide
spread interest in two psychological
doctrines Of the greatest Importance to
all teachers-namely, the doctrine Of ap-
perception and the doctrine Of interest. :"
S In the name of the human race and
of common sense we protest against this
rubbish which is lately filling educa-
tional magazines. It will befog and
disgust really conscientious teachers;
it will tend to make vain and shall
low ones think they know something
when they do not. II these foggy old
gentlemen mean by psychology that ev-
cry teacher should study carefully the
peculiar tendencies and mental and
moral and physical characteristics Of
each pupil and try to develop each ones
powers of observation and reasoning,
then let them say SO in plain English.
Until they do they will never make the
ordinary intelligent person believe they
really know anything at all. +
III. OF pleasant memory is that kindly
Old Californian who willed all his mon
5ey as fund to buy school children
candy Oh each Memorial day. The name
Of G.. W. Teasdale will be kept green as
we'll as sweet in the city of Oakland
after its most distinguished politicians
and millionaires are dead and forgotten.
Teasdale had only little money, 5000
all told. At his death, now % years ago,
it was found that this little roll was to
be left in the bank in which it had been
deposited and should accumulate inter-
est year by year. At savings bank rates
sitSwou]d bring only $50, yet that little
sum would buy large pile of candy
for the Oakland young ones each Me.
mortal day. How they ate it, how some
of them got pains in their little stom-
achs, but enjoyed the candy all the more
for that, is duly recorded. Finally, how
ever, the young ones increased SO rapid
" that the interest would not give them
taste all round of the sweets. Then it
was decided that Teasdal1 candy day
should come only once in two years.