Albuquerque morning journal. [volume] (Albuquerque, N.M.) 1903-1926, 1914-08-07
.ASPLUND MAKES
A GOOD ADDRESS
At M0UNTA|NA|R
Noted Instructor Discusses the
Present Day Viewpoint in
Educational Matters, Also
Delivered at Summer School

educational matters. The address.
which liz also on the program Of the
summer school at Santa Fc, made a
deep impression upon Mr.. Asplunds
auditors.
In part it is as follows;
The predominant characteristic of
this age is change" whether for good
OF III only the future historian can
Judge and decide. Not only is there
a difference change-from what
existed a century ago. but within the
generation, yes within the period OF
a short decade the change Is pro-
nounced and marked. In all the in
stitutions of society we see old forms
and ideals fading behind new ones
Is it progress? Who shall say? Those
OF us who place too much emphasis
on Phenomena are apt TO shake our
heads and fear that "the good old
days are passing Others Of us have
faith in the ultimate solution of all
our problems after a period Of wrong
starts ana experiments. We are con-
vinced, often in spite of appearances.
that the final principle in nature Is
vital and growth. and reading the his
tory OF ages we find abundant basis
for our confidence that change has
meant growth and finally progress. In
fact as we view the past revolution
airy years. has not the progress been
SO wonderful, as TO cause MS TO hesi-
tate to set any limit to the progress
Of the world in any direction. our at
titude Is therefore one of alert ex-
pectancy. We do not know what we
shall see, but we have faith that the
vast unlimited outline will take form
in higher and better conditions of life
for all
With other changes, we who are
closely in touch with education view
with alarm or cquanimity as the case
may be. the demand for new books,
schools. To many these new things
appear to be mere fancies. There are
50 many strange demands being made
upon our school system that all of us
should seriously consider the situa-
ton with a view to determining what
and whether or not It is proceeding
along right lines We need to find
the answer 10 q question asked by
Cicero, under other circumstances,
"Ubinam gentium sumus," or freely
translated, "Whcre are we at >" We
have made this much progress toward
the answer that we recognize the i'm
perative nature Of the question and
that we must pcrsistcntly attack II un-
til the margin between professional
and technical Information and mere
opinion Is progressively Increased and
until we can show every thoughtful
person Just what we are aiming at ana
what we are achieving"
The school Of a generation age was
a different institution from the one
with which we are getting more and
more familiar. 1t was intended to
give the rudimcnts OF education to all
children. it is true, and it intended to
give secondary and higher training to
such as were in positions to take ad-
vantage of the opportunities afforded
Under the conditions which then ex-
listed, however, comparatively few
were able to enjoy school advantages
for period long enough to inculeate
the habits Of thought and action
which would make of them men and
women of the best type Let us not
no ideals as to what education should
achieve or that the ideals were essen
TALLY different from the ideals which
prevail today. In fact the ideals we
now hold are the same as those held
by the founders Of our nation, Then
as now, 1t was the firm belief in the
necessity Of intelligent citizens for the
security of the state which prompted
the establishments of schools and col
leges. 1t is not possible here to show
the shortcomings Of the earlier edu-
cation. In its results, however, It fell
tuition not for the education of the
many, but for the training of the few
1T was and still is to greater or less
extent the preparation for professions
i'll which the few engage and both in
the content and administration educa-
ton was aristocratie rather than dem
ocratic.
Here is where we note most radi-
cal difference in the attitude toward
the school system. With the same
ideals as formerly we are now plan