Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1904-06-08
Delivers Interesting Addresses Be.
fore Large Audiences in the
Barratt Hall,
EDUCATION AND EFFICIENCY.
Maintains Final Test of Education is
The Development Of Power to
Solve Problems.

| 'N''"'N btlole tle assembled
teachers in the Barratt HAN last even.
ing taking ns his subject Education
and Efficiency The large audience
present listened attentlyely to the
speaker who said IN part;
THE final test Of education IL the de-
velopment Of efficiency tho power to
solve problems, to bring things to pass.
There are three elements which educa-
ton must emphasize II efficiency Is to
be secured, These three factors are
knowledge wisdom and enthusiasm.
III is important. In these DAYS es-
peoially to distinguish between mere
Information and organized knowledge.
inc popular mind stIn oherlshes the
notion that the educated man is the
man who knows a great many things.
rms cumulative idea Of education is
u source OF danger. The accumulation
OF uesultoty unrelated facts however
vast their quantity does not constitute
education. The gradual organizing OF
observation, experience and reading In.
TO systematic knowledge Is the first aim
OF an education which makes for EN-
clency. There IL no substitute for well
grounded ana carefully digested learn.
ing, However brilliant the individual,
without such basis his achievements
viii fall short of accuracy, insight and
genuine success.
But II is equally true that without
power to bring knowledge TO bear upon
tne concrete problems of life, the indi-
Nloual no matter how profound his
learning, can not attain the highest ef-
nency This reflective power. this abil-
Ivy 10 analyze situations, to dlsorim-
mate the essential from the unlmport-
ant situations, this thing which men
can wisdom Is the second element TO be |
emphasized. In these days OF rapidly !
changing social conditions, power OF |
adjustment resourcefulness. hexibility |
are all important The schools and col |
leges can not make their pupils wise |
but they may put them on the road |
which leads 90 wisdom by encouraging
reilec ton, developing originality and
insisting upon problem solving.
knowledge transmitted into wisdom
must be energized by enthusiasm. Only
In this way is efficiency fostered. MANY
an individual has depth of learning
and capacity for reflection but lacking
Ideals ana the passion for achieving
dreams. he faim of service to himself
ana others. Happy the men and women
who see visions, and with bounding
pulses and answering purpose strive
to bring their dreams to pass.
These three elements, knowledge,
wisdom and enthusiasm, are fundamen-
tai IN our public schools are to render
the service demanded OF them IN help
ing to develop worthy and efficient citi-
lens, they must see TO IL that the pu-
Pill day by day organizes his knowledge.
exercises his judgment and feels the
inspiration Of ideals. All these elements
are essential but no one OF them can
be left out of the reckoning. Without
knowledge, wisdom falters and enthu-
ilasm becomes vague sentimentality.
Without wisdom, knowledge is pedantry
md feeling degenerates into fanaticism.
without ideallsm, knowledge and wis
ION are lifeless and Ineffective"
PrOf. vincent VIII again address an ,
audience IN the Barratt hall this eve
ling when he will take as his theme
The Mind Of the Mob"
YEsTERDAY AFTERNOON.
Or. Vincent's lecture yesterday af-
ernoon was on the subject. How the
and Moulds It's People" or. put into
Inherent words the relation OF geog-
Apply to history II was of absorbing ,
noes In industry, trade, politics and !
eligton that are brought about by ge-
graphy-natural environments. As an I
he spoke Of the Civil war
aging.
In the Civil war we find two en-
'ironments in conflict. In respect to +
Geographical conditions the north and
he south stand out In absolute con-
rast, and since the geography Of a y
ountry reflects itself In every instItu- +
Ion that II fosters, we find two oppo- y
tie and almost intoerable environ 4
1ents growing up In the north and .
outh at the same time. The men were !
ot individually responsible for the
reat conflict they only represented
reat social forces. The north had
reat economical advantages which the
Quth. with all her gallantry, couldn't
'ithstand and her final defeat was an j
levitable result"
Or, Vincent made the statement TINT
.avery failed I'm the north and Sue
neded IN the south because II did not
ay economically n the north Had Il o.
cen equally profitable In the north, The Il
octor expressed the belief that slavery y
light have been an institution OF this {
overnment today, Il