The Idaho Republican. [volume] (Blackfoot, Idaho) 1904-1932, 1907-12-06
Education.

| LTdiHs IOT the period In Wn1cn i
lives. This is the history of edu
cation. Each age produces certain
evils; the schools train men and wo
men to counterfeit them and van
qnish them. The school of yesterda,
would be unsuited for conditions to
day. The one today may be insult
ed for the one tomorrow.
The world has progressed on all
lines of thought, science, religion
ethics, all. Would you have the
science of education stand still? No
indeed, it has not and will not. II
has marched in the procession and it
will not now be found by the way
side.
The story of the progress of edu-
cation is the story of human pro-
gress. Because 1t is SO similar men
have failed to see It. What the race
has done in the past the education
of the period has caused it to do.
1t has prepared the soil, sowed the
seed and trained the workers. In
the Joy of the harvest the world new
er thought of the cause. The story
of the result has been SO glorious
forget to ask the agency. When
evil befalls us we seek the cause:
when JOY comes we ar lost in happi-
mss.
=, The story of education since the
fall of Rome may be divided into
i've general parts. These parts are
history. Education just proceeds
these historical divisions and begins
a new story just previous to the next
epoch. The sower proceeds the
growth and disappears after the har-
vest before the product is sold and
the money spent.
The evils of too great a harvest
are prepared for by change of edu-
cation.
Medieval Education.
The most badly treated period of
history will be first noted. Men
have called 1t dark, bloody, etc. Yet
Turing this time the world changed
rom paganism to Christianity. The
after was SO well planted 1t has
asted until today and please God
will last forever.
Three great things confronted the
educators Of that period; the bar
)arian must be civilized-the world
must be Christianized, and a new
language must be formed from Latin
he language of the conquered. and
he barbarian tongue of the conquer
or. For neither would adopt the
ongue of the other.
What was done? Did they sue
ICED in doing all these things? Yes,
md we'll done they were.
From the barbarians and Latins
anne French, German, Spanish, Ital-
ans of today-cultured races.
From the superstitions, of the
lorth, paganism of the south, came
From the comingling of the, two
ongues we have the soft, liquid ro-
nance languages.
No epoch has produced such mar
'elous results. No effort has re-
ulted in such complete success.
Why then dark, why not bright
ges? To accomplish the tasks set
efore them at that time educators
nust become church men. 1t was
period when the men from the
orth admired only force, and when
he men from the south were over
ONE by voluptuousness.
To overcome these two evils men
withdrew from society, and entered
nonasteries. There they proclaim
d to men that men could live lives
1 virtue and constancy and that a
ght with stubborn nature" brought
1ore glorious results than with stub
orn man. They taught the dignity
I labor. That men with education
ould and did work with their hands.
he south had considered work men
II and for slaves; the north had
bought such, woman's work. Ex-
mple taught and preached. The re-
bought. Toilers by birth had hopes
he rich respected even II they
idn't always follow. |.
Men who were learned worked and ,
'ere pure. The gospel was vindi-
ated by men who were as others,
irile men. Not Gods, but human
len could control their passions. The 6
,sson still lives.
BY training and infinite pains they, l
nese monkish teachers, blended the I
arious tongues. Their knowledge
grammar and rhetoric enabled
1om IN do n woll Tho frocas - l