Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1899-08-19

always been rewarded By success. still
tho Ideal of thorough scholarship has
never been lost 70 view.
But while scholarship Is important
ana must always stand as "a test %
inc general efficiency Of o school, we
must do much more than give 10 the
student scholastic nttufufnentH for
these alone do not make the possessors
good citizens. There must be acquired
BY the student an Intelligent appreci-
alton Of the relation which he bears 10
the complex life about hlm-the indus
trial world. the church. society and the
state. The community life of n school
furnishes admirable opportunity for the
cultivation of civic virtues. The pupil
learns TO look beyond HIS Individual.
uurf1nnl desire 60 the larger rights and
privileges of the community lie learns
60 claim no privilege or immunity that
would tend TO cripple the larger body
N which he IL part " IN any way
impair iu usefulness. He learns that
liberty Or not license but that true llber-
~ consists In doing those thlnEs
only which contribute 20 ones own
woll-being without Infringing upon the
rights Of others.
And this discipline and training given
hy the school community 90 the indl-
vldual, lends itself at the same time TO
ethical growth and moral culture, Au-
thnrlties are practically n unit IN the
belief that the hlghes, function % the
school ls the building " character. To
this end oil the school eucrgy should
De directed every scheme for broaden
Ink the schools usefulness should Keep
this idea IN the foreground. From the
presentation " the loftieat and grand
cst truths u science. mathematics, his
tory and literature, 70 consideration
OF the most insignificant detail Of tho
schools machinery this strategic, over
HnHWHHF.HHIHaH FHHHNL HhWffII stand
blazoncd upon our walls and cherished
uppormoat ln the hearts OF those who
are chosen 90 lead the young Princl-
pal ilullng of the Cambridge, Mass,
hlrh school has touched upon this sub
sect ro forcibly No. O recent address that
! / quote one paragraphs but the most
compelling ethical force resident IN tho
school. after nli. IL the personality "
| the teacher. What instruction in ethics,
formal or incidental cannot do, what
discipline can do only partially and
/ temporarily d often done. ana done for
all time. by the character Of the teach
cr. Some o. the elements Of such a
| character are sincerity, moral earnest-
ness, Helf.poise, sunny disposition,
discretion. frmneHs and gcntleness.
| But most important u all, the philoao-
/ piers stone that In the school room
most surely changes base m .ll into
n.y. f''' VI "O''' '""'"'''' u ''"''
Friends Of the public secondary school
| ind cause for sincere cougrntulatlon
when viewing the firm hold upon the
great American public now enjoyed by
such schools almost everywhere
throughout our entire country. aud ea-
pUClaliy IL this true Of those who have
HollcltouHly followed the career of our
own High school from itH Inception 10
the present time. n was organized be-
cause the wise and henCncent scheme
place. Il grow naturally and rpontnuc.
oualy because Il satisfied q demand;
ana II stands today stronger and more
worthy of confidence than ever. not be-
cause OF the superiority OF its manage
] mcnt or the perfection OF the work