Daily capital journal. (Salem, Oregon) 1903-1919, 1908-07-27


education may be summed up by say
ing that It is 10 cecure the highest
efficiency of all three OF these elc-
mentt in the educational system AMI
their increasing cooperation and [
take this opportunity OF saying tina.
such has been the policy of the
states educational department AMI
so long az the present incumbent
shall be In charge of the same, It
shall earnestly strive TO make Il
even more so.
How to Get Efficiency.
"The ways and means by which
the deDortment will proceed TO Sc
cure efficiency and cooperation will
dlTer according as its efforts are d.
videa toward one or another Of the
three ola ses Of institutions. with
che third or private element I'm the
-tate's educational system, the in
nuenco of the Department OF Educa-
tion viii be exercised by persuasion.
by conveying information and by
hold ing M ideals With the first
and second elements, the Depart
mem o. Education may deal more
directly IN ways which are fully set
out IN tha tatutes OF the state. with
In the lmit5 of the Glars Of institu-
tions FIRST named, those supported by
public tax. the authority OF the De-
partment Of Education Is direct ami
mques,ioned.
"The ways N which the states Of
hc'al7 may directly control the work
Ing Of these private institutions are
not many Nevertheless, these insti-
tutlons coneiitute numerous an1
important body OF educational work
ers and they represent a powerful
educational opinion.
"The training of children IS
work Of ruch breadth and import
ance a1 10 call for the studlous at
ient'on Of che deepest thinkers.
brightest lntollocts and truest souls.
what Eduration II.
Education we know to be pro-
'ces more ca nv described than de-
lued. n vs. tho unfolding of all the
,ower1 and faculties. physical. mem
al and moral latent IN man. II
begins with the birth ana ceases only
when the faculties fair. The teacher
must not allow himself 10 become
narrow. or TO be shut IN within the
''o-e walls OF the schoolroom. II ls
principle almost as Old and a. ,
lxed as the mountains Educate the
hlld not for school but for NE To
NOW the demcnig Of llfe. the teach
r must not allow the dust OF the
choolroom 20 settle on the wings OF
IFS 'oul Can teacher who does
lot think mako thinkers? Can tho
noon hv any amount OF reflected
lght ever become n luminous body2 !
'ouchees who are crammed with !
lcthois not studied ont aud made !
heir own, may become Indifferent :
ohoolkeepers, but surely they never !
nm become enthusiastic and pro-
res'lve educator.
"Membe-s OF th's association. the
mailer foods OF ignorance obstruct 3
ar p-og ess. the instruments OF ox- :
ct mea urement are NOT a. yet In :
ur po1fosolon. but the principles Of 8
elton are sufficiently well known; 1
"a have long sln,e arDroxlmatod lho :
is'ance. the work OF construction z
as well advanced, ana an THAT now (
'maln' % be done is the erection :
I'd rphcing together OF the spans :
nd the announcement from author !
atice sources that a thorough ,are :
es this way"
Following Mr. Ackermans adj 4
ress Miss d, =. Whittlesay. OF 81. :
ary's academy read n pupsr on =
Education of Children. after which y
le se's'on adjourned until 3 o'clock 4
Ms morning. i