The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1901-12-29
TEACHERS IN
WAR OF WORDS
@
Last Day of Session Was an Ex-
citing GEc,
APPROPRIATION THE CAUSE
&
PROF. STEWART CHOSEN PREsI-
DENT FOR ENSUING YEAR.
APPROPRIATION THE CAUSE

--A
Teachers INDUCED in debates yesteT-
day. making the closing session the
livehsst OF all over a resolution to
appropriate $50 for the purpose of keep
ing open Utah headquarters at the Ma
tional Educational associations meet
ing in Minneapolis in July. Professors
Carr and Gillian had a verbal duel
Professor Gillian opposed the appro-
priation, and in speaking against it
said there had been no offer by per-
sons who wanted the money appro-
priated to account for their proposed
exp5 nditures. He 5yelt for some time
on this point, and WHEN ne had finished
Professor Carr was On his feet in an
instant denouncing the speech Of Pro-
lessor Gillian as an insult.
Various persons tried TO get recogni-
ten from President MeVicke~. hoping
they might be able to pour oil upon
the troubled waters, but Professor Gil
Ian again had the floor, and offered
an explanation, which, he said distinct
~, was rot an apology. The eXplana-
ton seemed TO be satisfactory, but the
episode apparently created some sym
pathy FOR the proposed appropriation,
for 1t was allowed.
The association elected officers for
the ensuing year These officers are:
W. NJ. Stewart. president; George w.
Decker, vice president; Samuel Doxey,
treasurer, and George b. Eaton, mem
Der Of the executive committee
Discuss Carnegie Gift.
The Introduction OF a resolution IA
voring the Establishment of a national
fTvfT-c---irT- al
brought & number Of protests from
persons who are opposed to this eoun-
try accepting any faVOTs from Andrew
Carnegie.
Speeches for and against the resoIu-
ton were made. Some Of the ora tors
advocated expunging Carnegie's name
nom the resolution, but when it was
put to vote the resolution passed. It
commends the project and recommends
the $l0,00G.0eO given by Carnegie be
used.
Discussion of these subjects and
minor matters took up so much time
that it vas almost / o'clock when Pro-
lessor NJ. V OShea began the lecture
ne was TO have delivered at 5 o'clock.
the School OF the Twentieth Century
was the lecturers subject.
Every teacher knows that BOYS and
girls have their little whims and char
scteristics. The old idea that all may
be taught by the same method is dis
appearing rapidly, and in It's stead we
have a system that takes into account
the Tarying individuality OF the pu-
pills. Some ludicTOus results are seen
from the old styles of teaching where
IL was incumbent upon the pupil TO
memOrlZe definitions, many of which
had no meaning for him"
DR.. O'Shea then produced a hook,
from which ne read many funny an
sWers 10 questions asked pupils IN the
public schools. Here are a few sample
answers quoted by the lecturer:
The trOpic OF Cancer IS very deadly
and dangerous"
Food is a very useful article, which,
If We were to go without. we could not
DO It,"
AN adjective is a word which can
be made into an adverb by the adding
OF syllables."
John and the Apples.
Illustrating the two definite kinds of
character to be found in the pubic
sehools, DR.. O'Shea gave this as an
example:
John, how would you divide seven
apples among five boys?"
Now. if John would only stop and
think a moment as his opposite in tenn
iEA aAElEtAk WUtAlA AOf HI WU4lu re- LliC
impossibility Of the thing Instead OF
that, however, John is OF the active
temperament, and must be doing some
thing. So, after much cogitatiOn, he
says: 7 know, 7 can divide seven ap-
pies among FIVE boys
'HOw2'
wy, make EN- into applesass'"
ResGpsing the same frankness which
caused him yesterday to tell an audi
ence composed mostly Of women that
nearly all geniuses were men, DR..
O'Shea continued:
1.-THE mental and the motive temper
ament are the two CHARACTERISTICS to
be found among pupils. Only a few
doors away from my house in Medi-
son there IS a wealthy manufacturer,
who has two sons. One of them learns
easily and stands high in his studies
He he's little difficulty with h!s lessons.
The other one is averse to anything
which requires mental concentration.
He gladly works in his fathers ma
chine shops from early in The morning
until late at night for 50 cents q day.
Anything which requires the employ
ment OF his hands is attractiye to him
and he is skillfuI with machinery. His
father insists the boy whose prediiec-
tons Mt him for an artisan shall take
She aneieu. classical course at some
university The f-st boy is going
along smoothly IN that path, but the
second one never can.
Ancient Classical Courses.
Observation. I believe, will teach
the modern educator that there are
some boys who cannot complete the
ancient classical course. There are
many who can, but it is time some
preparation was made for those WHO
cannot. For such there should be more
manual training institutions. They are
readily interested in such work and
many a boy has been actually re-
claimed by manual training.
Every day is adding 10 the things
necessary FOR The progressive teacher
II know 1t may seem at first it is not
worth the while, but when we reflect (
that Il is a great privilege to guide |
the destiny of a human life. to prepare
a human being for his life's work. we
feel the full sense Of our responsibility
and are amply rewarded by the ap-
prevails of consciences, If not in
monetary way.
Thanks for All Concerned.
The arguments alluded to in the fore
going were resumed after DIT. O'Shea's /
lecture. 1t took a half hour to settle /
the questions and then an announce ]
ment was made that there would be an
organ recital in the tabernacle.
A resolution Of thanks mentioning I
especially the Church of Jesus Christ OF /
Latter-day Saints was passed. tt not |
only thanked the church for the use of /
the hall and the organ recital. but |