The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1906-09-16
as money is concerned) body OF any
professional class In the country.
Should Learn Pupils Needs.


II would not assume to dictate to this
meeting of experts the duties devoiving
upon them. But / do desire to make
some suggestions and to emphasize If
l can one portion of their work. If i
were charged with the duty of defin-
ing what the duty of the teacher is TO
the pupil, / should first inquire what
the pupil most needs: when we can
demonstrate what the pupil should re-
ceive for a correct education, then we
have determined what is required from
the teacher. They are one and the
same thing. The duty of the teacher Is
co-extensive with the requirements of
the pupils.
81 should have no way of determining
the needs of the pupil except by resort
to the elementary standards-stand-
ards that may be old, but those that
have been accepted for generations as
the true measure of what constitutes a
perfect education. Other courses may
be pursued with modicum of success.
but finally, in the last analysis, when
we meet with stupendous difficulties.
the accepted and approved rules of the
fathers will always be found to be the
remedy.
Quotes From the Proverbs.
IT find no more satisfactory elemen-
tary as to what this education should
be, than i'm the time-honored Proverbs
of Solomon, and quote some of them,
Proverbs IL:
ITO know wisdom and instruction;
to perceive words of understanding
PRO %. SO that thou incline thine
ear unto wisdom and apply thine heart
| TO understanding
PROV. Al: Wisdom is the principal
thing; therefore get wisdom. But with
all thy getting get understanding.
PROV. 1927: He that has knowledge
spareth his words; and man of un-
| Outstanding is of an excellent spirit.
! "A reference to these Proverbs and
others upon the same subject from this
great teacher, to my mind makes clear
and distinct difference between mere
| knowledge and understanding. 1t is
| lust as clear that the knowledge or
wisdom, i'm it's strictest sense, applies to
learning distinct and fixed facts; it APP
peaIs TO the intellect, to the brain, TO
the head. And it is equally clear to me
that the understanding appeals to the
heart, the spirit. to the conscience.
"A person may have great knowledge
and use ii for most improper purposes
but a clean and upright conscience alb
| horS everything wrong, and is the foun-
dation of a perfect character. A man
may have the knowledge that enables
him to do wrong and cheat his neigh
Dor. but a conscience and spirit prop
erly developed will prevent the per-
petration of the wrong. There is then
a clear distinction between worldly
wisdom and knowledge and the devel-
opment of a pure and upright con-
science. and the first without the last
is hurtful. but the two Joined together
is the proper education-a perfect
product.
80 far as knowledge is concerned
the courses of study laid down in the
printed schedules are undoubtedly Suf-
ficient. But no teacher has been en-
ployed in this school simply because
that teacher has been able to pass his
or her examinations in these studies
it is not only for the purpose of Civ
ing instruction i'm these studies, but il
is for the purpose of imparting that I'M
Outstanding, that foundation, that
| which is addressed to the heart, the
spirit and the conscience of the pupil
and for which no fixed course can be