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Show tural cclles3 U a thee; 1st the surTiTai'of the fittest fit-test type. In a letter to a contemporary in which he gives a synopsis of the address he recently delivered before the principals of Salt Lake City he makes these' assertions; "The work pf the grades should be primarily for the normal bo&and'girl. The dullard should receive a fair share, of attention, but his interests should never be. put in advance of the welfare of normal boys and girls. ; "Great men spring from the upper and middle classes of society. It is an exception for them to come from the lower classes. . "The elite boys and girls in the public schools should be allowed freedom to grow and, develop. It is from these persons that we get Invention, progress pro-gress and the breaking up of societary monotony." So we must begin at the top to educate. The dullard dul-lard must remain a dullard. What then of his children? child-ren? If he be denied education or attention while In school, will not his offspring when he reaches man's estate be duller than he? ARE WE EDUCATING EDU-CATING TO MAKE AN ARISTOCRACY? ARE THE FAVORED FEW TO HAVE THE BENEFITS BENE-FITS OF THE PUBLIC SCHOOLS AND THE OTHERS TO BE DEPRIVED OF THAT WHICH THEY MOST NEED? It seems to us that Prof. Engle must see what such a preposterous theory would lead to. THE "LOWER CLASSES" AS HE SEES FIT TO CALL THEM AltE THE ONES THAT MUST BE UPLIFTED UP-LIFTED BY EDUCATION. THE NATION WILL NOT REACH ITS HIGHEST POINT UNTIL THEY ARE. We are all striving to enlighten thy people more and to give them wider opportunities than their parents enjoyed. Many of our little citizens citi-zens may be dull, but they are trying to progress. Are they to be discouraged or encouraged in the attempt? at-tempt? We refuse to accept the definition of society given by Prof. Engle. We cannot agree with him that "great men spring from the upper and middle Classes." THERE ARE THOSE IN THIS COUNtry COUN-try as in every other who are less fortunate in conditions and environment en-vironment than others, but talk of Middle, upper and lower classes is DISTASTEFUL TO AMERICAN EARS. Nor do we think there are any "elite" boys and girls in the public schools. WE TAKE IT THAT THE PUBLIC SCHOOL IS ESSENTIALLY DEMOCRATIC. Let some young prig go to a public school, his head filled with fool notions of his superiority to other boys on account ac-count of his birth or his money and see how'quickly that nonsense is taken out of him. It is worth more to that boy than all a private tutor could teach him. It is pretty apt to make a man of him. THE TELEGRAM WANTS NO PUBLIC SCHOOL ARISTOCRACY. IT DOES WANT EDUCATION FOR THOSE WHO NEED IT MOST. IT IS OPPOSED TO THEORY AND IN FAVOR OF SENSIBLE METHODS OF TEACHING. TEACH-ING. IT IS NOT IN FAVOR OF MAKING THE DULLARDS DUL-LARDS DULLER. Whom Shall W Educate? It is one of the unfortunate things in connection with the public school that it is made a great experiment ex-periment station. The theorists too often have full sway and the children upon whom the theories are tried suffer. There can be no opposition to progress in teaching teach-ing as in other things, but there are certain principles princi-ples in pedagogy that should have been established bv this time. ONE OF THEM IS THAT TEACHING TEACH-ING SHOULD TO. A LARGE EXTENT BE A MATTER OF INDIVIDUALITY The same system of teaching will not apply to all children, although one of the theories of the theor . ists seem to be that it will. THE STUDY OF THE CHILD BY THE TEACHER SHOULD BE ONE OF THE MOST IMPORTANT PARTS OF THE WORK, but with a factory system In vogue aad with r far too few teachers for the number of pupils there is little time for anything but hurried and mechanical mechani-cal work. The children are put through a routine. If they understand what is told them well and good; if they do not, there is no time to stop to make matters mat-ters clear to them. A8 A RESULT SOME CHILDREN CHILD-REN LEAVE SCHOOL WITHOUT REALLY HAVING GAINED ANY BENEFICIAL KNOWLEDGE, KNOWL-EDGE, WHEREAS HAD THEY BEEN TAUGHT CAREFULLY WITH A VIEW TO THEIR INDIVIDUAL INDI-VIDUAL NEEDS THEY PROBABLY WOULD HAVE BECOME WELL GROUNDED IN THEIR STUDIES. V .. ' We note that TreX. Enla of the State Agricul- y ' i |