Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1898-07-18

MI suffering women are Invited 20
write 10 her i1r advice, which will be
given without charge. II is un OK.
pcriguori woman's advice towomcn.
ere. an 81 the q. Y. Academy.
Prof g.. ", HrImhuH, Psychology
ana theory aud practice Df teaching.
Prof Walter A. Wolf natural science.
Prof Alice Reynolds. literature. Mlaf
ArUttA Young, drawing.
The forenoon uf The opening day was
spent boo mutual EruuunEH. speeches
ui welcome being made hy prominent
citizens of Emery county and zee
apona,H given by the members uf the
faculty after which all settled down
90 earnest work.
The period during which the luail-
tutp WaH lu rpfHIgn being very hUsL 10
Was necessary tn eliminate much That
uuEht Oh have been said and dom. ana
Go make the ground covered aH compile
htualNH uH possible.
The forenoon sessions wrrH from 0
1. m 60 ~ m. divided equally between
prliH. ilrWhlll and Wulu. Will" MiaH
afternoon sessions from . 90 Miss
Young holding special sessions % her
class each afternoon.
Tho work was largely presented in
the form ut questions which were disc
CuaHUl 100 the clauses. Following Or a
ull,f presentation ~ rHm. uf thc
puf q. H. Hrimhill commenced
with o. dIFouHHIDn Uf 90. question;
"Whit Dr. meant by following nature IN
tduuIIIHu'" and showed how by "a
careful iudy uf the child $500 may dlH-
cover the conditions aud manner % go
mental growth and development Just
nr WU may discover thu conditions -i.d
laws that govern thu growth ~ the
plant, uuIy the mind D. fAr more CONF
pick and dNWCult 60 understand. such
study vIl reveal the manner in which
the mind IriH. how O. grows and de-
vtluuH uiHHIuE from Oh. known 60 the
unknown, from Intuition and Imitation
90 Invention.
THIS study of thc mind Il psycholo.
gy ana whom p"lHF1Ey adopts and
puts into practice tHa laws and prin-
ClplrH OF tuH scIyuD.. DO u based upon
psychology, upon 70 rgIHutlfc foundation
Lam from thc child 10 teach the
man"
There D. q great pHyehical difference
between rule ufl a principle. The
one may b. defined aH mere guido uf
conduct simply stating the how hut
when the r,nruna Tor the rule are uu-
dHutlud 10 hrCHmts o. principle, The
speaker used the T lowing Illustrations
THE scientific farmer knows that Dc
cannot produce sIlIHfuCiurIly thH same
prrp uu thr Same Hul from year tn
yyar So d. ruIUtH. Hr works hy
rule. whoa hr hBs Learned that one
Kind uf crop draws nun the r1l one
element ana another Nnd Of crop nn-
other element DO understands thr r'n.
sun why rotation o. advantageous, ana
De- works from principle.
Spencer 10 oaks ui three cnnlIt0 uf
man applicable NOS only Co Tho develop
mrui 90 the race, nu, VI thH Individual,
and Co every Nocai. uf mans 1. The
rude ART stag; @ Doe scientific lu-
NUttIgatlun stage The rhngd art
stage WurklnE hy rule 10y imitation
beiuugH O. the nr. stage or condition,
The science uf pedagogy IN today in
thr scientific inNuiIFHtlun stage. lin-
cause % the completely ~ the mind
70 o. very far bchlni many other Ut tho
.HIUuCy1, notably Oh. science OF SUR
r.fy and medicine
The Thought OCCURS how very. yorS
many OF ttah'H tlDhrrf are Htlll IN tho
mlalH OF tho rul uIi stage.
what url ,h. hH. evidences thH "a
pupil th.ulH''
4, SEEING a. thns as o. whole.
I. Sgrlus Co., uIHl..
2. ssaing itB relationship (causo or
rnDD1,
Tacr o. no trat Of, sure ns this. WHOM
q child begins Go ub. There Ftru Boz
hgsiu1 Go realize ll % measure H. Pc
HItluu in the WurIl NJ thlngn, and 90
appreciate the wisdom ut a great cree
without Interest there can %. no
fruitful thinking, Tho conditions ui
interest ares
/. a proper relationship between the
thing and the mind
@ a desire Goo lHrU.
Q, Sceiug romDthus beautiful, This
latter "a what H"hrt forms ono
unoslhetlU relation U. th' world,
Ihr principle az .Ulurcri urr th0Tt.
]. Proceed from tho Old To- the nov.
2, Create "a duEiIe,
o. show beauty
one ~ the cardinal slus NJ tonchlug
IN desire ON tha part ~ the teacher
60 create love Boz the uupn Tor her-
self rather than for tho subject
The great test uf ih. teacher Dr. hls
ability 10 create "a l1,t in the pupil f1s
the subjects taught ono NJ the great
causes OF the dislike lDr riudy On kcup-
Ing the pupil In mIrt pluuglug into thr
new without having the old 10 carry
him alunE
when one thlnku NJ these prlnolplpa
and then recollection holds up hIs
early school days, how ho DC led Co rN
claim, what has f1r new education
done Tor the child, far the coming man
ana woman Tor tho v0rld2'
Who does not ruombor how the
teacher with his pupils plunged from
one labyrinth tp another over bound
less waFtts aud through trackloss
mysteries, mo- Thought mo- idea of cnr-
Nlnr the old into o.. now, mo- Thought
OF preparing tho little mind 90 uudDr-
stand the new tu bon presented. wlu-
Gorlug through m.Hl ana IMAGES and
over slippery ana thorny paths. no
beauty no light
Wen might 10 no Flii the child OF
that other day has become the man
ana woman OF tho present In spite uf
the teacher not because OF him.
But let II not DE Understood that tho
writer would blame the trnchors OF
the past. They dil tholr hcft, who can
do morr3 Perhaps a quarter Of "a con-
tury hence. the pedagogues OF today