The Salt Lake tribune. [volume] (Salt Lake City, Utah) 1890-current, 1911-11-28
Thought Is Vital.

TO teach we'll is not merely 10 nave
public assent 10 the thinking !" anc
the teacher. Hearing rccitations Is noe
teaching. Rectins is NOT learning, say
ing off words and paragraphs ls not ev,
dcnce OF thinking. any more than s"ai-
lowiu. capsules is diScstinG food.
ITO teach we'll is 10 bring the learner
through the receptive imprcssionahle
attitudes Of CONSCIOUSNESS eyer ,mIU g,I..n gGsl-
conbaiive, reflective and discursiTc att-
,udes Of prind. II is 10 induce cositatlve
thinking In concrete Images "hich Ica1
to personal sencralzations. H,eor,eS ai,o iso
doctrines. worked Into form through inc
Individual equation Of the student,
Good teaching keeps those taught see
ing things hearing things. thinking
th{nsS II neccssitatcs at least the VS.
ua liZation md addition OF things.
Good reaching permits but docs net
necessitato tho visualization OF pages and
paragraphs. II Includes the use Of all
learner 1t stimulates and challenges the
learner to use all his former acquisitions
and concentrations In order TO interpret,
classify and place in proper relation all
I'm good teaching The first effort and
the first essential thought action OF those
taught IS usually the visuahSation or The
addition. or the Installation OF things. or
the taking In and approaching of Things.
But thinSs are visible and tangible. you
understand, or are invisible and physical
ly Intangible. Really things are products
Of psychic action.
Invites Criticism.
Good teaching Is never n he content
with the rccitatiVe and rciterstiNe state
of the student mind. 1t brings about
critical inquIsitiie, courteouSly CombaJNe
and nationally Skeptical attitudes OF mind,
1t is 10 take nothing for granted that
may easily be seen trcm different points
OF view Certainly IL takes nothing for
merely because tho teacher
professor says II is and So
ITO teach well Is 10 stimulate and to
have as constant stream. both the
analytical and constructive mental atu-
tudes, II is TO see fact or proposition.
now In its fullness and now In Its parts
and In It's relations sand and In Its como'na-
''We are much inclined 10 satisfy our
selves with the teaching OF half truths.
but this is net necessary; 1t is not good
the close of the class exercise period with
constructive mental attitude and Creo-
tive ideality of persons taught highly
stimulated so that they, and not the
lccturinG professor they. and not the
dognatlzing one who is intrcnchcd in au-
thority. they, the ones taught, may DO
largely the work OF summing up, In order
10 see the advancement that has been
made and the definite things that have
been accomplished, each individual think
ing bis own thoughts and knowing what
he does. and not merely asserting 10 the
summarizing ul the teacher or professor.
whether the teacher or professor thinks
or doesn't think
NO matter whether IT he In the school.
tho college or the university. To teach we'll
is never 10 depend upon the lecture
the quiz or the exam Only bad teach
Ing relies up"a these hahitual resorts OF
the incapable.
you see my friends. to teach well Is
20 be In actual personal contact; mind
with mind. 1t Is to be conscious Of the
contact. II is 10 feel the force and the
direction ot the student struggle.
To teach we'll Is never to have n few
leading students wakeful and responsive
II Is To have the entire group. the whole
class. In alert. receptive. inauisitiye,
conbativc. cositative. reflective, con-
, structIve. responsive. sympathetic attl-
tudcs OF mind. always In eager cNpec-
fancy.
Following nr. Kinks address the can
dIdates for offices TO he fillnd were nomi
mated. as given at the beginning OF tho
account OF the teachers convention. After
the nominations II recess was taken until
. o'clock. when the meeting was held In
| the tabernacle.