The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1906-01-07

teachers institute IN this city last =
= Wednesday that has given rise to =
much discussion among all inter- =
eSted in the work Of education. =
The doctor makes strong plea =
for less examining and crowding =
in the schools more attention TO =
the fundamentals that lie at the =
= foundation OF strong, we'll ?
developed, healthy animal; more =
care more eutdoor exercise more =
FRESHMAN, better foed more sensf- =
= bic clOthings The paper is given =
= herewith in fJiIl:
%%*%* ~ = = = = ~
In our time, when vehemence is TAX
en- for strength aud strenuous gesticu-
latton so frequently hailed as q. substi-
tute Sor4quiet. power 1t is q pleasure 70
note the increasing number or people
who are giving attention. to the educa-
tfonal problems which seem 10 e at
the basis of huFnan FaciaI devels -1meTtt.
AS parents we are beginning TO think
OF our obligations to the future, and
as is characteristic OF the American
people, we are asking what We should
do.
VIII we be satisfied with Transmitting
to the future only whatever OF vtrlify
and power have come to US from the
past? Or must we add TO that the little
within US, however little it may be,
toward the enrichment Of the future?
take II that there could be but the
one answer 20 these questions If put
to an audience of this kind.
Deals With Whole Boy.
Now bearing upon the subject upon
which I am announced to speak, let me
say first that I think. as has already
been stated, that it is quite impossible
to subdivide the subject as the an
nouncement indicates, since in educat-
ing a boy or girl we are dealing with
h. hole lt-~f0 mon
i've, becoming. A sound body lies at
the basis of all human development
The body, since it is the tool, through
Which the mind becomes manifest. is
fundamental to such manifestation, 1t
comes to be fully developer by carry
ing out the requirements of a fairly
well defined law of growth law
which in all probability applies to the
race as to the individual.
DIR. Donaldson says that education
consists i'm notifications Of the CEN
trail nervous system" and DR.. Ross,
the English neurOlOgist, says. Fhe ]
order of the development Of tbs nerve
Gus system In the race has been from
the fundamental to the accessory pOr-
lions, and no one can reverse this
process with impunity in that further
development of the individual which
- constitutes education in its widest
sense"
Let me explain that what is meant
- by fundamental is that part OF the
brain which controls particularly the
movements of the lower limbs and
trunk, or more generally those move
ments which are executed alike by man
and the higher animals and are really
vital to existence; while by accessory
IS meant that part which controls the
smaller muscles and finer movements
Of the hands, tongue, face, muscles Of
articulation, etc.
Nature Starts at the Bottom
Natures method. according TO Ross
and others. is to lay a solid fOunda-
ton in the development of the funda-
mental and then build upon that the
superstruCtuTe Of accessory activities.
., G. Stanley Hall observes on this point
that nature does not furnish the basis
OF her pyramid" but only part Of
80 the foundation, and, after carrying 1t
to an apex, RominalIy goes back and
ADDS to the foundation to carry up the
apex still higher, and, If prevented
from so doing, eXpends her energy In
building the apex up at sharper angle
Till instability results" Whichever
view is correct. this is certain, that in
stability and excessive inability Of the
nervous system will result if the deli
cate accessory mechanisms are devel-
opeS at the expense Of the fUnda-
mental.
Another pont to which your attention
should be called is the influence of nu-
-:trition, taken in its broad sense, upon
. development. Without minimizing the
: value of heTedity, the fact should be
81 borne In mind that insofar as your own
boys and girls are concerned the effects
- or nutrition upon their development is
more important. BY this do not mean
simply diet but the whole nutritive
Environment, including, In addition to
kinds and amount of food and time Of
FEEDING. the general hygiene, clothing,
Bathing, sleeping ventilation, exercise
rest, recreation and so forth.
So Leave Things to the Schools.
r--5t will not do for parents to say Eve
VII leave these things to the school
= and those interested in the welfare Of
school children" We must be active
and If necessary compel schools and
school authorities to give attention to
many of these things. for the school IS
loath 10 move forwards inclined to
get into grooves and ruts. You know
most OF US pedagOgues believe that 1--WE
are the people" and that wisdom Will
perish with US; but the fact in the
case is that the school, next to the
church, is the most conservated thing
IN the total environment of the child,
and much Of its progress has as In the
case Of the church been forced upon 1t
from the outside.
This makes it necessary that the pub
HC Benefally and parents in particular
should interest themselves in all prob
lens connected with the education ef
the young. What, then, can parents DO
that viii contribute something toward
the proper education OF their children
First, they can do much to insure "a
normal development of the findamen-
tai part of the nervous systems by in
forming themselves upon the nature OF
the law of growth and then taking such
a course with their own children as to
Conform as nearly as possible TO the
requirements Of that law. Some facts
-asl TO growth and development may
lseressa~ helpful.
z - early foetal life the brain and
nervous system take the lead in de-
! veIopment. over the other systems-ali-
fl1entary gcirculatory, respiratory. mus
cular and bony. This lead is main
tained over the muscles up until Z or 8
years Of age, at which time the brain
weighs very nearly as much as during
Adult lifes During these early years
: the senSoTy organs become we'll dava1