The Idaho Republican. [volume] (Blackfoot, Idaho) 1904-1932, 1909-11-05

cause most experienced civic workers, 4
both men and women, have found 1t
necessary for best results. The meas
ure for which we should all strive
is the selection of members of the
school board by independent nomina-
ton. probably at large" and pre-
ferably for an extended term. The
second measure should be the insis-l
tence that all education duties be-
performed by educational experts,
their selection only resting with the
board. +. IS!
Two special organizations are de-
sirable In most communities. A
Parent-Teachers association is inval-a
liable In every school for direct per-
sonal contact. A Public Educational
association is usually necessary to en-
list public influence and opinion for
generous support. In this the Educa-
ton committee of the local women's
club could be the nucleus; 1t should
be composed of women who can learn
without ceasing, alertly watch, and
give impetus to others, without he-
ing too much in evidence.
During the past half century the
most characteristic achievement of
the public school, in its best demo-
critic form. has been its work of Soc
I ial liberation and of social encour-
agement. Its economic service to the
world, at a period when individual
buOyancy and initiative were especi-
ally needed, has been immense. All
that the school In its specific sense
can at best be expected to accomplish
lis to set It's pupils on the road to-
ward getting for themselves intel
| lectual and moral benefit from the
much longer course which awaits
them, when school days are over, in
the real tasks of life.
| If pupils pay for their education
! it is logical and right to give them
the kind Of education they want; if
the public pays for their education it
seems logical and right to give prin-
tcipal emphasis to the things the pub
lie wants.
The public end of education is to
teach the pupil to do his duty as a
member Of free community, to pre-
I pare him for real participation in the
! civilized life of his time
| The main truths in education are.
| /. That we must educate individ-s
uals not masses;
Q. That we must train the child
as part of family and neighbour
hood, not as an isolated unit;
! 8. That we develop child by
sympathy and interest, not Instruct
him by compulsion;
heE IA Th q mo r,1YIct opJict III Tho cool
ial forces which can mold the child'sl
life;
5. That we must strive for steady
and harmonious development of all
sides of the child his body, his mind
and his soul; and
4 6. That we must ever keep iii,
view. as the true goal of education.|
not book-learning for the individuals
but social and moral life for the COM
munity.
Educational thought in this cen
fury is making plain the worth of thu
individual, and at the same time th&|
vital union of the individual with The
social organism, and his Consequent
duty to labor for the general vel
fare. 1t has also brought into fuller
evidence the fundamental truth thai
human values are moral values; thai
character, which is the aim and end
is the result, of right doing as We
as correct thinking f
To educate, therefore, is not me-
ly or chiefly to inform the mind;
Is to strengthen, direct, and confir1
the will: to believe the best a
most useful things are not materf
but spiritual, justice, honor, trut
fulness and love.
| + + +