The Washington bee., 1910-09-03
90 be published in parts.)

NAL School No. 2
TO be published in parts.)
In its development, every human
life IS entitled to at least three lnflu-
ences-(a) those of the home; (b)
those OF the school, and Co those OF
the church.
The long period of human infancy
with its dependence upon others Tor
nourIshment and protection, followed
bv the period OF childhood with its
animal instincts and its tendency to
pIay and to unguided investigation call
for the influences of the home. The
immeasurable accumulatiOns OF human
thought and achievement and the
complexity OF the social structWe
amidst which the child finds itself, de
mand the school The transformers
of worldly things, their inadequacy to
give satisfaction to the souls long
ing. and the brevity of human life
have given rise to. foster, and con
stitute the need for the influence OF
the church.
What man must know he must be
taught, and what man should know
will increase and vary with the times.
No program OF education, however
adequate in the past, Is the program
for today. and the future, too, must
have its own.
I'm the home today there must be
clear recognition of the dangers Turk
inc in darkness, in filth, i'll poor food
and in physical neglect. A few years
AGO a child's death was considered
manifestation Of Gods wisdom;
now, it is indicative of parental neg
lect and ignorance resulting in a So
cial loss. Today, it IS incOnCeIvable
that God would demand mother 5
travail for no social gain.
Less than a generation ago the
church deemed it adequate to teach
a man to suppress joyOusness and to
dread eternal punishment. Today,
that man learns to walk in the way Of
the Messiah, ministering to the lOwly
and oppressed while spreading good
will by thought and deed,
In the school, the transition has
been no less pronounced. Nothing
said of education Is final, or will be,
or can be 1t IS precluded in the ma
turc Of the process. The training OF
the children looks to the future. 1t
Is distinctly preparatlve, not hnishlng-
Those who are responsible tor the
education of each generation must IN
a sense be prophets. They must see
the conditions their charges will be
obliged to meet and then apply the
culture from the past, by use Of the
realities of the present, to secure that
adjustment which will produce COM
plete living for those charges as III
dividually and socially efficient units
in a near future.
The transition in the schools influ-
ences is shown by the COmpleNity OF
tho curriculum as compared with the
three Rs of yesterday. In school or
ganization it shows itself in the multi
plication and subdivision of faculties
for all sorts of training from the day
nursery to the university, as compared
with the old village school and the di-
ity-student-tutOrship of few years
back.
lust as the natural capacity to give
birth to offspring no longer cOnst-
tutes the only condition for mother
hood in modern social conditions, Sc
the natural influence of one mind upOr
another of less experience no Longer
obtains as the only condition tOi
teaching. Next TO parenthoOd, human
beings bring to teaching a larger tunC
of natural aptitude than TO any Othel
activity. Most people are potent1a
parents, and parents are the lOglca
teachers. but the division of labor O
modern society and the growth OF so
Cial consciousness combine IN de
manding that a child shall be trained
for maXimal efficiency with minimum
effort and expense. That demand
has been met in part by numerOu!
kinds of schools and, now, the devel
opment and the importance of the ed
ucative process demand that traineC
workers. consecrated workers, shal
be selected from those who wOulC
labor.