Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1907-01-05

him a reformer.
This thorough-going belief in the
efficiency of action and In the obllga-
tion of all mankind 10 work owes a
great deal TO the evangel of Carlyle
and Ruslxin. Carlyle's "Sartor Resar-
tus," his Heroes" and his Past and
Present" are full of the gospel of
work He says the old gospel was
"know myself the new is know
thy work and do 1t"
''The evnngel OF Carlyle and RuslSin
has greatly Influenced the ideals of the
modern world Many of our most ia
nous men acknowledge the influence
of their works.
KERNEL OF EDUCATION.
I'm the writings of Carlyle and Rus
kin can be found the kernel of mod
ern educational doctrine. Carlyle says:
1.-THE knowledge that will hold good in
working, ceave thou to that.
Man perfects himself by working. Des-
tiny, on the whole. has no other way of
cultivating us"
Mr.. John Dewey, one of our modern
educational apostles urges. The
end of knowledge is. in other words, not
theoretical but practical. We know in
order to do, not simply for purposes of
information
1.-THE theory of modern school is built
largely upon the idea of utilizing the
childs natural activities, its motor i'm
pulses. The kindergarten, constructive
work and nature study. manual train
Ing, are all endeavors to turn motor i'm
pulses to use. We believe that charac-
ter making is the result of doing some
thing, is the result of the formation of
habits
OLD SAYING REUSED.
I'VE believe that pupils go to school
to work. While believe that all work
4 4.
also believe that all play and no work
makes Jack mere toy We ought
not TO undertake to make the child
believe that work in school is play. To
do this is in measure to unfit him for
the real responsibilities of life. We
should not teach the doctrine that youth
Is the time for mere enjoyment, to be
worked for all it is worth because fol-
lowed by work in after-life
THE attempt to split up the life pro-
cess into work now, to be followed by
pleasure afterwards. is what l call the
doctrine of drudgery. The idea that
work is simply preliminary to enjoy
ment, something to be gotten over
that enjoyment may follow. is demor-
ali2ing. To subscribe to this is to set
up dualism between work and en-
toyment that will debase all work into
mere drudgery. l believe both boys
and men who are not overworked enjoy
uoiiib Miidt llty can w well.
IDEAL OF DRUDGERY.
1.-THE ideal of drudgery through
youth and manhood with idleness and
ease in old age as a reward for the
drudgery is an Illustration. The ease
and happiness never come. We all
know persons who have shaved through
youth and manhood, only to find in the
end that enjoyment in old age was inn
possible. The motive is equally useless
in school. If we can train children
to actually enjoy their daily work, If
we can arouse in our young people the
instinct of workmanship, the irksome-
ness of school will disappear. If our
young people can be made to feel the
moral obligation upon every member
of society to work, to produce some
thing, to be self-sustaining person,
they will be more contented with their
lot and more certain of happiness.
Gilbert Hubbard says In the Philis-
tine, Next to getting rid of belief
in hell Is the getting rid of a belief In
future heaven The enlightened man
tries to bring about heaven here and
now and by the effort he reaches heav-
EN-, the only heaven there is. The man
hard at work in good cause is right
in the suburbs of Paradise
SURE OF HAPPINESS.
ly enjoys teaching is sure of happiness,
The teacher who regards herself as a
slave while in the school room, who
looks forward constantly to her vaca-
tons for the pleasant spots in her life,
is doomed to disappointment No teach
err who does not get continuous salts
faction out of her work can meet the de-
mands upon her. Ii she fails in this
effort, teaching will become the sorri-
est of jobs instead of the noblest of
the professions.
"The teacher needs to have fun and
accurate knowledge of the subject she
teaches-a knowledge that grows as
long as she lives. No one can teach all
or even half that she knows. There Is
always great waste and loss in the act
of transmission II teacher has not
an ample margin In reserve for dealing
with unexpected questions and uneX-
pected difficulties, she cannot longer en-
joy her work and will soon become a
drudge. The teacher, too, must study
educational processes and educational
philosophy and methods. She must
know the history of speculation and
practise In education. This study cam
not cease with the preparation for en-
tering upon the school work, but must
be lifelong.
I'm addition to the general knowl-
edge of subjects of instruction and
of professional philosophy and meth
DDS, the teacher ought to have a
hobby. which she pursues because she
gets sustenance and culture out of It,
No one can have a cold, impartial in
terest In all truth. in all activity
The teacher who has no such special
interest Is likely to lose her efficiency
In her calling.
"a teacher I'm n good school will
probably increase in efficiency for
four or five years. even if she relies
exclusively upon her school room ex-
perience for information and inspira-
ton, but unless she can be induced
to study, 1t is doubtful whether she
will continue to increase in efficiency
over longer period. Scholarship and
habits of study are factors that must
be considered in estimating the ef-
fcicncy of teacher A true teacher
never makes the mistake of thinking
her education is finished. She must
not lose her sympathy with the learn
er, sympathy she can retain only by
continuing to be learner herself
THROUGH NORMAL SCHOOL.
MANY cities are now establishing
work to carry forward the training
and inspiration OF the teachers after
they enter the service. In Chicago
this Is done through the normal
school, In other cities through uni
versitles and other Institutions of
learning In their midst. We must pro-
vide opportunities for this continuous
on hn ~