The Salt Lake tribune. [volume] (Salt Lake City, Utah) 1890-current, 1910-06-27
THE EDUCATIONAL IDEAL.

AuotHeI sCHOOi year mas passed., anu
nearly twenty millions of teachers and
taught are now taking the much
needed vacation. Of these, by far
the greater number are in the com
mon schools, in the formative period,
when the foundation for manhood and
womanhood is laid. Education has be-
come so important in our national life
that it forms the basis Of all progress,
costing a mighty effort in time and
money each year, and employing our
most available trained product in its
heterogeneous system.
Because of the infinite good or harm
that can be done by the teacher, it is
self evident that education is the great
est problem before the Nation. All
teachings should be judged by their re-
suits, and, Judging by the results of our
educational system, there is something
radically wrong with fundamental con-
ceptions Of what education should
really do for tho future man and
woman. There are several reasons for
these unsatisfactory results. First may
be placed the unfltness of teachers;
that is, lack of natural talent, and of
genuine interest In the welfare of the
child. But our normal schools are rap.
idly making this first weakness less
prominent. Second, and the most vul,
nernble part of the system, is the lack
of breadth in ideas as to the methods
and purpose of education. The books
are full of definitions, yet the average
teacher is bewildered by the conflicts
between educators, and fails to com,
prehend the problem as purely educa.
tional one. Of course, all agree that
the school training should be for the
purpose of making better citizen and
adding to his effectiveness; but just
what are the steps, requirements and
most important features in accomplish
ing this work7 Th consideration of the
second proposition is the purpose of this
article.
Every girl should be taught that her
highest duty is 20 prepare herself for
the duties that devolve upon woman.
These duties must be presented in
plain simple language; but they must be
taught. Teachers have heretofore rele-
gated the moral side of the child's life
to the parents. This is not exactly as
it should be. There is a side Of child
nature that the parent cannot touch
with the same degree of caution, train
ing, and understanding as can the
teacher, or, if they can they seldom do.
Teachers should be trained experts in
guiding the child both morally and in
tellectually, and if they are not such
then the child is perhaps being Oft
harmed more than benefited. The boy
must be taught more than he generally
is given. if we are to have the best
results, and this addition to his train
ing should be along the lines of ethica
advancement. Very few teachers EN-
! phasize the fact that the home and It's
| life is the basis of any national prog
ress. Whenever respect for parents
repressed that other features Of devel
opment may be impressed upon the
child, then we are On tho wrong road
| Our age is a commercial age, wherein
money and the pleasures it will pur
chase are held up before the child, ever
before he leaves the common school
as the great prize to be won. Educa
tors travel about the country explain
ing to the youth the monetary advan
tage in securing an education, making
| L. la mt f,,a
culture While the financial aspect o.
the youth s career is a very essentia
one, demanding most thorough prepara
ton, yet it is not the first considera
ton, There are some things that money
cannot buy, and without which we can
not progress; namely, healthy bodies
clear minds, and pure ideals.
Children are given the impression
that they should find the line of leas
resistance and make that the life pro
fession. They should be taught to fol
low the highest dictates Of conscience
recognizing that the welfare of the rae
is equally as important as the success
of the individual. We should not nov
have so much bribery, fraud, and lacl
of the knowledge Of the elements o
our government had the teachers mad
the moral and social phase of life NOR
important to the child. The future o
the nation depends upon the mora
status of the average citizen. Our idea
citizen should be neither too altruistl
nor to egoistic, but as nearly as pos
sible, the balanced individual, VIII
recognizes that his welfare must be frs
only that the welfare of the race ma.
be first. These questions should not b
left for an occasional thesis for gradu