Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1898-11-12
MEETING OF CITY TEACHERS.


lecture BY Prof Muzarclll.
Professor Muzarenl spoke on the cdu.
cation VI child. The lecture was
Characterized by deep thought charm.
Ing clOqucnce and lucldliy " languhFe
and was listened 20 with evident ai'
tentlon and enjoyment by those pros
.nt. The professor began HE lecture
by laying down the principle that the
education OF the Individual was an an
tccedunt cond ti0n 90 progress IN tha
part OF the nation. and that 70 was ono
Of The highest duties Incumbent 90 o
community 10 see 10 70 that the oppof-
tunl. of education iu an higher thlnFs
should be placed within ihe rcach Oh
ALL
Nature had IT, laws which were In
exorahle and In accordance with which
~ was necessary 90 proceed " posi-
tive advance was 10 De- made In the
direction not merely ~ the discovery VI
the hidden mysteries % the universe
but likewise N real proEresa was 90 De
made In the great task VI clevaunH
humanity. The great natural philo-
s0phcra. to whom the world Owed %
much Tor what had been already ace
eompllshsd. dealt largely with the pay
Of material forces. those ig whom h1d
had been entrusted the work " giuoA-
tiln. whether In The great university of
in the primary school. must Recognize
that their duty lay with even hEhgt
matters than those that occupy the 81.
tonilon ~ almost any other class oi
men and women. " was h.I,
60 endetv1r by working on nipral ahb
ffafftuai lines 80 fulaf the while Zone
81 the life around them Eluruil1n was
nat matter merely ~ thc head hut
airo 81 the heart. carlyle had spoken
with just contempt % the gorund.
grlnicra' wh1 iu fhc past had limited
Their Efforts D. sut.tininE M Intellect
and lifo By imparung the mere dc'l w.
OF knowledge IN q form destitute alike
OF charm and " furcC. Something more
than instruction lu dry and unlntufs
sstinE nornulao was necessary nj only
Tor the hEhcFi development " the M
teicCt bun nlfp 81 order that the high !
est plane of uil might be ft1chrli VIZ, !
that upon which the soul itself rested |
which was the mobiles, part of every In /
dlviduai
uniosa proper training and nu,rlment |
for tho H1ul were supplied. our Efforts /
would be- ln vain. Hence u was nee. |
csatry - make q careful study ~ The |
nature Of the child, not only individual. /
~. but in The case ~ whole classes N
she people. Woriswurfh had declared no ]
"a hne, tho truth Of which H. apparent .
~ an. The child u father ~ the man
u W. wished - see the young people I
in our families AMI school become
horoned nnd useful citFonu. We should
cousirr ghat our duties began al
very clriy stage IN their lives We
should by iudlcluus training begin our
work Of elcyuiing the future men and
wofuen ~ me- rtcu az that period when
they arr most ausrrpiihlr 90 tho lniiu-
cncos around them. with thar object
n view We should try 60 promote the
harmonious dcysiopmenf " the various
faoulten and pIWrs ~ tho child. N
"a ~ Ia
and loftincaa aad bcaWy was dos.
rned 90 remain a lasting memorial
OF the genius % ltH architect. the laws
OF uymmctry had to be- observed The
body Of u were % grow up In health
ana strength and beauty. required io
Ne symmetrical. and thc same was true
OF the MAD. an Instrument Infinitely
moro complicated. Inc body and mind
acted and reacted upon each other,
and honcc the most careful attention
had 90 De paid 10 zach " We were 10
b. rewarded nor our hbora By the at.
tainment In the child u sound mind
In . sound body.
The lecturer then gave definition of
what he considered true education 10
BE-. he said, TO discover With an
eye whose Elancea are Inspired by low
what ihcre r. " nohlost and best. what
there l. OF truly sublime and gldllkr
IN the nature " the child. a. rrad into
ne very soul and then with heartfelt
sympathy ana kindly cnori Go promote
the harmonious expansion aud ihe true
development OF ~ hest Instincts while
M the Same time endrnyorlnE 90 rradi.
cate everything that De- evil. 90 do all
this u education In the highest sense
OF the word"
Ito next devoted himself To the con.
HiderutiOn Of the great principles that
education, ilc said that the
parable of the houses, one OF which
being built on sand quickly fon Into
ruin when the winds came ana the rain
Tell whilst the othrrhaylnE ltH fIuuii-
ilon on Oh. solid rock. resisted thr m,
furis u the mightleat tcmpefis 90 dos.
troy 10, conveyed wise and Wholesome Z
moral particularly applicable 10 me .
WORK NJ education which was con.
'erncd with the uphulldIng ~ hu.
man character ono great facul,
depended FOR their support was the in,
Iollcct or intelligence. Ne defined "ln-
Iellect" as "thc faculty which enables
w 'bl discern pruih Ia NJ most iuu.
mate relations. the faculty. IN virtue nf
Ahioh the soul IL hnluglH face 90 face
With the true, the beautiful. tho roi.
The great object NJ humAn existence.
hsoovcry ~ truth, this Us God-ap, :
painted function.
The great problem O. b. solved IN
connection with the work ~ education.
NJ said further. was the real fscret nf ,
ne development and growth ~ the In. (.
inllrci Tor lH development Implied
'ameihlng mote than my knJWl,dEa [,
however wide or lofty. u Involved
much more than mere INSTRUCTION.
loWcvcr able AMI glfed the inaiructHrs
Experience had repeatedly shown that
4 was rlsH.hl a. attsan high plane
y manlrnoi without the advantage of
ne schools; We could MT even imagine d
nan as apart from in'e'ice.
The docior next compared man 80
4 nNlnE rincy faHhionri by divine
irch'.cct who had appointed lngeueet :
b. D. The foundation upon which the :
whole llfr was sustained lie aiai tn- I
iOduDcd tho simlnuuie % a tree sn- :
10y ng more than % merely NagHflhlr .
'Matencr as a comparison which por- ,
MAPS mnre fruNy represented the re ,
N man Like she TAN oak which over. .
gpa an tho trees Of tho forests and
which pushes dcop into the ground ~ o
'lgornW Outs, ~ man, at she outset 4
y MS career must grasp FIRMLY ihr n
treat primcyal truths 10 which an else =
vas subordinate, As tho trre % q
iot FIRMLY mated IN tho aiI a
YIN So widely spreading tcndr.Is :
would become an easy Victim h. ~
lrst storm, 40. he asked. what would
lecomc or man, howvS endowed with
ienius, however great lu am MA fariil'
les, n his NE were not firmly nNgl h.
ana established ln virtue.
ne next insisted upon the Importance
~ purity, without which there could b.
20 beauty nor anything strong or ad.
nlrahle, An essential portion OF mo
oundatlon ~ ne was anrellc nutitv
without which the work Of education
would be- an utter failure