The Cairo bulletin. (Cairo, Ill.) 1???-1928, 1904-04-03
TEACHERS HAVE
LEFT THE CITY
CONCLUDED from First Page }

tCOncluicd from FIRST Page
tlvo ara educational control Il en-;
6o shown, however, that heroai,y sci.
activity and education arc at bottom
/ essentially IN harmony. rather than +.
i conflict with each cthsr
John Fiske In his essay cn ia,
+ Meaning Of Infancy has thrown
much light GAsn the subject AS thc
animal becomes morc and moro H.
telligent his offsprin. comes into the
world in more and more ho,plaas
condition, and tho period of past-nltll
infancy grove longer and longer
What is transmitted from pr1geat0r
to progeny is In a potential form. ana
the period Of infancy affords time Tor
/ these potentiahties to be changed into
realities In a certain sense We nav
say thst child's possibilities are do.
+ termined by hercslty. but what of
these possibilities shall spring into re.
alities depends upon the child's own
initiative and the educatiye influences
Of his environment Now it is ny
purpose to set forth some Of the forces
that unfold the child's possibllities
and form and shape them into charao
ter.
There are two great sets of cduc1.
tive forces which play upon this life
through the period Of infancy the
outer and inner forces. If Spencers
Complete Living" means right al.
justment to ones environment. then
the establishment Of happy and fruit
ful relations between the child ami
his world is the right end of e1ucl-
ton Now this adjustment is brought
about by the interaction of these two
sets Of forces-thcsc that act from
within and those that act from with
out
External Forces,-The first Of these
external forces to affect the
child's education is tbs home
How fortunate It Is for any
child to he born into glal
home whore tho first great influence
on his unfolding life Is good and
wholesome, Much that Ii usually al.
tributed to heredity comes To the little
fellow through tho subtle Influences Of
the home upon his plastic nature
Soon. however. he Is out In the yard
aas oil the street with his fellows. and
another power outside himself begins
to play upon his heartstrlngs tc
change ANA modify very greatly the
little harmony Of his life. Ana no.y
perhaps. he is lei to the Sunday
school where that power, not our
self. which makes for riahteousne9s,"
throws about him modifying ipGu-
cnces Influences that arc nndamen.
tai and tar.reaching. But the really
great epoch in the child's HE comes
when. with his LITTLE book unjer his
arm. he starts for the first time to the
! common school and his litle growing
mind feels the touch Of that complex
set Of forces that makes his dormant
mowers spring forth, ready for the IN,
tollectual joss and struggles Of or
highly complex civilization.
Whilo it IS not my purpose to enter
into a discussion of these external
forces, must point oat one significant
fact concerning them If all these so
called external forces. the home, SO.
eiety the church, and the common
school york In harmony; If they hold
essentially the same point Of view as
to the child's education how fortunate
it is for the child! A oneness Of plr-
pose and aim means a Wilderness in
the child's education and character
But haw disastrous It is for him r
these oducatiyc forces are working
At croas-parposos, or apart from cacE
other without mutual understanding
and sympathy Ii in the home no res
Dect for authority, no obedience to
command Is taught, how much harder
the common school has to labor in or
der to create this respect for author.
ity this obedience to command. How
much Of destruction and waste is ne.
/ cessary before construction ami
growth can bcgln2
Internal Forces. But a5 potent as
those forces Of his environment may
be in Bis education the real spring OF
his unfolding lies within the chilli
himself bis own solfacliyi'y bis per
sonal Initiative President Arnold
Tomptns has rightly said that If o
SCI ac1 Of education i1 possible If
must be bril; uBon tho enc pr'nci-lo
Of the chiid's rp7nt10cous 0ai.lc'N
itv Thea tac powers shat sDrlag lrJe
+ within are tbe primal causes Of whit
is finally 90 he What II hts p1seibill.