The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1905-01-01

TIE other system is the extreme op-
= posite, that of bringing UP chill
dTen for themselves. The roles are re-
Versed: the parents are there for the
child. No sooner is he born than he
becomes the center. White-headed
grandfather and staiwart father bow
before these cUrls- His lisping is their
law 4 sign from MIN suHiCe5. Il he
cries IN the night, no fatigue is of ac-
count. the whole household must be
reused. The newcomer is not long in
discovering his omnlpOtenCe, and be
fore he can walk he is drunken with it,.
As he grows older all this deopens and
broadenS. Parents, grandparents. ser
wants. teachers. everybody is at his
command He accepts the homage and
even. the immOlatiOn of his neigh bor:
he treats like a TebelliOuS subject any
one who does not step out Of his path.
There is only himself He is the
unique, the perfect. the infallible. Too
late il is perceived that ali this has
been evolving a master: and what a
MASTER fOrgetful of sacrifices, without
respect even pity He no longer has
any regard for those to whom he owes
everything. and he goes through life
without law or check.
This education. too has its social
counterpart. 1t flourishes wherever the
past does not count. where history be
gins with the living where there is 40
tradition. no discipline. no reverence:
~
the most noise, where those who stand
for public order are alarmed by every
chance conner whose power lies in his
making great oUtcry and respecting
nothing. IL insures the reign Of trans
itory passion, the triumph OF the infer
Tor will / compare these two cduca-
tiOHS-One, the eXaltatiOn of the enVi-
ToUmeut. the other OF the individual.
one the absolutism of tradition. the
other the tyranny of the neW-and /
find them equally banefuI- But the
most disastrous Of all is the cOmbina-
tiOn OF the two. which produces human
beings half-automatons, half-despOts,
forever vaciliatinE between the spirit
of sheep and the spirit of revolt or
domination.
Children should be educated neither
for themselves nor for their parents:
for man is no more designed TO be a
parsonage than specimen. They
should be educated for life The
aim of their education Us to aid them
10 become active memb erS of human
ity. brotherly forces. free servants of
the civil organization. To follow q
method Of education inspired by any
other principle, is to complicate life.
defOrm il. SOW the seeds OF ali disor-
ders-
When we would sum up in a phrase
the destiny of the child. the word fu-
ture springs 10 our lips. The child is
the future. This word says aII-thc
sufferinSs Of the past. the stress OF to-
DAY. hope But when the education OF
the child begins. he IS Incapable of es-
timating the reach Of his word: for he
is held by impressions of the present
Who then shall give him the first en-
lightenment and put him in the way
he should gO2 The parents. the teach
ers. And with very little reflection
they perceieve that their work does not
interest simply themselves and the
child. but that they represent and ad-
minister impeTsOpal powers and inter
ests- The child should continually ap-
pear to them as a future citizen. With
this ruling idea, they viii take thought
for two things that complement each
other-for the initial and personal force
which is terminating in the child, and
for the social destination of this
force. At no moment Of their diFec-
ton over him can they forget
that this little being confided
10 their care must become himself
end a brother. These two conditions.
far from excluding each other. never
exist apart. It is impossible 90 be
lrotherly, 10 love TO give Cue's self
Unless one is master OF himself; ana.
Ieciprocaily. mona can possess himself,