Daily inter mountain., 1900-12-28
RECEPTION
TO TEACHERS
ONE OF THE MOST ELABORATE
AFFAIRS EVER GIVEN IN
THE CITY.
CHOICE REFRESHMENTS
AND SPLENDID MUSIC
DR.. Taylor Of Kansas Delivered an Ad-
dress on "The Education That
Best Fits for Life"


| here, We're rendered reception last
! evening at the high school building.
1t was a most elaborate affair. and the
visiting teachers were made to feel they
are indeed welcome to Butte. The peo-
pie Of the city have rarely taken so
| great an interest in pedagogical affairs
as in the present meeting, and the best
! people of Butte We're out to assist in
| entertaining the instructors, who have
come from every part Of the state to
attend the meeting.
The high school building was tasteful
~ decorated throughout. The Boston
and Montana band played in the as
| sembly room, which served as the gem
eral reception room, and dancing was
INDUCED in in the gymnasium. Re-
freshments We're served, and altogether
| the affair was one of the pleasantest
| public receptions ever held in Butte.
| Before the reception, the teachers of
the association, together with many
! citizens, gathered in the assembly hall
| to listen to a lecture by Prof A. r.
Taylor, of Emporia, Kan. The effort
| was an able one and was greatly an
| preci:fed.
The speaker referred to the influence
IN developing the material resources of a
country and in contributing to the COM
forts and enjoyment of life. The aver
age earning capacity of citizen of Mas
sachusetts Is double that of a citizen of
the United States as whole. Educated
labor commands a higher price every
Where than uneducated; instance the
scale of wages from the hod carrier to
the architect; from the bumper to the
expert mining engineer.
The old education that makes the
teaching of subjects the end of school,
room work is fast giving place to the
new, which makes the development of
the child it's chief end. Capacity to ham
ole capital rather than capital itself
should be the endowment given the child.
Cariyle says that one man will build a
mud nut out of clay in which to live; an
other VIII take the same clay and con-
vert 1t into brick with which he builds a
comfortable home, a great factory, or
stately palace-the principle is illus
trated in almost every civilized COM
munity and in every walk Of life.
All of the activities of the child should
he cultivated, but the crowning activity
IS the thinking activity. The mere stor-
ing of facts and figures counts little in
an education. 1t is rather power to use
facts and figures that accomplish much
in this world.
There are old fashioned educational
virtues that characterize the ideal
thinking activity; accuracy, rapidity,
foresightedness.
A mans method of thinking is easily
revealed by his method of doing, par
ticularly Of doing those things, he makes
his life work. The lack of accuracy in
general in every trade and profession is
as evident as it is deplorable. It's origin
is easily found in the home and in the
scnool room. Business men are con-
stantly complaining of the want of ac-
curacy and adaptability in the products
OF our public schools. The young man
who is trained to do everything we'll will
sooner or later succeed anywhere. He is
in demand from the Bay of Fundy to the
Golden Gate; instance Chickering, Nc
Dole and thousands of others.
Accuracy is the first requisite, speed
the second; the plodder falls by the way
side in this age of steam and electricity
Many men in the trades work two or
three times more rapidly than others and
with the same implements accomplish
correspondingly as much more; in the
professions the difference is many times
greater. Such men are worth proportion
ately as much more to themselves and to
their employers. Numerous illustrations
were given.
Foresightedness is very comprehen-
sive term involving keen PERCEPTION.
ready memory, fertile imagination, ac-
curate judgment. 1t promptly appre-
hends the complex elements in problem
and makes greater speed in it's solution
possible. It's development may be slow
but its attainment is worth the time and
a f,ov
ments in science, the mechanic arts, and
in the business world.
These three characteristics of thinking
habits and character only through long
and careful training at every step in the
home and school life; increased rapidity
in thinking and increased rapidity in do
ing should be daily uppermost in the
mind of teacher and pupil. Both are
made possible by systematic organiza-
tion and systematic or logical presen-
tation of the subject matter in each
branch taught. Herein appears the first
great difference between ordinary and
scientific teaching. If subject be learn
by the pupil in a scientific way, by the
law of retention and habit he learns to
do his own thinking in a scientific way
and becomes skilled in the apprehension
of the relation of things. All subjects
taught in our schools are arranged in a
more or less scientific way, though
mathematics and the school arts gen.
orally speaking, more clearly illustrate
the idea. A beautiful example of the
difference between unscientific and sci
eEtific teaching is found in the different
ways in which typewriting and instru-
mental music is taught. The value Of the
simple discovery of the principle that
multiplication is short method of addi-
tion as we'll of the discovery of other
principles of higher mathematics was
then shown, the speaker declaring that
geometry Is the model after which all
branches of human knowledge must
sooner or later be organized.
THE AE.rr:nN0ON srssrnN