The Butte inter mountain. [volume] (Butte, Mont.) 1901-1912, 1901-09-05

the kindergarten. The students gradu-
ates from the university with the same
mind with which he entered the high
school. 1t is the same mind. but it has
been cultivated and developed. I'm
maturity has ripened into maturity. The
hesitation of childhood has changed to
the assurance OF manhood.
"Our psychologists are beginning to
recognize the unity of mind, that our
mental structure IS not composed OF
organs and faculties, each having its
separate purpose to fulfill, but when the
mind acts it acts as unit. The mind,
as a unit, exerts the power of memory.
or imagination, or thought.
''And so, too, we must recognize ideE-
tity, and when we shall have done this.
we shall have made an important step
in advance.
"The recognition of the unity of sub
jects has given us the valuable work
in correlation that is presented in al
most every teachers meeting. The rec
ognition of the unity of different parts
of the same subject has already made
a revolution in the manner of the pres
entation> of such branches as mathe-
mates, geography and language. The
work will not be complete, however, UNI
til we recognize that the principles of
mental growth are identical, and that
there is but one psychology-one psychol-
ogy for the kindergarten, the common
school, the high school and the college.
"The statutes of the commonwealth of
Montana provide for free kindergartens
that prepare for the common schools.
They provide for free common schools
that prepare for the high schools; and
provide for free high schools and free
college or university system. The sys-
tenn includes a normal school, a school
of mines, a college of agriculture and
mechanic arts, and a university, with its
sphere of work practically unlimited. In
none of these institutions is tuition paid
"Our state curriculum, then, begins
in the kindergarten and terminates In
the college. and the closer we succeed
in keeping this organization together, the
better for our schools, and for those re-
ceiving training in them.
1--WE cannot ignore the practical side
of life either, and so our pupils must
be able to do something, as well as to
know, for the world will not ask them
what they know, but what they can do.
And just so long as our students can do
something, and do that something lit
tie better than anybody else, there will
be demand for their services.
There are still left few citizens who
think that the highed schools unfit one
for work. Yet the school of today, wheth-
err common school or college, never for
gets that it will be judged by it's prod
uct. The question of the value of edu-
Gated labor has been too much discussed
for erroneous views of this nature to
prevail for any length of time.
There is another point along this
line. Our government requires edu-
Gated people. Monarchies may be differ
ent,. but the freer the government the
more complex the administration. The
state is not above the individual, and
that individual is of most worth to the
state who is of the greatest advan-
tage to himself Our schools prepare
for intelligent citizenship"
Professor Hamilton, of Missoula. fol-
lowing the address Of DR.. Craig, gave
a very interesting discussion on the
Psychology of the School Room"
stating that, in his opinion, the school
room held no such thing as the aver
age" pupil, some students learning
much more rapidly than others, and
therefore the teachers effort should be
directed more toward the individual
Much was said under this subject by
Prof. Hamilton. embracing such
branches as Habit in Education"
"p.,-a Y-,rle by the Tea cher, Rather Than
Preaching" discipline" Hereditary
Instinct and Influence etc. The adj