| OCR Text |
Show The Philosophy of Education. Lecture delivered bv Dr. K, G. Mae-fer Mae-fer before the U. C. "T. A., January 13. 1S94. Fellow Teachers To eyen a passing pas-sing observer it must have become clear that we are etanding at the threshold of a new epoch in the world's history. Tue thoughts, feelings, aspirations, and interests of men are assuming fovms, and turning into directions for which existing conditions have not made adequate provisions; and the very intensity of these new requirements, require-ments, impatient at the too slow adaptations adap-tations of the old torms to the new conditions, con-ditions, is not only begetting extreme and unhealthy views, but, embittered by the resistance of the conservative elements, threaten violent eruptions, which, exhausting their vitality in the process of destroying the old, would not have strength left to construct a basis for the new. otaiesmen, nnanciers, sociologists, philosophers, and clergymen, are wrestling with this all absorbing piob-lem piob-lem without any satisfactory results, so that the feeling even in the most optimistic circles finds its expression in the saying quite common before the French Revolution: "Apres nons le deluge." resting in the comforting delusion, de-lusion, that the flood would not come in their time. But among all this chorus of contending con-tending elements that seek for recognition recogni-tion in the human society, one has been gradually gaining an influence as a factor in the social progress, that has not been recognized to any marked extent ex-tent heretofore. I refer to the cause of education. This gradual recognition of education educa-tion as an essential factor in the development devel-opment of the human race to its final destiny carries with it, however, a corresponding cor-responding amount of responsibility to be met ith by the representatives of the 3ause, Borne of whom I have the honor of addressing on the present occasion. oc-casion. Fellow teachers. How can we meet it? I shall endeavor to answer it under un-der the heads of four other questions, viz; Where? What? How? By whom? WHERE? Without attempting to detract from the merits of the heroes in statesmanship, statesman-ship, philsophy, science, literature, and the arts among any nation and at any age, in advancing the cause of humanity human-ity to its present high degree of devel opment, I assert, and history supports sup-ports me. in the assertion, that efforts having a direct bearing on the youth, have had a more thorough-going and lasting influence upon the nations of the earth than any other human agency. Hence, the civilization of to-day is the result of the combined action of these various agencies the educational influences influ-ences among its fundamental elements. From the Egpytians Orientals, Greeks, and Romans of antiquity, to the nations na-tions of the Anglo-Saxon and Germanic races of modern times, the cause of civilization is indebted to a great extent ex-tent to the educational efforts marking its progress. When in its onward march from the countries of the far off east to the lands of the setting sun, humanity has outgrown the swaddling clothes of sen i-barbarism and is putting on the toga of a higher culture, and finds now iu our beloved country the realization of its prophetic dreams for liberty. equal rights, and unlimited scope for political, social, mental, and spiritual improvement it is on account of conditions con-ditions here, that are calculated to pre pare th.3 rising generation for the attainment at-tainment of blessings awaiting the human hu-man race upon altitudes of a yet un- Jmown -development. In the countrieel of the old world education used to be the handmaid of despotism, having to hide its divine powers in the sterotyped forma of scholasticism, but in the free countries ot the west in these latter times, education edu-cation is Jthe standard bearer of freedom free-dom and intelligence, recognizing in leadership but excellence. In the cities it finds its readiest support, from the open country it draws its most available avail-able material, to the fami'ly circle it looks as its mot faithful ally, and in the schoolroom are located its truest representatives. WHATf Education consists of two great branches, co-ordinate and mutually supporting, viz, Conveying ofinfor mation, and training. While the former comprises not onlv the convey in g of the knowledge of facts and principles, prin-ciples, but also the cultivation of the capacities for finding and applying them, the latter endeavers to encourage encour-age the pupils in a love for and habit in the practice of the right,of the true, and of the good. In short, while teach-ing teach-ing in its closer application is directed upon the cultivation of the mind,train-ing mind,train-ing occupies itself with the formation of the character. A mere lesson giver, be he ever so expert, is no educator, for while the latter is a true artist as it were, the former is nothing but an artiean. Upon all the rounds of the educational ladder, the educator has before him the ultimate aims of educa tion, which are the cultiyation ot a true individuality, the preparation for a competent membership in human society, and the development of a pure spiritual nature. Great problems indeed, in-deed, the solutions of which require the labors of the noblest minds. HOW? There are principles and methods at the command of the educator. The former constitute the basis of a true teacher's labors; he uses methods in-i in-i sidentally, like an organist does the stops on his organ. He that knows nothing but methods to guide him in his labors, becomes that incubus upon our profession a pedant. Familiarity with the most advanced ideas of edu cation is an essential requisite of a true teacher, while at the same time he has to guard himself against that disposition to adopt too readily and put into practice every new proposition advocated in our educational literature. The experimentalist is only the other extreme to the pedant, and both are doing more harm than good in the schoolroom. The school is a conservative conserva-tive institution, and the educator has to act like a wise statesman, who, while recognizing the necessity of responding to th? requirements of ever changing conditions caused by the steady progress pro-gress of humanitv, is still careful not to expose his charge to the dangers of yet unsubstantiated schemes. Education is tmperiel in its nature. There are constantly new principles unfolding themselves, brought out by experience and psychological research, so that the teacher must of necessity keeD himself in ths van nf hia raiiin,. ever ready to learn, realizing the fact that as soon as a teacher ceases to learn, he loses his capacity for teaching. How different is it with the pedant, before mentioned. He has not noticed the first symptoms of the disease, when he became selfsatisfied with his own way of doing things, and commenced to cling closer and closer to his old methods, until he becomes generally stereotyped, opposing every progressive step as a new fangled notion, and stands finally on thesand bank of illusion. il-lusion. BY WHOM? The family is the basis of all human society. The state with all its complex organization never loses sight of that fact. Education, therefore, as one of the factors of civilized life, takes also cognizance of it, and looks to the parents, especially the mothers, a3 the chief educators of the nation, "France has no mothers," lamented Napoleon when contemplating the increasing degeneracy of his people ; while on the other hand, history dembnstrjites that most great men have trad their enobling qualities to their mother3.The intellectual and moral Btandard of the family is the true3t criterion of a nation's na-tion's worth. The purity of tb.e Anglo-Saxon Anglo-Saxon home has ever been Ithe rock upon which the prosperity offthe race has been reared. Example is the educational feature of tlfl home. Instructive that of the echooll Neither of these parties however, rcy, ignore either one or the other educational features without falling short it), the duties of its calling. 1 If the sacredness of the home with its parental authority is jealouslv guarded by law and public sentiment in order to enable it to perform its divinely appointed ap-pointed mission as an educational factor, what is to be said of the school and the teacher in this regar J? What provisions are made to secure to the school and her teachers the necessary protection and support? Passing by all allusions to school-houseB, school-houseB, appurtenances and furnishings of any kind, salaries, and other provisions pro-visions of the school law and items of organization, I come at once to the main feature of our school system the teacher, his selection, his standing, and his responsibilities. The teacher's selection is supposed to have been made upon the strength of some examination a3 to K theoretical theoreti-cal efficiency, with some itbordinate referenceas to his moral qualifications. Notwithstanding at the present occasion oc-casion to dwell upon the ertirely unsatisfactory un-satisfactory modes of procedure in regard re-gard to all Bnch examinations, I desire to place myself on record as opposed to examinations as the only or, even the principal test of a teacher's efficiency. A practical test in real teaching for a certain length of time under the direction direc-tion and supervision of some experienced experi-enced Principal with some additional theoretical examination, shfculd determine de-termine theerade of the candidate, on which the length of time of the validity of the certificate should depend. This brings me to another critical point in our present school system, viz. The lack of Permanency of Posilion.Aa long as our public teachers hold their commission only for a short period, or at the pleasure of some board of true-tees, true-tees, they are "deprived of the power of exercising a lasting influence upon the formation of the charade! of their pupils. The character is the timber tne soul of man is made of, ajid should not be left to the fluctuatinglinfluences of an ever changing corps oS teachers. Every community needs b. class of teachers that, after having leen tried and proven, should be laboring under commissions, irrevocable except for cause. The present mode of; engaging and discharging faitdful, experienced, and efficient teachers, is unworthy of and irreconcilable with theii great responsibilities, re-sponsibilities, and is calcula ed to discourage dis-courage the most devoted ;eacher in the long run. 1 The provision that the public school shall be kept free fr ' jrian influences influ-ences is awise oU E rsitated by the freedom coo; vf I hip in our country, but " Iinfluence3 in politics? A B jf VtajTcies so much purer tha3 say 4,hands of3r If Fcoafd nojUrv , a teacher wlvonn I V lacking religious princt him in his daily walk aV should also expect on their that every teacher be of oVgn., telligence to possess well d litical opinions. But neither. r;nt J sniper nor as a citizen has he SDecjai be engaged on account of l. n"an proclivities in either directioi? fl uenc he be permitted to create an SCD00i in accordance with them in Wen(j f0 room. This principle should Q all kinds of officers in our pul counf ;ei system, throughout districts and the whole land. l f Fellow teachers! If by etse items I have been endeavoriritj line our present educational jjn(j yQ ' 1 have had also in view to rei, ran;j1v of the problems, which thjggYth swelling flood of human necesfjn(jjong its ever changing scenes and c.lnaHnn placed before the cause of ucauon for your solution. 4innines In the school room are the t jace s of the future destinies of our j.e(j jn the salvation of mankind stai manger at Bethlehem. |
