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Show TEACHERS KIT ill SALT LAKE SALT LAKE. Nov. 27, While his gubernatorial neighbors were starting upon their eastern mission today Governor Gov-ernor William Spry of Utah was telling tell-ing the teachers of Utah his personal opinion on educational subjects. Pcdapagically the governor is a reactionary. re-actionary. He rejoiced at the passing of upright penmanship from the Utah schools. 'After 10 jears of trial and damage," he said, "upright penmanship penman-ship has passed from teaching and we ma hope for the characteristics of handwriting that made the signature of Washington, Lincoln and Grant a part of history." "I wish that speaking pieces, that old creator of orators and llrst aid to correct expression, might again become a feature of the common schools," declared the governor He lamented the passing of the old-fashioned spelling match and put in a word for the teaching or spelling bv sylLibles Instead of by sound. SALT LAKE Nov 27. "To leach well Is to he well." sald Dr. John A. Kirk, president of the Missouri normal nor-mal schools, in his address bi'forr" the eighteenth annual convontlon of the Utah Educational association, which began a three (lavs' session this morning. "No sick man or woman can be a good teacher neither can one with a grievance or a grouch " Dr Kirk addressed the convention for over fhlrty mlnntep on the subject, "What Socrates Would Say of Pres-' enl Ways of Classroom TnHtnictJon ' His address was the foaturo 'of the morning session. ' , Dr. Joseph F. Morrill, president of tho association, called the convention to ordor at 10:20 o'clock. The attendance at-tendance was from 1,500 to 1,600. After invocation had been given bv Bryant S. Hinckley, Dr. Morrill introduced intro-duced Governor William Spry, who delivered an address of welcome. ( "The problem of tho boy and the , girl is the most important problem h facing the world toda," he paid. 'Thp ' tpacher must understand the boj and the girl and loam lo reach thorn and find them the food that will make tho man and worrmnr of them tnat they should he," The governor extended the teachers a welcome to the state and expressed ' his pleasure at being present Jio was followed by Mayor John S Bransrord, who spoke in part as follows: "I am always "glad, officially and personal, to exemplify the 'warm hosnitaliti of Salt Lake City to all who come with friendly purpose within with-in her gates, and I am especially pleased on this occasion to welcome In the irime of the city the delegates to this important convention. "I have had little lo do In my time with practical education, but I have been an Interested observer of the means to that end employed, and have noted that the growth of system is steadily evidenced ' by the efficiency of our schools "Within the Inet two or throe dec ades the old plan of individual effort, ef-fort, unaided by general, concerted action, has given place to organized and deliberate consideration of the best ways and means to the dcfiired end. "If I may, without presumption", venture one or two suggestions which have long waited upon opportunity foi expression, I would liko to say that somo of the methods long ago relegated to the reai might, in my opinion, with wisdom bo recalled Wants More "Drilling." "For my part 1 would like to see the speed of the progress of the twentieth twen-tieth centurv pupil through the curriculum cur-riculum somewhat lessened, and hear the thought advanced, 'Not how fast, but how well, can he covci the ground?' T wish that old and potent word 'drill,' alike effective In agriculture agri-culture and education, might again become the slogan of the teacher, and be used, as It once was, toinsure tho stability of the foundations upon which our boys and girls areHo build the superstructure of their education. I would rather have them taught fewer few-er principles lo the point of absolute knowledge than have their minds massed with many In shadow y outline.. Dr Kirk was the last speaker at tho morning session. He spoke !n part as follows: What It Is to Teach Well. To teach well is, first of all. to bo physically and mentalh healthful and alert. It is to havn nil the avenues to the soul available for use all the time It Is to know well one's subject, both by ILielf and In Its relations. It Is lo know one's subject in its nanowness as well as In its largeness. Pome pseudo teachers merely air their knowledge But exploiting knowledge and exploiting human he-lug he-lug Is not teaching. To leach well is to teach persons It Is to use subjects sub-jects and appliances in teaching persons. per-sons. To teach well requires as complete com-plete a knowledge qf the person taught as II docRof tho subject taught Ignoring Ig-noring Ihfs fundamental principle is the fatal fault of many alleged teachers teach-ers in higher education and in iecond-arv iecond-arv education Good teaching hr,In;s the learner I through the receptive Impressionable attitudes of consciousness oer Into positively, wakeful, Inquisitive, cogitative, cogi-tative, combative, reflective and discursive dis-cursive attitudes of tho mind. It induces in-duces cogitative- thinking in concrete Images which lead to personal generalizations, gener-alizations, theories an I doctrines. Good teaching works these results into form through Che individual equation equa-tion of tho Btudoc. Good teaching is never content Tvlth the rec'tativo and rclterativo attitudes of the mind. It brings about critically inquisitive, courteously combative and rationally skeptical attitudes of mind. It takes nothing for granted that may easily be seen from different polnU. of view. Certainly it takes nothing for granted meroly because the teacher or professor says it is so. Good teaching creates and discovers issues and from thorn reaches definite conclusions through the mental efforts ef-forts of those who,,arG taught. In the much misconstrued process called reading and in observing and in hearing language, and. Indeed, In every case, the essential matter Is that of individual thinking by each oilo of those purporting to be taught. oo |