Lewiston evening teller. [volume] (Lewiston, Idaho) 1903-1911, 1907-07-12
EDUCATORS CLOSE
RATIONAL ASSOCIATION
Meeting Has Been High SuCCess=--Members
Now Scatter on Many Side Tours
EnrOute Home

Los ANGELES, Cal, July 12.-Sati-
isfied with the profit gained, and more
than satisfied with the hospitality
shown them, the attendants at the
fiftieth annual meeting of the National
Educational association are holding
their concluding sessions today. Some
of the teachers will stay over for q
short time visiting places of interest
in southern California but the ma
jority of the several thousand stran--
gers who have been the guests Of Los
Angeles for a week will turn their
faces homeward tomorrow.
This morning the department Of ele--
mentary education discussed the topic:
Geography and History in the Life
of the Pupil The department of nor
NAL schools held a session presided
over by President John r. Kirk, of
the Missouri State Normal school,
Meetings were held also by the de-
! partments of art education, school ad--
ministratton and Indian education.
The principal speakers scheduled to
address the concluding general ses-
sion this afternoon are President Ben
.
California and Professor John Adams
Of University college London.
Closing of Proram.
/ The closing scss on of the NATIONAL
Educational assoc hion convened this
afternoon. Following the rendition OF
several musical numbers Prof. John
! Adams Of the University college LoB-
don, England, addressed the conven--
ton upon "A Significant Lack of Ed
tucational Terminology." Following
. u. s., Benjamin Ide Wheeler, president
Of the Univ, sly of california, Berke~
ley, Cal, spoke on the subject, "CalE
Nothing Common" The comm ttee on
resolutions. Charles C. Vanliew, OF
Chicago, chairman, then presented it's
report.
President Wheeler said in part:
Human society of this present Hne
and place evidently believes in educa-
ton It is inclined to stake it's life upon
lit. 1t believes on the whole with q
faith that is childlike and bland. 1t is
often perplexed about what to teach
and why and how to teach 1t, ana
through whom, and yet the perplexf-
ties seem only to sanctify the deep
mysteries Of pedagogy and strengthens
faith in the systems that issue from
the cloud -wrapt mount of education, IL
education fails in an Individual casess
the faith is still strong enough and the
charity gentle enough to judge that
there ought to have been more of lE.
in quantity, or else a higher voltage
The operation was successful, though
the patient died. For all the sociaK
ills education has come to be as uni
versal prescription as bloodlettng i'm
the older medicine. If people are leav--
ing the farms, if divorce is undermin--
ing the family if the pol teal machine
is looting the cities, the remedy is 20
be found in education; the schoolss
must look out for it, This is the habit
of opinion today. This appears to be-
good one; the opinion is presumably
in substance correct. Surely we of the
craft are not inclined to discourage it,
At the heart of the present day be-
lief in education is our peoples faith
in the common schools. They have de-
veloped pari passu with our democra--
cy Our people are persuaded that the
maintenance of our peculiar institu--
tions of popular government is de-
pendent upon their existence and the
full and successful workings of these
institutions upon their efficiency
d There has appeared no competent rea--
e son for impugning the wisdom OF this,
# decided and increasing popular con-
= viction. Not all the graduates OF our
4, common schools become good citf-
i zens, nor yet of our universities! onf
g statistics assign criminality over
i whelmingly to the class of illiterates.
We do not teach young humans read
'e ing in order that if they read the con-
y stitution their understanding might
lg conflict with that of the supreme
ty court, but we teach them reading ehat
ir they may share the thoughts and OBJ
lg servations of people of other places
r and other times, and so be delivered
u from slavery to the Immediate vision
is. and to all the prejudice and ig1er-
ly ance and mall judgment which suen
he slavery involves.
ss The public schools must be made
We and kept the schools for all without
ne. recognition OF classes or conditions,
or and 1t must shape its work and plans
or so as to close no door but rather open
ce the freest opportunity for tbs besi
ce achievements and the highest advances
CONTINUED on Page Five,)