Los Angeles herald., 1909-11-23
EXPLAINS AIM
OF EDUCATION
DR.. KARR SHOWS NEED FOR
INTELLIGENT TEACHERS
SAYS BUSINESS OF SCHOOL is TO
DEVELOP OPPORTUNITIES
Declares Pedagogue and Pupil Main
Elements in Educational lnstitu-
tons and States Qualifications
Necessary for Former

DR.. Grant Karr, assistant superin-
tendent of schools. delivered his fourth
! lecture, 'Principles of Education" at
Olive Street high school yesterday aft
ernoon. His subject was Aim of
/ Education and Qualification of the
Teacher" He said in part:
ut is conceded that aim in educa-
tion is all important. 1t necessarily
absorbs and uses all appropriate means
! in organizing experience, in order TO
realize itself. The more conscious TINS
aim becomes to the mind the deeper
and more intense the interest mani
tested, which always centers around
certain values to be pursued.
What education is, what study is,
what the nature of mind and life Is,
their deep and essential relation in the
school life of children, are questions
which are meeting with more thought
and appreciation with teachers in
| ractical way than ever before.
Education, being fundamentally or
| ganic, bears within itself a deep, essen
| tial, instructive aim and Is the estao-
| lished modes of activity in the mind OF
the pupil, constituting his character,
which, taken in its moral and social
phases, is the highest aim of education.
| Interest thus becomes the llVlpB
appreciation of ends, necessary to the
fullest development of the human be-
| ing rather than mere means to the ac-
| complishment OF Interior and technical
results This interest in its imme-
diateness must be in the conscious
ness of both teacher and pupil; but its
remote outcome should also be in the
mind of the teacher. The teacher
regulative principle must be to know
| what is most interesting to the chlid
now. but which at the same time IS
hest and most valuable for him as bear
ing on his whole subsequent life
Explains Nature of Aim
"According to Aristotle, aim is final
| cause IT is the next fundamental
principle in education, after self-actlV-
ity, and grows Immediately out OF IL:
n is the ideal which controls every act
of the self-conscious spontaneity In It's
three-fold capacity of knowing, Ieelus
and willing, toward its development OF
| self-realization Whereto does 1t serve
| humanity to understand all mysteries
and all knowledge and wherein is tne
profit In applied science, and all thls
vast array of invention ana discovery
Are they ends in themselves, or DO they
serve some higher purpose?
"If education is the chief factor In
, preserving and promoting human, So
cial progress (as is maintained py many
thinkers). then 1t must have a stlll
higher mission and purpose than the
comforting of mere knowledge or teen
nical skill and taste and the establish
ment of mans happiness and ENJOY
ment. = .
"Man's life is as social as it is in
dividual. 1t is said that such thlng
as a non-social human being does not
exist Every man depends Tor ms wel-
fare as much on others as upon NM
self Hence the aim of education from
this standpoint is the cultivation OF
the moral, social or ethical VIII, py
which he is led to devote al his intel
ligence and his taste and ski TO the
service of others. The aim OF educa-
ton, then, is the deVelopIneht ol tne
moral character. In general, II Is the
aim of education to bring out the po-
tential self-activity in the rational per-
son into explicit realization in his IN
tel;igence, taste and skill ana social
character. 1t is the business or the
school to discover, foster and environ
the nascent social impulses, Instincts
and interests In a developing person,
and give them the greatest oppor-
tunity." o.ua...,ons
As to qualifications of the teacher,
DIR. Karr said: 49, ,,,oi,,
elements are the teacher ana pupil
The teacher is the manager; ne is tne
ono whose mind comprehends the whole
organization and its different elements
the different children, the different
appliances, books. laboratories. The
teacher is conscious of all the elements
of the organization-the pupils merely
feel them-and her directive power
makes them function to the great end
of education. .,-.,o
"The eight essential characteristics
of the teacher are: Moral character
bv which her spirit exercises its uplift- !
ing influence on the uniformed natures
in her charge; sympathy, to feel with,
which illuminates her understanding to
the end that she enters into the dlt-
ficulties of the child's school life; en-
thusiasm, the literal meaning OF when
is in-God led; pollteness, the oil which
mbricates the wheels of society; eff
cheney, by which the teacher uses the
means within her reach to the best ad-
vantage in gaining results; patience,
the quality of being willing to bear
certain things and suffer certain things
in order to reach a certain end; tact,
including the characteristics which en-
ables the person to reach desired end
with the great economy and least fric-
ton; professional spirit, includes all
the other characteristics, and at the
same time devotes attention to the