Payette enterprise. (Payette, Canyon Co., Idaho) 1909-1935, 1911-04-27
OUR PUBLIC SCHOOLS
THE CHANGING VIEWPOINT
IN EDUCATION

] Vi q d5O HhNh W.
parents, went toddling off to school
rhe viewpoint has happily changed
since then and the change is not
yet complete.
In our school work, our courses
of study and our teaching are the
necessary sequences of our view
points. There are two viewpoints
held generally with reference to
school work. The old one, which
IS generally held, and naturally so,
Dy those who have been out Of touch
with actual school work for score
of years, directs the chief attention
towards the subjects of instruction
with little regard for the child. This
IS not mere quibble; for the ad-
yocates of this viewpoint believe
rhat if the course of study be prop
erly hammered into the child, the
child must, therefore. be properly
| prepared for life. To them the
child must be made to fit the sys'
TEN and not the system to fit the
child.
The new viewpoint retains the
essential learning of the old, but
adds the idea that the system ex'
lists for the child. It believes that
the so-caIled courses of study should
oe prescriptions suggested by a di-
agnosis of the child's needs.
If we study the real purposes of
education, we shall find that the old
5iew-point has led us far astray. We
are finding out that in cur political
and civil life we need qualities more
han we need learning. We need TO
levelop more men having the quail
lies of a Frances ]. Haney, who
leaned San Francisco, or a Joseph
w. Folk. who purified politics in
St. Louis, or a Theodore Roosevelt,
whose preaching for righteousness in
civil life has been the indirect means
" uncovering so much corruption
The men we admire are the men OF
qualities. The teaching and the
methods of teaching, therefore, that
serve to develop qualities are the
methods and the teaching most worth
while.
ones education is not what he
.an recite of books. 1t is rather the
'gumption" and "hoss sense" that
;tays with him when he has forgot
en- his books. But our course of
study does not contain these things.
Learning comes, but 'gumption
fingers. Manual Training and Do
mestic Art and Science, rightly
handled, are studies in ''gumption'
md the time will come when they
will become integral parts of every
school system.
In the new viewpoint, We are all
so getting away from that mistaken
dea which has prevailed for a de-
:ade. that the teachers business is
o smooth the way, 1t is good
hing for the child when the teacher
deliberately sets an obstacle "a
problem) in his way and directs him
20 climb over; and the rightly train
ID child win set his jaw and clam
Der over regardless of torn hands
and bruised knees. Pupils have
jeen allowed, too long, to pull back
md whine at hardships; they should
not be ''quitters" in front OF
.ough proposition in geometry where
he life qualities of initiative, pluck
and perseverance are required. They
ought to be taught to buck the
inc" between two points in geometry
With the same rugged energy that
they are expected to buck the
.ine" in football. The, habit of buck
ng will be worth more than the
knowledge of geometry, for it will
levelop a quality that is needed In
life.
Let us study life for the basis oi
our methods in education. 1t will
each us to quit smoothing the way;
il will teach us instead to put fe"
rocks and hurdles in it: and it VIII
teach the teacher to put a strong bu'
gentle hand on the shoulder of the
boy as he faces his problem and
whisper in his ear with LOVING
voice: Nov. Jim. buck. don't
] whine"
A naturalist was watching a butter
! ny get out of its chrysalis, He watch
e. the poor thing in its agonizing et
forts to escape 70 the realms Of
air. At last it got its body out be
|, yond the attachment of it's wings
Then began horrible struggle TO es
: cape into life. The tender hearted
naturalist, overcome by his sympathy
picked up the chrysalis and Ifnderi'
, helped the struggling occuT e
, liberty. But he had for theSn s9en
forgotten that the ichor ofte Nitt
J frs--4fx.,,ss,5 ~, Ia e 70