--- title: Improvement Era description: Monthly periodical of the Mormon church, 1897 onward. This library holds the issues of November 1897 to December 1930. authors: - Milton Bennion collections: - periodicals tags: - magazine - improvement-era periodical: Improvement Era volume: 33 number: 10 published: 1930-08 publisher: Young Men’s Mutual Improvement Associations publisher_place: Salt Lake City language: en type: magazine reference: "Milton Bennion, “A Spiritual Philosophy of Life: The Spiritual Aim of Education,” *Improvement Era* 33, no. 10 (August 1930): 669–671." source: url: https://archive.org/details/improvementera3310unse transcription: Transcribed from the Internet Archive scan of each issue (the item for each issue is named in the issue's own source); unnumbered advertising leaves are omitted, printed page numbers are kept as page markers. identifier: improvementera3310unse start_page: 669 end_page: 671 rights: status: public-domain basis: US publication 1930 or earlier (published 1930-08) source: https://archive.org/details/improvementera3310unse publication_year: 1930 note: The Internet Archive item metadata carries a blanket "© Copyright by Intellectual Reserve, Inc." notice. The library owner judged it inapplicable because this issue was published in 1930, before 1931; a scan-level notice does not restore copyright. --- # A Spiritual Philosophy of Life: The Spiritual Aim of Education A Spiritual Philosophy of Life By MILTON BENNION Dean of the School of Education, University of Utah IX The Spiritual Aim of Education What Is the Major Purpose of Education? What Part Does the Teacher Play in Realizing This Purpose? What Is the Place of Education in the Social Order? IT has long been recognized that development of moral char- acter is the chief aim of educa- tion. Just now this purpose of ed- ucation is receiving more recogni- tion than it has heretofore in this generation. This recognition of the importance of education for character is still growing, and bids fair to over-shadow all other as- pects of education as a public re- sponsibility. Whether or not this is good depends somewhat upon how character is conceived. Is it to be regarded merely as conform- ity to an established order? As obedience to negative command- ments? Or as obedience to the laws of the state? Any one of these, and especially the last, seems to be moral burden enough for many people nowadays. But, in fact, all of these combined are quite inade- quate to the demands of character education. Such education does call for conformity and obedience in all of these matters in so far as the established order, the negative commandments, and civil laws are for the ultimate best good of man- kind. Assuming that this is the case, is there anything more needed in order to realize the highest type of moral character? Yes, much remains to be done. This will in- clude development in each indi- vidual of all the creative spiritual activities of which he is capable, and the direction of these activities toward the highest and most per- manent welfare of humanity. 'T'HIS is not a static world, but ■ one of perpetual growth, of unending progress. This progress is, however, now dependent, in large measure, upon the enlighten- ment and the goodwill of individ- ual men and women, and of the social institutions of which they are the constituent members. Should the world become entirely free from crime, a seeming mirac- ulous achievement at this time, there would yet be unlimited op- portunity for social progress and character growth. With the de- velopment of a keener public con- science some things now tolerated may become crimes, as already il- lustrated in child labor and other labor laws, as well as in the prohi- bition of traffic in narcotics, intox- icating drinks, and prostitutes. In any case there are and, so far as we can see, always will be un- limited opportunities for progress in spiritual attainments. It is just this kind of progress on the part of the individual, including a growing disposition to extend these spiritual values to all man- kind, that constitutes character ed- ucation. In this sense of the term there can be no danger that char- acter education will become narrow or one sided. It will not and can- not properly neglect any essential aspect of education. Whatever ed- ucational tools are necessary will be provided. Whatever practical knowledge is valuable will be T J- HE author was chairman of the Character Education Committee of the National Council of Education and the National Education Asso- ciation 1920-26; the report of this Committee was published as U. S. Bureau of Education Bulletin (1926) No. 7. He was also chairman of the committees that prepared the Character Education Supplement to the Utah State Course of Study 1925, revised edi- tion 1929. taught. Whatever skills are need- ful will be acquired. Health edu- cation, vocational training, and recreational activities of the right sort and in due proportion; all of these will be essential parts of a character education program. Such a program consists much less in its particular content than in its spirit and purpose. Many of the same laws of health and efficiency may be taught and practiced in the training of a pugilist for a brutal contest as are taught and applied in training the most sensitive individ- ual for the highest spiritual achievements. One youth may learn a vocation with no other pur- pose in mind than to give the least he can for what he gets, the greatest material gain with the least effort. Another youth may learn the same vocation as a means of rendering his best services to his fellowmen, and, at the same time, as a meansr of bearing his own economic bur- dens. One youth may become ad- dicted to sport as a major occupa- tion; another may use it only as a means of renewing, of re-creating, his physical and mental powers. f N the course of education how is a teacher to know which way the pupils are drifting? In case the teacher does not care he may not know. In case he is himself in- clined toward the first alternative in each of the series here listed, so far as he is concerned, pupils are likely to drift with him. In case he is inclined toward the second alternative in each case, his influ- ence will draw the pupils in that direction. The ideals, attitudes, and purposes of the teacher are more potent factors for character education than is his knowledge. Yet knowledge is necessary, and the more thorough-going the bet- ter, other things being equal. It- has often been said with respect to education: "Instruction does much, 670 The Improvement Era for August, 1930 but inspiration does everything." Will education for character as its major objective interfere with development of the special talents of genius or with rapid acquisition of knowledge on the part of pupils of superior intelligence? No, on the contrary, it calls for the reverse of this. Just as each individual is under moral obligation to develop in the highest degree his own capa- cities and to utilize his abilities in the service of mankind, so is the teacher morally bound to give each pupil every possible assistance to- ward realizing these ends. To whatever extent both pupil and teacher are successful in these pur- poses to that extent character edu- cation is being realized. A genius in any form of fine art may thus develop his art in the highest de- gree and keep it on the highest plane — the plane where it will not only satisfy the sense of beauty in mankind generally, but will do so in a way that will be harmonious with other ultimate values, such as developing appreciation of the true and the good. The genius in pure science will idealize the truth as an objective to be pursued with diligence and reverence but without detracting from other values. The genius in applied science will seek to give the world the results of his inventions or of his professional practice for the greater convenience, safety, comfort, or happiness, but never to the detriment of mankind. In the fields of social philosophy and of religion, the especially en- dowed, be he philosopher or prophet, will seek directly the highest good and the best methods of realizing that good by all man- kind. To seek anything short of this would at once brand such a would-be spiritual leader as a mere sophist or as a false prophet. Character education as an ob- jective does not tolerate a mere dead level of attainment on the part of pupils, it rather calls for attainments in proportion to abil- ities and opportunities, and in kinds most in agreement with in- dividual endowments that are har- monious with social needs. What Part Does the Teacher Play in Realizing This Purpose? T T has already been indicated *■ that the personality of the teacher is a major factor in educa- tion. No other factor is compar- able in importance with this. It should, therefore, receive first con- sideration. It is a major respon- sibility of society to see that youths of superior ability and character, and of such other qualities of mind and body as are essential constitu- ents of a teaching personality, are induced to select teaching as a vo- JL T is perhaps natural that some, luted by the prospects of ease and pleasure, should count the hours of leisure, and rapt the hours of work, as the most' attractive part of life. But education must not fail to im- press upon our children that alt worthy work is to be respected, and that no man is to be held in respect unless, in accordance with his talent, he finds some way of justifying his existence through Work. Jou. Alvin T. Fuller. cation and to qualify adequately for the practice of teaching as a life profession, a life's work sur- passed by none in its importance to mankind, in its opportunities for the finest spiritual service, and in the consequent joy that goes with such service. The first requi- site to this end is for teachers now in service to develop this point of view and attitude toward teaching. They, at least, should respect their profession. Next it will be neces- sary to modify the public attitude toward teaching. Any thoughtful person must realize that if teachers are not, next to parents, the great- est factors in determining the char- acter of children, then the schools are not performing adequately their proper functions. It is ultimately the responsibility of the public to see that they do. In some com- munities the office of the teacher is highly respected. It is not so in all communities, nor with all citi- zens in most communities. This is one reason why some young peo- ple of superior abilities, and other- wise by nature fitted for admission to a teacher training institution, are diverted to other professions or to business. It is a very general hu- man characteristic to be influenced in the selection of a vocation by the esteem or want of esteem in which any proposed vocation is held. The slighting remarks, sometimes coming from persons who should know better, about "pedagogues" and "old maid" teachers are not without influence in lowering teaching as a profession in the eyes of youth. This is not a plea for respect for any particular teacher who does not personally deserve respect. It is a plea for respect for the teaching office, a plea for a public policy toward education, that will encourage the fit to enter the teaching profession and will exclude the unfit. Personal fitness for this office will include, in addi- tion to superior mental ability, physical health, freedom from physical deformity, a well poised mind, a kindly disposition, a sym- pathetic understanding of young people and an intense interest in their development into the highest type of men and women. This will necessarily involve also an in- terest in community life, and espe- cially in all those community in- terests that affect the moral welfare of youth. When teacher-training institutions can be supplied with students of this type, and can themselves be provided with an ad- equately trained teaching staff hav- ing the same characteristics, educa- tion will be well on the way to-, ward its ideal destiny. '"THE young students who enter a -*- teachers' college will, of course, have to have time to acquire es- sential forms of knowledge, both academic and professional, and to train under supervision in the prac- tice of teaching. At the same time they will attain greater mental and social maturity, acquire deeper insight into human nature and so- cial values, and otherwise advance in that practical wisdom so essen- tial in their profession as teachers. Four years of college is not too long a period for such training as the minimum qualification for teaching in any division of the public school system. For the more responsible positions a longer period of training is necessary. What, besides want of general public respect for the office of teaching, stands in the way of real- izing this ideal? A factor closely allied to this is inadequate financial reward. Not that teaching should be a profession in which one may accumulate a fortune; such a con- dition might attract the sordid, and tend to place financial reward before service, an attitude out of harmony with this profession. Present practice in the financial support of education is, however, the reverse of this. Many able young people would have to go in debt to secure four years of college The Improvement Era for August, 1930 671 and professional education. With present salaries for beginners it would seem impossible to pay such debts, and at the same time keep up the standards of the profession. In addition young men often find it impossible on their salaries both to maintain their professional stan- dards and to marry and support a family. In some school districts women are severely penalized for marrying. It is remarkable how some people would forever fasten upon teachers the medieval ideals of "poverty, chastity, and obe- dience;" chastity in the monastic sense of that term. Small as the pay is there is in some quarters a tendency to make teaching appointments dependent in some measure upon the financial needs of the candidate — a charity job instead of a call for the highest available teaching qualifications. HPHESE are some of the obstacles that stand in the way of real- izing the highest goals of educa- tion. They are named here only to draw public attention to the need of removing these obstruc- tions to progress, and of setting up public standards and public education resources that will make possible social progress through education, such as the world has not thus far seen. What Then Is the Place of Education in the Social Order? realize ever higher and higher spir- itual values, that they may de- velop finer and more noble per- sonalities, that by cooperative ac- tion of these personalities society and social institutions may also be perfected as instruments of still further progress. While attention in this discus- 0 UR major problem is to develop a school system designed to enable individuals to adjust themselves to the social environment in which they must work, and to modify their environment in an intelligent m anne r. — Dtl. William John Cooper, U. S. Commissioner of Education. sion has been given primarily to education in the schools and to the teaching profession, let it not be understood that this is the whole of education. It has been said that education is the chief business of the state, which includes public schools, public libraries, juvenile courts, and other educational agen- cies. But even this is by no means the whole of education. Educa- tion is the chief business of the family. Home making courses in the schools now subordinate prob- lems of food, clothing, and shelter to the problem of human relations in the home, the care and education of children, and the management of domestic affairs in the interests of harmony and spiritual growth on the part of all members of the household, including husband and wife and servants, if there are such in the household. HTHE Church, too, has come to be ■*■ primarily an educational insti- tution, with its efforts especially directed toward moral and relig- ious education. This has taken the Church into the field of recreation- al activities because of the relation of these activities to moral educa- tion. Education has also come to be a large factor in business and indus- try. The larger business and in- dustrial organizations generally maintain research departments, personnel, and welfare depart- ments, the activities of which are largely educational. It may be added that every employer should assume educational functions to- ward his employees, not in an ob- trusive or offensive way, but in the spirit of good will and helpfulness toward associates. Every social organization has, or ought to have, educational respon- sibilities toward its members and toward society at large; but so also should every individual man and woman. The life of each mem- ber of the community is an edu- cational influence for good or for evil in the plastic lives of the youth of the community. It is, then, the moral responsibility of each member of society to see that his personal influence is toward realizing the great aim of all edu- cation. "THOMAS DAVIDSON, a noted * American scholar of Scotch na- tivity, wrote a "History of Edu- cation as Conscious Evolution." This is what education rightly aims to be. It aims to set up goals of high personal and social attain- ment and to devise ways and means for realizing these goals. This, if successful, is conscious evolution. It is the highest type of creative spiritual activity; an activity by which the nature of the individual and the nature of society and of social institutions are changed by conscious, intelligently directed effort. In industry generally con- scious beings control and modify the unconscious elements of nature in the interests of man's needs. In education the problem is to direct and stimulate the development of consciousness itself; that is, of conscious beings, that they may The Elafe By L. D. STEARNS XJATS off! A toast to The -*--*- Flag! May its power never wane — its purity, never be marred by blot, or stain, — this Flag that has blazed for the world a shining pathway of freedom, justice and mercy! A toast to The Flag — the Flag that wafts the song of human brotherhood from the lofty peaks of the Rockies, straight outward to the Atlantic shore, then on — still on, until its cheery notes en- circle the entire world. A toast to The Flag — the first Flag to spread its red, white and blue beauty over the vast, illimit- able spaces of the North Pole — the first one to greet the dawn in those wild, untenanted wastes! Yea! A toast to The Flag at this, the patriotic season of our Country's Birth, — to the hopes and prayers encompassed in its folds; to the courage that bright- ens it ; the high purposes that strengthen it; the spirituality that purifies it; the Flag the children admire and the aged revere; the Flag that all, alike, [honor and love, — The Flag of our United States of America!