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Show WOMEN'S HUBS BEPRESENTED lllilffl DELEGATIONS Mrs, Clesson Kinney of Salt Lake Advocates the Extending of the Scope of Education and Favors Society Being Held Responsible for the Physical as well as Moral Welfare Wel-fare of Children Weber Academy Domestic Science Girls Entertain the Club Women. The Utah Federation of Women's clubs continued the sessions of its annual convention today, the first meeting beginning at 9:30 a, m., with an Increased attendance of delegates. Tho first order of business, following tho reading of the minutes of thd previous session, was a report from Miss Gertrude McCheyne, chairman of the convmitteo on homo economics. In the report, she dwelt mainly upon up-on the work being done by the Utah Agricultural College extension bureau In tho rural districts, in teaching the girl studentH of tho country high schools how to work out tho economic problems of homo life. Tho efforts of tho teachers, she said, wore being well received and wore resulting in the bettering of homo conditions. The second speaker of the morning was Mrs. Leah D. Widtsoo of Logan, her subject being "A National Experiment Experi-ment Station for Woman's Work." In the course of her remarks she reviewed re-viewed the life of Ellon II. Richards, known to the women of tho country as the "groat apostle of scientific hoem-making." hoem-making." The work of Mrs. Richards, she said, for thirty years prior to her death, was that of a pioneer in the movement toward tho bottermont of home life and to her was owing the possibility of tho United States government gov-ernment establishing a national station sta-tion Tor the education cf teachers to travel throughout the country to educate edu-cate women in thoir home along the lines of euthenics Mrs. Richards' book on euthenics, the speaker stated, is considered one of tho best extant as a treatise on the question of living liv-ing right after birth, differing from eugenics, tho science of creating a proper environment. Among other Important things, Mrs. Widtsoe reviewed re-viewed the Smith-Lover act now before be-fore congress, which Is oxpected to bring about the conditions along tho lines of euthenics desired by the women's wo-men's clubs throughout the country. Miss Parrish, of the U A. C, gave a report on tho condition o the boys' and girls' clubs of the state, stating that especially good work had been done this year by tho girls' clubs. One of the most impressive ad-drosses ad-drosses of the morning was that of Mrs. Clesson Kinney of Salt Lake City, wlio spoko on "Education for Democracy." In part she said: Mrs. Kinney's Addrcs3. "Herbert Spencer tells us that 'To prepare us for complete living Is the function which education has.' Ho says that tho essential question is how to live. 'In what way to treat tho body, in what way to treat the mind (In what way to behave as a citizen, In what way to utilize all those sources of happiness, which nature na-ture supplies. How to us our faculties facul-ties to the greatest advantage to ourselves our-selves and others). How to llvo completely." com-pletely." ' "Irrespective of age, sex, occupation occupa-tion or position, the science that Is of the -most importance to every one of us, is the science of living. This Is the final end of education. Now tho rational way of judging any educational edu-cational course, is to estimate in what degree it discharges such function. func-tion. Education Limited, "In tho beginning, education was rudimentary. In Greeco and Rome tho fundamental educational philosophy philoso-phy was that the great mass of the population, being slaves, should be without learning or education. Plato, tho greatest of philosophers, believed that education was of no advantage to tho common people. It was supposed that education might lead to dissatisfaction dissatis-faction and possibly revolts. "Up to the time of tho middlo ages, or about the time of the Protestant revolution, it was not even suggested that tho great middle classes had any claim, or were In any way deserving de-serving of a system of education such as our public schools of today stand for. Germany dates her school system sys-tem from tho Napoleonic wars. In England all formal schooling was for tho lelsuro class. This was so everywhere every-where until it was tho accepted belief be-lief that education was only for thoso who. by birth and inheritance, had no part In the production of economic vnlucs. It was on this doctrine that the great English universities wore established. And we need to remember remem-ber that our schools in America were adopted from the English. It is rather rath-er significant that the first public money spent in America, ror school purposes, was spent by Massachusetts. Massachu-setts. Spent to found Harvard college. col-lege. A college for the classes long beforo any thought or provision was made for the masses up to that time. No provision hail been made for any tax supported school, for primary work. "What I am trying to emphasize Is that our school system was evolved when society was on a strictly caste basis. Of course gradually and constantly con-stantly this system has grown, and hroadonod out, until today with mud pride wo boast of our school system, and like to claim that in our great republic wo havo universal education. Fow Children Included. "But this is false pride. The claim is a fallacy. "It costs approximately ?20 a year for each child in tho grade school, $-15 for each student in tho high school per year $2S0 for each young man or young woman In tho university each year. "Of tho children in tho schools from tho first to tho eighth grade inclusive, inclu-sive, we havo in tho first. 23.50 por cent; second, 14.79; third, 13.91; fourth, 13.28; fifth, 11.28; sixth. 9.25; seventh, 7.G3; eighth, G.35. "Not a very good showing when we consider what a small per cent of tho children that should he In school are there. Wo havo to remember remem-ber that many statos havo no compulsory com-pulsory school law, or havo a law enforcing twelve weeks or more of school a year. "Pleaso remember I am offering no criticism of the school systom as it Is today, looking at It as an entirety. As $. feedor for- tho "universities. But do you realize tho percentage of col- lego graduates to those who enter tho primary grad? It 1b just a trifle moro than one half of 1 per cent. And do you realize how many students in tho colleges there are. in relation to tho grades? Just one and seventy-ono seventy-ono one-huudredths. "Whon tho school serves Its true purpose it will be made a part of the real life of the world. The demand Is imperatlvo that tho mass of tho people have a school suited to their need. This means a revolution in values. Instead of glorifying tho professions, pro-fessions, we must ralso tho estimate of industrial vocations. All Children Should Be Cared for. "How can wo do It? Have a multitude mul-titude of trado schools? No. Tho university has developed aa multitude of colleges, why not follow this same method in regard to primary Bchools. "There Is no reason to believe that this method will destroy culture, or cause learning to decrease. But It will bring tho masses Into thoir own. I bellevo that this is my problem, and that It is your problem. What can wo do, to help make efflclont, happy, hopeful of intelligent, skilled citizens of the children who leave the schools at the ago of 12 years, or earlier. "I believe It Is the duty of the Htate tq supply every need, oven of food, clothes, shelter, instruction to broaden broad-en even home and environment training train-ing or any machinery that will produce, pro-duce, for the benefit of the state, the best citizenship." General Discussion. A general discussion of tho questions ques-tions considered by the four speakers wa3 led by Mrs J. M. Bishop and was frequently participated In by tho delegates. dele-gates. Tho closing talk of tho morning morn-ing was made by Mrs. Nora H. Largo of Pittsburg, Pa., representative of the Ellison-White Chautauqua bureau, advocating ad-vocating tho Chautauqua and Chautauqua Chautau-qua reading course as of great educational educa-tional benefit to different societies and the public at large. Following adjournment, the dole-gates dole-gates went to the Weber academy, where luncheon waE served In the school domestic science rooms, by tho members of the Woher Academy Home Economic club. no |