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Show 183 be as God is, ?r to possess the principles which he Dossesses, 1S the star to wlch the modern younq man should hitch his waoon. And when vtewed in that \vay, we are forced to admit that the "old education" was not the best fitted to bring us nearer to God. The old to deal with of the earth, o earthy. eduation disained things Thlngs practlcal and industrial were beneath its learned notice. The man of the old education was taught in general cul ture--whatever that may be--and to talk in the tongues of people long embalmed and sealed up in their sepulchres. The editorial tional not then indicts the obscure and abstract qualities of tradi education, noting that products of this kind of training could possibly meet modern civic, social, and industrial demands. The editorial continues: Surely, those are not the principles that God possesses. Surely, his limitations--and his uselessness--are not so marked--How then shall we become as God, to possess the principles that he possesses? And what is the new education? The question is an swered on the back cover of this magazine. It is the education that dignifies, simplifies and beautifies toil of every description, by applying to it scientific princi It is the mingling, in It is learning to do by doing. ples. proper proportions, of practical, technical subjects and general for today! is education it the In short, culture subjects. He This, we fancy, is the principle on which God works. II is no mere theorist, nor is He merely trained in general cul But He has learned to apply the principles of science to He has learned to do by honorable toil--for He, too, toils. doing. He has got knowledge, both theoretical and practical; and He has trained the intelligence, which is not in the head alone, but in the hand and the heart as well. Get the new edu It is the education for today, for to-morrow, for cation. ture." eternity. 25 This Mormon identification of religion and progressive education by all educators and leaders shared an at this was not time, but it does represent important element of church response. Progressive education in gious overtones. But if the Mormon hands, then, clearly had reli religious impulse in the larger 2511The New Education," Juvenile Instructor 43 (August 1908): 311-12. |
