The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1913-05-22
EDUCATIONAL.
lBY c. w. MEISN EST.l

| The Fundamental demand in educa
tion, as in everything else, is for effic-
cheney, physical efficiency, mental
efficiency. Two things to emphasize
with every child from his first dawning
OF understanding are that he must be
useful worker aud good citizen.
The two things, therefore, which
should be emphasized in connection
with the public schools are that they
must produce efficient workers and en-
lightened citizens.
The training of the individual for
the purposes of the community, has
become largely the goal of education
and aims at serving the widest circles,
endeavoring to study man, not as an
isolated individual, but from the point
of view of society as whole.
Education should not be a mere pro-
cess of furnishing grist for the mill to
grind; it should be rather the work of
instructing and perfectng the machin-
cry of the mind itself and of imparting
the art of operating it intelligently as
master workman. Primarily, the
object of education is tc secure one into
the coming into possession of mind.
A mans mind is the instrument of his
productive power. The measure of his
future efficiency is his mental capacity.
Therefore it should be the end of all
education to develop every possibility
of the growing mind to the fullest ex-
tent of its capacity and strength.
| The mere process of storing of in
formation is not in itself desirable.
Bonded knowledge is so much unavail-
able energy. AS one learns the art of
using the material at his command
progress is assured. On the other
hand, to crowd the memory without
the active exercise of the intellect, to
accomplish it, dulls the mind and de-
stroys all interest in any subject what
ever. The mind, like the body,
weakens, when it loses the power of
assimilating food. Facts are pernicious
when they subjugate and do not quick
en- the mind that grasps them. The
pupil should never be allowed to sink
into mere recipient. He should be
called on to think, to observe, to form
his own judgment, even at the risk of
error and crudity.
Until the mind reacts for itself on
what it receives the education is hardly
begun. Successful training consists in
implanting thoughts so gently that
they seem to spring up in the mind OF
the pupils, then he is proud Of them
and acts upon them because they
are OF his own. 1t is not what is
taught, it is how it is taught, that is
essentials that it makes the child ac-
quisitive, receptive and strong. The
ultimate aim should be knowledge, dis.
cipline, insight, inspiration, character
and well-rounded and noble life.
The school must create within the
pupil desire for study and give him
thirst for knowledge and craving
for higher life. If the pupil does not
respond to the throbbing life of the
school, some incentive must be used
as a means Of stimulating him TO great
er activity, such as desire for good
standing, sense of honor, sense of duty,
pride and desire for appreciation.
An object is interesting to the pupil
when it assists in concentrating the
mind upon particular subject; atten-
tion is, pedagogically speaking, the
fundamental requisite of the school.
Interest must be aroused to gain at.
tention; otherwise the teaching will be
a failure. Children will learn il they
are taught what they have desire to
learn, with due regard to their age
and the method of instruction. The
child if healthy, enjoys activity, but it
is such activity as is primarily pleasur-
able. 1t is of course, a matter with
which the tact of the teacher is re-
quired to deal with, to make pleasur-
able the activities which must be en-
listed in the interest of the education
al process.
| After all, the most important factor
in the educational system is the char
acter and personality Of the teacher.
knowledge is changing with rapidity.
The teachers task, therefore, has
never been SO interesting, never so
difficult. He must be prepared "to
find false tomorrow what is true to-
day." He must have mind of vision,
and yet no visionary, fertile in device
and yet grounded IN common sense;
eminently capable Of meeting the pos
sibiltes OF the future, because appre-
ciative Of the significance OF present
conditions and circumstances. He
should look upon the profession as one
too sacred, 100 vital, to claim anything
less than the whole undivided energies
OF mind heart and soul.
Right education will never come un.
til teachers are so broadly trained, SC
professional in earnest, and SO conf
dent Of public support ard commenda
tion for faithful and efficient service
that they will be enabled to become
true and independent workers In get
ting our youth really ready to MEG
: the demand that await theu1. No
elaborate building or reformed course.
of study or wiser and more competen
II a L.