The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1903-12-30
President DIN spoke of
interpretations of Education

SOclaI1On ErSS1QSnL Olln SpOh0 VI
Present interpretations of Education
al Reform
I'm recent times he said, education
has been coming more and more INTO
the public eye; and by so much the
more have there been criticisms of the
process and proposals for reforming
them So true is this that today there
is almost a clamor in the demand for
a change in the principles and method
of education.
The Importance of right educational
processes is conceded as never before
And so discussions of necessary ad-
justmentS in education have a larger
hearing than ever before. RACES are
given to discussion of these questions
in magazines and periodicals that for
merly gave only para graphs to such
subjects, and these grudgingly. Edu-
cational periodicals have attained TO
a dignity and an influence hitherto I'm.
known. Last July the unprecedented
membership of the National Eduea-
tional association, aggregat1ng more
than $4,000, gave convincing evidence
that the great questions Of educational
policy now before the people are con-.
sidered of great Importance by those
responsible for the shaping and direc-
ton of educational systems.
In the vcCa bulary OF educational re-
form doubtless the first word Is 1nd1-
viduaIty. This term includes the right
TO develop all the right powers and
tendencies with which one is born IN
such a waY as to give body and mind
the greatest proficiency without de-
stroying the natural bent. But the
teacher as we'll as the child has
claim to individuality, and this right
should be Sdcredly kept. There is. or
should be, also an individuality of the
school. as well as of the child and the
teacher.
1T must be admitted that there are
tendencies in education which make
AGAINST individual 6pVRlOnInRnt The
graded school system with its uniform
requirements for promotion, with the
large number of pupils that are com
monty assigned to one teacher, with all
its benefits is open to the criticism that
it does not and cannot do the most and
the best for the development of the in
dividua4, as such. A teacher may really
know twenty or twenty-five pupils, and
may be able to supply the needed slim
illus for the individual development of
each; but no teacher however wise and
well trained can do this for from sixty
to a hundred pupils. Uniformity looks
well, but it is not always natural. It
is related that the minister of instruc-
ton, looking at his watch, said to a
visitor AT this moment every pupil in
the schools of Paris is beginning his
days study of arithmetic Education
by companies, regiments and brigades
shows better on parade, but 1t is edu-
cation by squads that is most effective.
"One of the reasons that the country
boy SO often wins over the city boy in
the race for power, learning, wealth,
influence, is that the life he leads
through his formative years develops
in him a strong. many-sided individu-
atty, keen, supple. pure, reacting swift
~. forcefu1y and consistently in ev-
cry direction. The country child be-
comes familiar with the phenomena OF
air and sky, the manifold development
and the infinite variety of vegetable
life. the actions and habits of domestic
animals, fowl and wild beast. Each
of these elements brings its message
to the mind of the child and demands,
often conrels. an interpreted ton. No
mean part of an education, this: and of
great value as an auxiliary to the in
struetion of the school in the develop
nent of strong, many-sided individual
character