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

the development of the indidviduai
we are to secure also the develop
ment of the citizen.
The pupils should be prepared for
the best service In business, In social
life, in civics and in politics. In fact
1t Is impossible to divorce the school
IRON the home, from business or
from life itself. 4,
In democratic society the object
Is not to develop particular type
Of citizen, but to develop the fullest
eficiency, individual and social, OF
each citizen. AS our education has
become more widely universal, It has
come to lay new emphasis on the
responsibility of individuals, each OF
whom is to render his peculiar SER
vice to society 1t seeks to discover
In each his best aptitude for such
service, and to raise that aptitude
through training.
BY society-or social life-we
mean people so grouped together that
there are certain relations existing
between them, which are more or less
permanent.
The attention OF our children
should be directed toward the pres
ent social organization as the deter
mining force in showing what means
shall be emphasized to improve con-
ditions in life. 1t behoOves educa-
tional thinkers to place before the
pupils, SO as to shape public opin-
ion in the right way, the means by
which our higher social ideals may
best be carried out through our pub
lie schools
Practically all progress comes from
the fact that some individual has
seen great truth and, instead OF
moving in the lines of least resistance
among the customs Of the past, has
thought out some new and better
mode Of action.
Perhaps our schools can render no
greater service than to give to our
children, as far as possible, habits
of thinking for themselves independ-
emily, Of working out new plans
and the willingness to change from
one habit to another when the adj
visibility of such change seems clear.
1t takes public spirit, intense In
terest and yigor, to secure the energy
to move in a new direction; about all
there is needed the impartial judg-
ment, which will enable one to see
whether the change proposed IS wise
or foolish.
In our school curriculum certain
subjects are to be looked upon as
tools placed in the pupils hands, to
do any kind OF work efficiently;
whereas Others are especially well
adapted to arouse social conscious
ness and direct attention toward pub
lie service.
! History formerly consisted Of dis
iointed facts to be memorized;
causes and effects were all unknown.
1t should be studied with reference
to social causes and their results,
in order that from the experience OF
the past we may learn to form judg-
ments to serve us in the present.
In Economics pupils were dreariiy
introduced II at all into the business
world, which today teens with inter-
est. Our economic problems are so
complex that men in high positions
in public life fail to grasp them; our
/ political problems are often econo-
! mic; many of our perplexing social
/ problems are essentially economic In
! character. There are few high
schools in which political economy
and sociology are taught to the gem
eral body of students Therefore a
large number, who must handle our
economic problems in life, have re-
iceived no training for such In school.
The school Is not training pupils for
intelligent citizenship unless 1t gives
them an insight into our economic
life, for intelligent voting turns to-
day on a knowledge OF economic con-
ditions and laws.
/ OF vital importance Is the judicial
Temperament, which endeavors to see
both sides of every controverted ques-
. ton. This impartial habit is in part
matter of natural disposition, still
more perhaps matter of training.
The teacher has this delightful duty
to bring before pulls, who have seen
only yelled world, sense of what
lies behind the veil,
One might go through all the stud
les of the school curriculum, show
ing how each has its use as tool,
, and how 1t may be made to contrib
ute, through Its economic and aesthe-
tic qualities. to the study of life.
A system is wrong that tends to
develop the powers OF memory at the
expense of the faculties of initiative
and analysis that lie at the basis Of
modern successful endeavor.
1t often happens that pupils leave
/ the schools at an early age, because
we are not ready so to adopt our cur
riculum to local needs that the par
ents and pupils will feel that they
are getting direct, practical benefit
from their studies.
1t is worth careful notice that, If
the studies OF the school curriculum
are correlated about a central pur-
pose. each study will so aid in teach
ing the others that much time will be
saved for more detailed work on the
themes of most importance.
am not quite prepared to ac-
cept the curriculum that leaves out
or pays little attention to, the arts,
literature. and the humanities.
There should be relation of motor
tendencies to general. culture and to
the processes of mental and moral
development particularly under the
forms Of imitation and suggestions.
Has any part of a public education