Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1900-12-29
State Teachers Association Con-
CIudes Its LaborS,
AN INTERESTING SESSION.
Able Papers are Read at This Morn
mas session Interesting Discuss
sion Upon Them.


association last night consisted OF q
very instructive lecture By Dr. Krohr
Of Chicago on mental development.
This mornings session Of the associa.
ton. which concluded It's labors, was
opened with an address by Superintend-
ent Frank b. Cooper OF the Salt Lake
schools on cooperative Work Be
tween Parents and Teachers" lie
opened by explaining that It was a
long time between the discovery Of
electricity and It's application; Il was
long time between the discovery OF
steam power and It's application, and
finally steam and electric power were
combined. In the combination Of forces
more and better work can be done
with less expenditure.
TWO FORCES AT WORK.
There are two great forces at work
IN man building. The parent and the
teacher Both Of these forces act best
when they act together The most a
home can give 10 a child Is Il stimulus
| TO work purpOsefully, 10 work right.
| That Is the most a school can give TO a
| child So these two have a common
| purpose, a common work 10 DO They
| both are a force acting for the veal or
| woe Of the child.
The home and the school are related
as close as can be thought about. There
| has been a time when there has not
been a school, but there never has been
a time when the father and mother
We're not teacher Of the child The
speaker then gave a brief history OF the
growth Of the school and described
how the teacher has become the Sec
ond parent.
The perpetuation Of the home, the
perpetuatlon Of the family is Involved
in education. The home and the school
have worked separately and worked
well. but the time has come that they
must be more closely united. When
there Is hostility at work between the
home and the school or where there IL
even lack Of sympathy between them
there Is disaster impending over the
child at every step.
Cooperation, continued the speaker,
implies sympathy and mutual appre-
citation Of each others good. There 10
need therefore for cooperation. An
other thing that cooperation does. II
broadens the sweep OF means. Ii
strengthens the influence Of the teach
er over the child.
Mr.. Cooper concluded by making
some suggestions as 10 how 10 begin
the work OF cooperation. Mothers
should meet together, for where two
or three are met together In the spirit
OF childhood there Is the Spirit Of God
also.
DIR. KROHN TALKS.
The discussion should have been
led by AtteWall WoOton, OF
Midway but he being absent
Or. krohn Of Chicago was called up
on to add a few words. lie said that
ne thought there had always been more
or less cooperation OF the mother and
the teacher For he could remember
that when he received a thrashing from
the teacher he generally receivd IL with
interest at home. So that It was not
only the discovery and combination OF
forces but the application as we'll Seri-
ously, he expressed himself as being
heartily In accord with the idea OF the
uniting Of the home and the school. He
could not conceive Of the combination |
Of any other forces that would uplft |
union Of the home and school.
AN EXCELLENT PAPER.
A paper upon the Free Text Book 1
System for Rural Schools-Is il Deslr- /
able and Practicable? should have been 4
read by A. c. Nelson Of Manti. state 1
Observation-Disclosures but he was unable 4
TO be present. The subject was there /
fore introduced by b. W. Ashton, SUI |
perntendent OF schools, Salt Lake coun- /
~ He said that when person feels 1
that he Is too poor TO buy a text book /
ne has taken the first step towards the
poor house 1t is dangerous TO teach
the child that the world owes him any
thing. There is something noble In in
dependence. II the parent stints him
self 10 buy a text book he will see that
his child uses IT, In conclusion, Mr..
Ashton made a ca for the old reader,
which he said was the magic wand that
has transformed the log cabin Into the
white house, and turned farm boys into
statesmen.
A SCIENTIFIC TREATISE.
A paper on THE Relation Of Psychol-
ogy TO Pedagogy was then read by
Prof w. @. koylance OF the University
Of Utah. The paper was very thought
full and scholarly presentation Of the
subject and was exceedingly interesting
10 those who understood IL. IL was
cal treatise of the subject In
every sense OF the word and was thor
lughly scientific He said that
psychology was mixture Of mythology
theology and physiology. He de-
scribed the many definitions Of psychoi-
lgy. each at variance with the other,
and concluded that the science was In
q chaotic state. Pedagogy is In that
vague state that characterizes the be-
ginning OF all things. He concluded
jy stating that the relation between |
psychology and pedagogy VIII be vital
when there is a scientific psychology
me with less metaphysics. less vague
ness. and more definite results.
The discussion Of the paper was car
led on by Prest. j. II. Paul and Prest.
GEORGE H. Brimhall. Prest. Paul was
Inclined 10 believe that there was
lute scientific psychology at
his time. and that 50 far as the
OF the man went IL was
orrcct President Brmhall also
bought that there were fundamental
principles Of psychology that are clear.
me discussion was closed by Or.
[rOhn. who entered into many illustra-
ions showing that psychology had
cached a definite stage, and that It
vas a great help TO the practical teach
r.
The committee on resolutions through
Is chairman. Prof G.. NJ Marshall sub
nltted a report including resolutions OF I
aspect for the memories Of the late
Professors Mathews. r. b. Lewis and
lr. John r. Park. The thanks Of the
ssociatlon were extended to all who
nd contributed towards the welfare OF
be meeting. The auditing committee
lade ITS report Both reports were
dopted unanimously, .
The newly-elected officers OF the as !
collation. were called forward And In !
Introducing Prest Cooper Prest, Van :