Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1910-09-05

that. happily enough, they serve to on
set one another. This paper thinks
moreover, that the education whluf
every one really needs is "a few mas
tcrkeys that will enable the student &c
accumulate his own education through
l!fe.'
Yet the people seem 10 think differ
| entity: they are demanding an educa-
ton that shall give TO the student not
merely the keys for unlocking knowl-
edge In the future, but the knowledge
itself without any intervening keys.
| And we must admit that the popular
| Wow seems to ~ the better and uurr
one For this preparation FOR getting
knowledge. this acquisition Of "keys.'
! Involves delays which are provorbiaily
| dangerous
The same paper maintains that III"
| education which gives effective use nf
| two languages Cbcsides our oWr), a firn
| hold on the more essential mathematics,
and a conception Of scientific method,
has thrown open All doors to the am
bilious student" certainly. but what
~ the student who has no aptitude os
"a UNJUST Anu NhtAA vi wv if'E 'ffNf
torlty OF lady students. who are said IL
dislike and even 10 detest the more
essential mathematics II Is only mo
last part. tho essentials Of sricntlhc
method" that seems 20 be somewhat
equally applicable To- an students; ana
the simple fact is that the science pro-
.scrlbcd hy the Universities for high
school courses. is not always OF a
kind that insures even the acquisition
of scientific method High school SCI
encc is. for the majority ot high school
students. relatively worthless in IT.
self; while science as the colleges have
usually prescribed for hish schools does
not attain the one end for which II
was ptescribed-the pr'pataton TO-
college work
What the people are demanding 10
simply that the high school sciences
shall be OF some direct use in them
selves and not MS at pr sent useful
only In case the student goes on into a
college course since not one In nun
dreds IN the high school ever takes
college course The people maintain. IN
short. that the supposed needs of the
few who will 60 to college should not
be allowed to displace the real needs
Of the many who can 90 no further
than the high school
And why should IL not he possible
why should IL not be very oasy-to I'M
part both culture and discipline BY
teaching subjects that aim TO give To
the student something that he can use
right away In his daily life? Would
physics mean less or more Of culture,
II u we're made more practical and less
1t threw ont 'ohms'
and volts" which only engineers viii
use and substituted practical me-
chanics practical optics, etc. that all
people must use? Would botany be
any less cultural" II IL were made to
mean knowledge OF plants, and Of |
PLANT lifo and plant growing. In place
of the present attempt TO make it mean |
a knowledge Of plant-colls and tissues |
and the use ot microscope? would |
zoology lose any OF its disciplinary |
value II II dealt mainly with local ami |
mails instead of seaside forms and the |
or II it included knpwl- |
edge Of such Insects as the alfalfa wee
vii and codlng moth to the displace-
inent OF the learned dispositions about |
the relationship Of the ape TO man or
the structure of coral reefs and |
sponges2
we suspect that those papers which |
are standing up for the "old IDEAL OF |
education do not recall just what that
deal was. Latin. Greek and pure
comprised the whole OF |
4. All science, all history, all sociology,
all economies. and the most Of native
literature have had to night for place
In college curriculums; and the night is
ltill going on Every scientific labora-
.nry was at 1ifst installed over the pro-
lost Of the "old IDEAL" almost every
over the 'old routine
las been similarly opposed; and we
-ancy that the numerous protests aud
propositions made concerning the KIND
II subjects to be taught in high schools
md the manner OF teaching them. put
orth by that Intelligent ana progress
i've body OF teachers, cannot be dis
missed by calling them fads They
epresent some actual needs, or hey
would not be So numerously and in
istently demanded
For EDUCATION today must consist of
citing something more than the tools"
Il education Results are demanded;
nd the demand cannot be set aside by
. theory that knowledge, to be Of
worth. must be something that Is not
lirectly disable but is merely key
% some other kind OF knowledge that
will be useful by and By.