The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1901-07-11

TO BE "A POWER.
Teacher Must Learn TO Apply Social
Truths.


Detroit, July 11-At today's session
of the National Educational association
Prof. George Gunton. of New York
read a paper on Economies in the pub
lie school" he said:
Economics is an equally important
study with history and is even better
as a mental training. Intelligent clti-
zenship today demands a broader COM
prehension of the great pubic ques-
lions than was necessary so years ago.
1t was the function of the teacher TO
give the elementary principles OF econ
omics to the children as simply as pos
sible."
Rueben HaIIack's paper on ''The
teacher as a social and economic pow
err was the last one of the session. he
said:
mits crime if he does not follow some
other location. Those wasted with auth
GRITTY in the educational field whether
boards of education. superintendents'
or principals who try to rule their
teachers by the anti-social following of
fear ade denominations in this new era
as is the teacher who tries to secure
results from pupils by making them
afraid The teacher who would be q
social-economic power must learn ana
apply certain socia. / truths which
PSYCHOLOGY offers The most complete
OF these suggestions. together with in
imation it's corollary.
AN understanding of the basic ele-
ments IS also necessary. When teach
er has mastered the law Of suggestion
on its social side, when he has brought
into play the intelligent inimation of
the best, when he has developed the po-
tential capacity for sympathy, when he
has influenced children to do things for
others. when he has told that education
consists in knowing where to look for
facts and has taught them to set PROB
lens of their own to solve, when he has
impressed on them thati wealth de-
ponds not so much on mere saving as
on the use made of that saving, when
he has made them understand that in
tellectual, moral and social culture
done in larger measure is not so much
in learning by rote other peoples
knowledge in those branches, as in
drawing knowledge from the living
well of experience when he has taught
them to have increasing wants, the re-
suit of high ideals-then and only then
does the teacher become the needed So
cial-economic power and raise to
higher plane the world with which he
comes in contact
Prof. George Gunton, of New York,
following in his paper on Economics in
the Public School, said:
Economics is an equally important
study with history and is even better as
mental training. Intelligent citizen
hensiOn of the great public questions
than was necessary fifty years ago. It
was the function of the teacher to give
the elementary principles of economics
to the children as simply as possible"
Rueben Hallack's paper on 'sThe
Teacher as a Social and Economic Pow
err, was the last one of the session. He
said:
1.-THE teacher who is anti-social com
mits a crime If he does not follow some
other vocation. Those vested with au-
thority in the educational field whether
boards OF education. Superintendents,
or principals who try to rule their
teachers by the anti-social following
of fear are denominations in this new
era as is the teacher who tries to secure
results from pupils By making them
afraid. The teacher who would be
Social-econOnic power must learn and
apply certain social truths which
psychology offers.
An understanding of the basic
elements is also necessary. When a
teacher has mastered the law of sug-
gestion on its social side; when he has
brought into play the intelligent imi-
tation of the best; when he has deveI-
oped the potential capacity for SYM
pathy; when he has Influenced children
to do things for others: when he has
told that education consists in knowing
where to look for facts and has taught
them to set problems of their own to
solve; when he has impressed on them
that wealth depends not so much on
mere saving as on the use N ade of
that saving; when he has made them
understand that intellectual, moral and
social culture done in larger measure
is not so much in learning by rote
other peoples knowledge in those
branches as in drawing knowledge
from the living well of experience;
when he has taught them to have in
creasing wants. the result of high
ideals-then, and only then does the
teacher become the needed social
economic power and raise to a higher
plane the world with which he comes
IN, ct :,