The Nashville globe. [volume] (Nashville, Tenn.) 1906-193?, 1913-03-28

great principles and methods of edu-
cation, but who know intimately the
inner life and aspirations of the Ne
yro people. The Jeannes Fund, in
IS policy Of employing Negro SUPER
visors to take superintendent of the
schools and show the teachers how
to adapt the common schools to the
needs of the community, is blazing
the way for the public school authori-
ties of the States and counties over
the entire South. This step Of the
Jeannes Fund is based upon sound
principles of social psychology. We
are slowly coming to see that to helm
any people most effectively members
or their own ranks must be select.
ed, thoroughly trained and sent
among them as leaders in education
and in other lines.
Let me in closing attempt m 70.
state the thought l have tried IN
present to you this evening. It is.
ina out Of the past have come ideas
winch teachers and leaders of edu-
catlonal thought in other ages have
conceived and put into practice, The
records of this thought and practice
are before us but our use of tbem
mould be governed by the h~elpfuInses
tney offer us for our educationoI
problems of today. They sbould NOT
De adopted simply because thew have
been handed to us with the sanctitv
oI age; The "dead-past" should be
allowed to bury its dead and leave
TO us only that which is pulsatine
with life for our use today.
we should shake off the dead ideas
OF the aim Of education, that knowl-
cage should be sought princinaIlv
LOT kn~owledge's sake and that only
4 small fraction of the people have
capacity for learning and cultnre.
we should aim at KNOWLEDGE anI
culture 1or all the people by all the
people. We should free ourselves
rom the idea that the content ot
e~uucatlon must be only that which
is contained in the ancient languages
n literature of the past and wa
should add to them, not substitute
LOT them, the sciences ard activities
Oh the present. W. should no Ions
ne pound by methods that have Iong
since been proven ineffective W.
should remove from our school organ.
iAation the plans and ideas which we
nave evidently outgrown, and adont
measures to meet new conditions bv
means or centralized county com
mon and high schools with teacbors
trained in normal schools. colleges
an9 universities and with supervisors
specially selected and trained to
meet the problems of the hour Tho
ahead" iul pee
We a do this if we will. We c.r
40 II II We think we can and y we
uecide within ourselves as teacher
eoIat we snail not be fettered bv tbe
u~ead-hand' of the past. T,ef ne
MINK we can. The story is.old of ar
engineer, whose trained had sta,la5
at a steep grade. After one or two
Irlais to pull the grade. the enginaoU
cnn nieman got out to talk with the
%cO h1ucG0r Finally, the conductor
taiu, We'll, Bill, do you and .Jobn
onink you can pull us over the hin
UT snail we have to wire for anotbor
englneT They both spoke mn 20
se1ner, saying, 1--WE think we co.. /"
Inc fireman jumped back into tbo
Gao or the engine and began r.
7noVel more coal into the furnace
II engineer backed the train f,r
Il down the grade and secured !.
oonser start. AS the train begap "a
crawl up the incline the puffing o -
sIne seemed to say: 1--WE tbinf eli eli
an We think We CAM" FINALLY W os
ohe engine and the first few coro
c,eared the incline, the putting .e 1%rS
~ 10 say we thought we could. we
mus, fellow teachers we mr..
INK we can Dull ourselves tbro muSs
tbo eaHcational problems of to osn
rIougn we have 2 steep grad eua n.y.
MPtch to climb. Unon our will up
ocnn1mraaative depends the future do ana
, content OF on educational aims, methods Heogs-