The Providence news. (Providence [R.I.]) 1891-1906, 1905-10-19
THE R. |. INSTITUTE OF
INSTRUCTION OPENS.
CONTINUED From Page one.l

Continued From Page One)
9TH true teachers always say: suffer
the little ones TO come unto me- Let US
make this the occasion for ~pledging our
selves to greater effort I'm behalf OF the
little ones committed TO our care
EDUCATION AND EFFICIENCY.
The next speaker was Professor George
e. Vincent OF Chicago university. His
topic was Education and Efficiency"
Professor Vincent said In part;
Assuming In the first place that eduea-
ton assumes ability and efficiency, | pro-
pose TO analyze it's three principal parts.
knowledge. wisdom and enthusiasm. lie
who imparts knowledge In these times
must have a mental world picture.
In the old pedagogic lingo there is one
underlying principle. Education must do
more than 10 give the trials OF life. but
Il must commence I'm the kindergarten
to give that true picture OF life, which
Is the basis OF all true knowledge. As
children GO on IN the curriculum they VIII
be better able 20 understand the mechani-
cal processes OF the new method. You
dignity labor by raising Il In the esteem
OF the community. and you do not dignity
a thing by hurting epithets az u. but by
| cooperating to raise its standard.
There can be no true efficiency based
on the accumulation OF disconnected
knowledge. but OF well organized knowl-
edge OF the relation Of the things whlch
we learn TO other things. Education must
deal with the physical position or the
body. Then again there ia social inter-
course. What sense there Il to ADJUST
ones self 10 any social position. our
knowledge as a teacher will be tested by
your ability 10 solve those concrete prob
lens I'm the class room. TIL solving or
| problems Is one OF the most important
| problems in social and intellectual life
'ln order 10 make the knowledge you
possess OF value, you must also nave
Wisdom calm. wise. moral insight. Many
persons who cannot solve ordinary prob
lens rise to the ..lgher development OF the
mind,
WELL-BRED PERSON.
'The well-bred person is one who has
to give no thought to what he Will do IN
| ordinary circumstances, because ne mas
his mind and body both trained 70 DONG
the right thing at the right time III the
ordinary routine OF life
'If an education is TO be or value IN
this age we must train ourselves TO tAe
| constant solving Of problems. 1t Is lts
usefulness in solving the problems OF later
life that gives value 10 the kno"leuee
acquired i'm youth. We must tnerefore
| put our youth on the road in IRE TO de-
| NelOp their wisdom ana Sell-iFidlNV'
'If a person is 10 be effective ne must
bava enthusiasm for the ultimate accom-
| nlishment OF his ambition In life. Man
may have knowledge and wisdom, out II
he has no enthusiasm he VIII taH la'
short. on the other hand a man may
have both knowledge and enthusiasm put
without wisdom he will have no true e.
| sr;encv our wisdom will be tested by
the efficiency OF our worth, ana III We
| have no efficiency We will simply be hold
ing down a job.
THE EDUCATIONAL IDEAL.
The closing address of the morning SEES
sion was delivered by Professor f.. Hersh-
la, sheath Of Yale. who spoke on the
Educational Ideal" The speaker said
in part: activity so,s IN and before
II and works TO conceive that end. III II
the business OF each educator 10 dlscoNer
II nossible the ideal which governs prac-
tice Nearly all ideals OF educatlohal
writer's are partial o~~s. based on various
psrts OF a mans nature. We nave Il oHe
/ sided Ideal based on one SIDE oy our ha,
lures. 1t Is an old maxim that w WI,
never rise higher than our Ideals anu
I'm education there II no eNS'P'
point Of view.
Modern psychologists impress on US
thai mental efficiency l. conditioned on
bodily efficiency. II this IS true our IN
structcrs should take cognizance OF .ne
ovfsterre of a body. All those branches
| which affect our bodies should be taught
hygiene and physical culture should re-
| ceiye n due share OF Afternoon
4 DEFINITE CALLING.
"u-e do not exist apart from our en-
,.,rorp,ont The education OF the youth
should he such as will fit him Tor inc
/ nursuit of some definite calling IN IRE
Man should be fitted for the social me-
as viewed from an economic view An
| educational Idea calls for considerable
practice along this line. We are INFORM III
society as organized under a government.
e. o,r educational scheme should make
provision for the political education or
man.
~ have found that various educational
svstems are based on their conceptions or
the mind OF man. II seems 70 me we,
should study carefully what mind IL ana
the ply geological basis OF It; what the
real nature OF IL Is and the laws which
governs it's unfolding.
II have been utterly amazed 10 see
what n creation in our lives the aesthetic
IL Customs and co"nventionalities are
based on IL. II is almost impossible 10
consider the history OF a nation without
recognizing the aesthetic. The aesthetic
manifests itself as a component part of
religious life. When you are assailed for
| INTRODUCING lhiS hhh ~
that the aesthetic is constitutional with
man,
IDEALS IDENTICAL"
The educational and moral ideas are
Identical and constitutionally a man IL as
much religious as he IL political. Religion
is a vital part in our human nature and
the simple fundamentals Of religious NOR
atty should he taught In our schools. ]
believe I'm this respect our friends the
Catholics are right. In some simple. ele-
mentary manner We ought to recognize
tho religious. A scientific analysis reveals
that man IL a complex being. A social
and political, q religious and y moral be-
ing and We should nj unite I'm raising man
from the real 70 the ideal, which Is per
lection
Eighty Years o~ld-Cstarrn Fifty Years,
DR.. Agnev's Catarrhal Powder cures
him. Want any stronger evidence OF
the power of this wonderful remedy over
this universal disease Want tho truth
" the case confirmed. Write George
Lewis. Shamokin. Pa. He says:-"1 look
,,,,o, ~ cure aa a miracle" II relieves