Washington standard. [volume] (Olympia, Wash. Territory) 1860-1921, 1892-12-30
Misdirection Of Education.


President Eliot, in an article con
tributed to Forum, a. the result of his
long experience at the head of a
foremost educational institution, de-
liberately declares that so gross has
been the misapplication OF educational
energy that the results of nearly a
century Of popular education are far
below what it WAS reasonable to ex-
pect; he gives instances of improve
ments in human society which il was
thought would follow popular cduca-
ton, giving specific facts to show that
the people Of the United States are
really not educated; he shows how
the education which shall produce a
spirit OF tolerance and spirit OF rea-
sonableness must proceed, and he
measures the work Of our educational
institutions by such a standard and
indicates what well-directed work
| would set out to do.
The article is one of the most sur-
gestiye, OF its kind, which has ap-
peared in modern literature, and it
gives an explanation OF the problem
which has puzzled everybody who
takes an interest in subjects which
deal with the welfare of the individual
and of society. Why is it, with the
boosted progress in educational train
ing, that the conditions of life do not
improve? If knowledge indeed be
power, why is not the burden OF labor
lishtened by a comprehensive grasp
OF all those entities of life that shape
human destiny? Why is not the
human mind elevated TO higher planes
OF thought and action by the systems
OF education now employed? Where
is the fault?-where the remedy2
The learned Professor has intimated
his idea on the subject to be that the
objects of true education are not
brought out by present systems; that
the aim has been more to impart
knowledge, than to discipline the in
tellect or for the establishment of prin-
ciple, and the gradual unfolding OF
traits of character which, in broad
sense, have their origin more in the
heart than the brain-in nature than
in adaptation.
Education should draw out those
qualities of individual character which
best serve to exalt human nature. 1t
should subordinate pride and selfish
ness, and cultivate a spirit OF tolera-
ton and fairness. The first lesson
taught the student after he masters
the rudimental principles should be
to see himself as he really is; an atom
on the shore of time, designed for spe.
cific use, the same as all other objects
OF divine will, and subject to some
extent to the God-given promptlngs of
reason.
1t is probably expecting too much
of the present age to divest it to any
appreciable extent of the prevailing
traits of human nature, but when
may we expect better time to begin?
If education has not brought about
the conditions for an elevation of hui
man character, when will it do SO?
Plainly not till different system is
employed and graduates are impressed
more with zeal for the objects of
education than an admiration of the
means by which its impress is to be
left upon society.
! need not be missed if another succeed me.
To reap down the fields that in spring have
He who ploughed and who sowed is not missed
by the reaper.
He Is only remembered by what he has done.
Not my.elf, but the truth that in life have
Not myself. but the seed that in life have
Shall pass on to agesl-all about me forgotten.
Save the truth have spoken, the things have
done.
So let my living be so be my dying;
So let my name be unblazOned, unknown
Unpraised and unmissed, shall yet be remem.
bered-
Yes, but remembered by what have DONE