Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1906-06-23
PRIEST. ANDREWS
At UNIVERSITY
n.Iivered Fine Lecture on the
"Gush and Gring OF
Pedagogy.
WILL SHOULD BE DEVELOPED.
IN the Evening the Noted Visitor Gave
An Address at Barrati Han on
self Culture.

large audience assembled In the
cum building Of the University OF
,t.b Yesterday afternoon to hear
S.sldent +. Benjamin Andrews OF
a.. university Of Nebraska deliver his
'..,,re on the "Gush and Grind OF
p,3aeogy." and to say that the audi
,,,s was interested and pleased would
:. puiting It mildly. Dr. Andrews
,ss introduced by Prof Stewart From
,,s beginning to the close Of the lee
,ors the speaker had the undivided
,.e1ton OF his hearers, DR., An
,-sUs said IN part:
THE MEANING OF GUsH
- shan change my intended theme
ar this occasion and speak on The
Crsh and Grind OF Pedagogy What
n we mean by gush? 1t is the thing
row being specialized in a certain Chi
c,eo school where, In fashion the
md Is permitted to do as he chooses
an stress is placed on spontaneity and
,ot on development OF the VIII. All
,iirrs interesting 10 the children are
selected al the expense Of VIII power
SsyeIopei in mastering difficult things.
Ths school that has all spontaneity
and no viii power Is the school OF gush.
REAL FOOLS ARE FEW,
81, must be said that gush has IT'S
eood points A pupil 50 taught is
haired IN his own way. None but fools
IRE fools. and real fools are few. There
,re possibilities IN children which may
b developed by the gush process. Such
strong points as children have may be
heated and developed in this way II
Nas good points, but there IL a line
n cleavage over which II is not wise
10 follow q. II has its lnfelicltles II
will develop the one-llne man or spe-
ealst. and will develop in him the be-
liff that he can ~ viii master any
or au branches Of learning, Just as he
dld his speciality. He cannot do this.
PUPILS and teachers fall into this COM
mon error. Wher this gush method Is
carried 10 an extreme Il Is sure TO 10
harm. We should develop spontanelty.
bur ne and its problems are large
and we should expand our minds and
methods TO meet their needs.
we should always remember that
We shall never like the things We shall
have TO do We do not Ike the multi
rlcation table but II is absolutely nee
tssary 10 all men who aspire TO b
iboye laborer All physical sciences
ere founded on mathematics. yet 10
nan ever loved TO acquire such knowl-
,ire
GRIND OF PEDAGOGY.
"Of the grind Of pedagogy ! would
etc the case Of an old Mexican war
Veteran who held a school in awe by
rfans Of a horse pistol and that Of
ny own youth where a teacher carried
s ruler and beat us with il. Sponts-
rsiy was dead there and The grind
q study was uppermost, The man was
cruel with US. but 20 him 1t was a
sense Of duty. We dreaded the thrash
az and 50 studied. through fear The
pni method too has its advantages,
q that Il brings the pupil 10 think of
DUTY. rather than OF likes or disllkes
but ID Is certain that the child Of gush
viii be narrow. while Il Is possible for
,he child of grind 10 be broad The
mfdcst scene I'm life to a teacher Is
that OF a man misftted. who is d
teacher when be should be shovelllng
SAND, or a physician when he should
have been a lawyer.
Good and true pedagogy should have
an that is good In both methods. De
ytl0p WIN power, but not Ia break
Gown spontaneity. Above an, the
teacher should be In your soul part
Of you The man should be above the
redaEoggc BE yourself at all times