The herald. [microfilm reel] (Los Angeles [Calif.]) 1893-1900, 1898-04-02
A FACTOR IN EDUCATION
PROFESSOR BERNARD MOSES ON
"NEaLEcrED HISTORY"
Or. JORDAN ON THE FUR SEAL
Closing Session to Be Held in the First
Congregational Church
:, This Morning

; Hazards pavilion was sea of faces yes
terday morning. when the second Gays
session of the Southern California Teach
ers' association opened. The first number
on the program was ladies' chorus
"Dowp In the Dewy DELL" Prof. WinshiI
of Boston followed In an earnest. forclble
address on Training as a Factor in Edu'
cation" The central thought or argu-
ment advanced by the speaker was the
necessity for special training along all the
lines of activity. Our boys and girls must
be trained for leadership and to rsaliza-
ton of what leadership means. They must
realize that when this country Is swept D!
great movements, as it is likely to be at
any time, whether it be human
itarian, industrial or financial, they
may be ready for the leadership
the hour demands. Let US educate
them so that the leaders in government
may feel that our educated men have such
poise of character that they are ready for
any. emergency, equal to any demand
Prof Foshay announced that it is the
desire of the officers Of the organization
to make a musical evening q special fea-
ture of future annual meetings of the as
ISOLATION. For the next one cantata has
been proposed, the details Of which could
be arranged by teachers from the different
sections at their leisure and convenience.
PRIMARY EDUCATION REFORM
DR.. Julius Goebel Of Stanford university.
next addressed the audience on 1.-THE Re-
former Of Primary Education in Ger
many" DR.. Goebel gave a brief sketch
of the life Of Pestalozzl. the founder and
originator of the system of kindergarten
instruction. We cannot imagine. he said,
IN this day Of educational advantages and
advanced thought, with what enthusiasm
Pestalozzrs Ideas were received in Ger
many. Princes, statesmen, teachers, all
rushed to Switzerland to see the system
and carry It back to their own country.
Among these was Diesterweg, a man who
realized that teaching Is Tot only science
but an art. Dr. Goebel spoke Of the great
influence this apostle of the Swiss instruc-
tor had exerted on educational ideas of
Germany. Diesterweg's work is not known
In this country. probably because it is far
easier to get hold of theory than of prac-
teal knowledge. The ideas he inculcated
were to keep the education OF the child in
conformity with nature. This includes a
knowledge Of psychology in the teachers.
Do not teach anything which the child
with proper guidance cannot find himself.
In Germany 1t Is not the matter the teacher
considers the most, but to develop the child
into a self-acting. self-controlling, self
feeling man or woman. Educating is the
art of arousng the seif-actvity: it is not
merely imparting knowledge. The child
tina. has to speak, let him exercise his ac-
4; ,,:.., 1T, sv-
man.
The tendency toward reform in this coun-
try indicates that we do not possess what
We should have; We are running after fads
and Ideas but we do not have the self-poise
we need. The great educators did,not have
TO wait for the psychologists. In the writ
ings of Diesterweg teachers will find, a
mine of information, which If followed
shall educate a nation with which no other
nation can compare.
NEGLECTED HISTORY
Prof. Bernard Moses was then presented
and followed in an address on 1.-THE
Neglected Half of American History
Every state arising from Spain or Portu-
gal on this continent has paid this country
the compliment of initiating our form of
government The federated states in the
southern half of the continent were less
ambitious in their names than we were.
They were designated as the United States
of Colombia, of Mexico, of Brazil, while our
name ignores the rest of the continent
American history in its correct sense en-
braces all attempts at federated govern
ment in this couttry; the study in school
embraces but one part of it. There is a
reason for doing what we do in historical
study, but no reason for not doing more
We emphasize the history of Europe, be-
cause those nations are our anteceden.3,
but there is no event comparable with the
discovery and settlement of America. 1t
Is here that the student finds the proper
field for his investigation. In the future
Europe will be the study of European stu
dents. and those of America will find In
their own themes worthy of their highest
power.
In the study of history the matter of ST.
preme Importance is not events, but seeing
events in their proper relation. 1t is of the
highest Importance that we should be able
to appreciate our neighbors. We need it to
prevent US from falling into a national pro-
vincialism. The citizen absorbed in events
around him is apt to imagine that this is
tional barbarism. To check this tendency
to narrowness is one of the important tasks
of the schools, and 1t is of Importance to
help the child to extend his horizon. Teach
them that other people on this continent
have had their ideals, worthy of sacrifice
though they may not be our ideals. Heir
the youth to understand that there is a
point of view other than the one we occupv.
Unless the teaching is broadened, the
bulk of the nation will fall into bigotry
scarcely less rigid than that which has be.
fallen religion. 1t is high time we should
stop telling lies about our country for the
sake of patriotism. There is enough in it
good and strong, to develop a patriotism
that will take care of itself. You may float
q flag from every school house In the land
but If school trustees traffic in positions
and school boards are full of rottenness
teaching patriotism is in vain.
Fred Emerson Brooks, recently of New
York. recited one of his own poems, or
rather. verses, entitled Foreigners at the
Fair" which was loudly applauded.
Mrs. Hutton, member of the w, c. T
u. read short paper, setting forth the
interest of that organiza ton In educa ton
and asking the cooperation of all teach.
ers IN temperance work and principles.
CHILD STUDY
Prof. Thomas B. Bailey Of the state uni.