The San Francisco call., 1899-04-14

DBERLY of Leland Stanford UTniver-
sity delivered the principal address
at the second days session of the
Teachers Institute, his subject being
Some Underlying Meanings of Educa-
uon, and mis- remarks fell upon appre-
C.atve ears The other speakers were
state Superintendent of Public Instruc-
ton N 81. hirk and Professor J. Liberty
TaG5 If Philadelphia.
aadtorium of Mission High School
presented a brilliant scene Yesterday
morning. The teachers were out in force
a-r-r.d in their best bib and tucker.
Some nj the exhibits of the milliner's art
were wonderful creations, and for time
The counter attraction threatened to seri-
oIsIE interfere with the object of the con-
Nenlon. But attractive headgear and all
other adornments of personal character
We're forgotten as soon as the days pro-
Eramme was fairly begun and the teach
eTS devoted themselves henceforth en-
ufely TO the business before them
Inc session opened with chorus singing
by pupils from the ninth grade of the
Denman Grammar School under the di-
rection Of a. L. Mann, followed by a So
prano solo by Mrs NJ. E Blanchard. Pro-
lessor Cubberly was then introduced He
thought the teachers of San Francisco
should be congratulated on the progress
sive spirit they had shown in the face of
so many obstacles with which they have
had TO contend in this city. He compared
the methods of teaching in vogue in an
Cient times with the modern system of
imparting knowledge to the young and
dVelt upon the wonderful progress that
has been made in this respect during the
last twenty years. In this connection he
said.
"Rabelais and Montaigne after him,
both famous in their day, prOteste ed
the n3TTOr-llIp 1er hnH of
CriZ.us the classics, which was called edu-
cation $50 years ago. Inc Improvement
i'll educational methods since that time
has been tremendous, but there are still
traces ~ the Old scholastic methods re-
u-.-- and they must De wholly elimi-
Referring to the qualifications neces-
possessed by thoroughly good
.-r he said:
"Naat the people demand is one who
H- put his whole heart in his work.
The teacher who performs his or her work
l- manner 10 satisfy the conscience and
-"t merely TO draw salary Is the one
---- deserves promotion. One of the
things that distinguishes a good teacher
= I bad one is the faculty of giving
pupils mental power instead of facts, the
faculty OF imparting the underlying
meaning OF education Continuing, the
professor said, IN part: 1t is but re-
Dautly-within the last twenty years
t.at the deeper meaning OF education has
been realized in practice Within the last
r..A r Oh Eeil = manual raining mas DGtn
e.. orally introduced in the schools. and
5rything else is now subOrdinated to
.- training and development of the child
rs an individual One of the most Talu-
Ole lessons taught in the schools is the
training OF cur young men to overcome
difficulties. The energy and perseverance
acquired IN school viii enable a boy or
cir. 10 go much further in solving the
problems of life than if they never ac-
QI.red them. The training in learning to
succeed in success is. OF far more i'm
llrtance TO the pupil than the acquisition
or speCluc knowledge in Latin, algebra
or history. If children learn this lesson
Of success well, even though they learn
nothing else, their years in school viii
have been well spent. The man or woman
is stimulated TO fresh endeavor by the
knowledge Of past successes.
We cannot afford to provide cheap
eaucauOn Tor our youth. They must have
none but the best in order that our
schools may turn out good citizens as well
eS good scholars. Every one should be
educated TO form ideals, and that is one
Of the purposes Of education. II is those
m=n and women who have high ideals
who attain distinction in life. This mat
ter OF ideals forms one Of the bases of
our whole public school system and is one
Ct the underlying principles OF educational
work We should also aim to inculcate
ia the pupils independence Of thought and
opinion. In the broad and general educa-
t0n of the younger generation lies the
salvation Of popular government. This
l think is the very highest form Of pa
triotsm which the public schools can
teach. The political tendencies of the age
emphasize selfshness and education in
the public schools should be directly in
opposition to this evil
NO amount of education can make a
lazy mans labor equal 10 that Of the
energetic man. Pupils should be given
q store Of energy and ambition
for the future. They must develop
brains and energy and grit and pluck, and
the battle is half won. Care should be
taken TO prevent our boys and girls from
becoming self-Seekers and to eliminate
any tendency toward selfshness.'
THE end and aim of our educational Sys-
TEN" said Professor Cubberly in conclu-
sion, lis that our pupils be taught TO
labor unselhshly; that they be trained to
toll and dTudge-in a word, that they be
taught TO live nObly as good citizens If
these principles are adhered to the edu-
cational system Of the future viii take
The sentiments expressed and the
truths enunciated by the professor We're
heartily applauded by the teachers, and
at the conclusion of the address he was
warmly congratulated by Superintendent
The Phromel Quartet sang several Sc
leCtions and then superintendent Kirk
was introduced TO present Some
Thoughts for the Teaching Force Of the
State to Consider"
THE educational problem is constantly
presenting new phases said the speaker.
THE teacher Of to-day may realize that
some practices, once valued, are now rele-
gated 10 the educational garret, While
others, once discarded, are coming back,
such as mental arithmetic, spelling, vocal
training and mental composition. The
thoughtful teacher may realize that the
failure of some plans was not due to the
plans themselves. but 10 the lack Of har-
mony with the pedagogic system. The
progressive teacher is reading and think
ing on educational matters The world
is aroused and the thinking. pondering
and investigating Of educational prob
lens goes on INCREASINGLY. Only those
teachers who realize the importance Of
Keeping abreast Of the times can hope
educators. You teachers Of San Fran
cisco, enjoying practically a life tenure,
are under an obligation to make your
you occupy. Only on this ground can you
be justified in holding monopoly on the