Bismarck daily tribune. [volume] (Bismarck, Dakota [N.D.]) 1881-1916, 1907-05-16
4 CONTINUAL EDUCATION

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partizan manner Is worthy the In
telligent and serious effort Of every
citizen of the land. In fact no one
can be abreast OF the times unless he
does study them. We are not con
cerned with the question Of how these
problems were or were not studied III
the past. We are not making com
PARSONS. We are merely seeking Is
point out q truth In this agette
truth that as a nation we are not
living up to our opportunities in these
matters. NJ 55is
M NO doubt the home and the schooi
are more or less at fault In fact.
We are satisfied that the ideals Of the
youth, plastic and responding to the
shopping forces in the midst Of which
he lives, are not Of the right sort. The
home IS either powerless in many
instances or Indifferent Of is itself
carried away with the false notion Of
culture through reading and through
conversation, which must ever be
determined largely by reading. Also
the school has not vet fully awakened
TO the part It has to play in this
work
This age does not see and far less
does It appear to value the real, the
lasting, the truly good in life. 1t is a |
busy and a worldly age It, is build
ing the foundation Of its temple on
PROJECTIONS. It is erecting, SO to
speak, the scaffolding merely, not th j
temple itself. The age is captivated
by the illusory ideal Of wealth. Each
member Of society is drunk with the
desire to equal or to outdo his neigh
Dor in those things which we have
made ends to be sought luxury, ease, I
fnery, wealth, selfish enjoyment,
society as such. These false notions
are not only overshadowing the
daily real self-culture but are in like
manner making themselves felt in
our public schools. S;sl i
The Importance of the proper de-
velopment Of man. or what that
development is has but secondary
place in the thought Of this age. 81
Thought is the soul of life. He
alone is master Of self and of the
forces and conditions about him who
has learned to- think. This is true
whether the person is in the pulpit or
on the farm. Therefore we believe
that no matter how busy the home
may be. It may and should have an
interest both in what the child reads
and in how he reads it. The parents
must take the time to converse with
the child concerning the book read by.
him. Thus will the child's mind be
properly nourished. and directed along
right channels. Thus will the child
linger over his books though fully, abb
sorb and build into his own life, the.
living thoughts Of the books read, be-
coming in truth living reality. This
too will make the parents influence
in the life of the child positive, and
strengthen his love for home.
In like manner the school must
stand for more to the child in the.
formation Of right reading habits. not
how much but how well must be the
rule. &.
The teacher. must SO direct the
struggling mind of the child as to
cause him to see the thought in
words. Every effort to unfold the
thought Of the printed page should
create In him an added strength and
9 greater desire to grasp truth for
himself; each hour Of study should
mean growth 4; each book should re-
veal to him Its secrets The worlds
best thinkers Of all ages, are, if he.
has been properly trained. his COM
panions, and the trffiing in literature
does not claim attention more than to
be spurned
49, SxrASAkSif UOCS Ills lOIB Lie
child stands for a power which he
may vaguely feel but which he can
not express -she is simply good But
the teacher, who would do all this
must live that which she would
teach deep reading and serious re-
Election.
Let us seek to secure for the child
both In school and out Of school d
greater development through his read
ing. He is truly helpless to do this
for himself. This means reading not
to excess. and reading with thought
land he who reads thoughtfully does
not read much 81
Let us not be particlarly concerned
to reach the end IN 4 merely formal
way, certifying to Its attainment BY
diplomas. Let us without talking
| less about making thinkers through