The Wichita daily eagle. [volume] (Wichita, Kan.) 1890-1906, 1903-09-05
1ai1u ~ ao1 G
Nj. Nj. MURDOCH, Editor.
ESSENTIALS FOR THE YOUNG MIND.

ESSENTIALS FOR THE YOUNG MIND
The fact that the American school is about te
open that an ocean OF been wasted expressed
opinions on the merits for speed Of American
and English built yachts. that comparatively few know
anything about the which the troubles IL
Macedonia are based that General Miles has subsidized
that the Ffpinos Chinese and the Soudanese are in
a ouiescent state that neither Carnegie Rookie
Teller has anything startling in the line of phan
thropy lately editorial tendency OF the press is
towards written essays education.
For some reason nearly everybody has fault to
find with the curriculum of the public schools That is
everybody but practical The latter class seem
10 be well pleased with the educational system and
gress of the country looking forward with pleas
ant antcipations opening of the Louisiana Pur-
chase Exposition to amaze world with the complete
ness and perfection of the educational system of the
United States
One fault found with the system is that it does not
follow closely enough changing ambitions of pupils
For instance the man wants to be mechanic
deems the study botany waste of time and the man
who shaping his boys life for the practice OF medicine
looks upon the study of mathematics entirely useless
He does not realize that algebra is taught more for the
purpose Of strengthening discpnng the mental fac
utes than for actual use demonstration of prob
lens.
That there are some things taught whose Importance
is overestmaed doubt and that some things
are not taught Importance of the first order in
shaping the child mind for reception of the great
truths of nature give clear understanding of
the purpose of life also without doubt 1t Is as i'm
portant to have the mind well trained mind
and to our chdmind needs insight into sim
pie astronomy comprehensive, much as it
needs simple mathematics give better shape and
organization
One of the first things child should be taught is the
length of year, for mind ever be-
come great until it understands the immensely of time
and space He who comprehend distance cannot
possibly accurately estimate wonders of creation
the designs of the Creator he cannot compre
bend time estimate the vast Importance Of his
tory appreciate the fascinating of cosmic
luton The who does not understand the origin OF
the planet upon which lives know the history of its
formation can never considered educated person
nor can he understand himself his mission upon earth
the destiny of the race to which he belongs.
The young mind should formed to wonder at things
wonder breeds curiosity and curiosity is the certain
path to knowledge. He who cannot wonder never
learn When the child learns in the progress of knowl
edge large the world is he should then begin to
learn small it is compared with other worlds and
sorry figure it cuts in the complete work of the de-
sgner of the universe These things taught the
schools but they taught early enough for most
pupils believe they received liberal education be-
fore that of study is reached The result is
minds cramped ideas and comprehension totally
inadequate the absorption of the greater knowledge
real educaton-tha outside of the school
No American child should be allowed to reach his
twelfth year without knowledge Of astronomy physi
oogy geology biology physics and the longer after
that remains the ought be taught
of these things No matter what his live vocation mas
be knowledge physics will be practical him
and in the shaping his mind for usefulness fam
iarity with the other sciences is essential
Education should be the preparation of the mind for
the reception universal knowledge whatever may
the special ambition of the pupil