New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1894-11-28
THE TEACHING OF POLITICAL ECONONl
AN ADDRESS BY PROFESSOR rATTEN BEFORE
THE AMERICAN ACADEMY

AN ADDRESS BY PROFESSOR IATTEN hHfoI'H
THE AMERICAN ACADEMY.
phnadelphia Nov p (speciaD.-At the meeting to-
night of the American Academy OF Foiuca' ana
Social Science held at the New Century 'iup ffo-
fessor Simon y Patten, of the University OF penn
svIvania read paper on tine Teaching Of Pohii-
ca, Economy IN the Public Schools" He said IN
part:
Political economists. in their zeal for sc.nilhc a,
vance have concentrated their attention upon tc.l
meal discussions They have dweit ulon Hlspr,'i
truth But they have overlooked the more oDN
economic laws and phenomena which are OF general
t wses around ceitain points selected be
they are really the pcn, nc OF p@1 neveop
ment OF the science The economic LITERATURE III
is defective and creates a false impression Of thc
relation between the established ana accepts ms
As long as the textbooks reflect the tone Of the
literature. there is small chance OF ntroaueH , ro
nomcs the schools unless TINS tcchnlca .t.ra
ture is avoided and return made TO tho.e MS, pm
ciplcs which lie back Of all discussions n'sf
principles Of SO general character anu % ~
simple nature that they enter naturaHy mo t,''
ing examples based upon the experience OF chHnr"h'
While the actions OF the adult are much NOR CON-
eases are not as different az might be supposed II
is possoe herelore Tim 10 Us" fsr t The more Intricate
economic world with which ne VIII become '"'"'''"
II is generally conceded that the basis Of political
economy is found In the theory OF uilliy. " - nc
aim of economies TO discover now cNs 10 W ,niis de-
velon mis- theory OF utility all its phases u We
really wish to get the economic fore "iera,nI
in any community. But the economists have ioncned
upon this theory merely at one pom, m"s" ir
mar with political economy Know VIZ i'in IN ~
the law of final utility. This Ia" Is dilHpo 'd1 In
questions relating to ne in oGrst ~ II seems AT
first sight II is merely conscious recho""'s :"
II + imporiant FOR children TO understand the ar
ference between the Initial and me llial uu"S :"
article we consume gives US more pleasure man ~"
second; the second more than the ,nr &c., arr ,,c
and lose one lose not the pleasure get from
the first apple. but the pleasure / get from me
world the estimate Is different. Inc chnd rS'i-
of utility is based on his niia acsr and Goes
not realize that If part Of what Is before MIN j.
taken by some one else MS loss Is sm,a we can AL
ways discount pains by paying In ADVANCE ana ~
crease pleasures by taking them lasi drg any ,b
pleasure win be increased Al 1 S s,ro de y ry
ine 10 get pleasures to-day instead OF monfuiy
facing the present evil. No habit IS more pernciouS
han tn sos IN the eyes to the mseres which nov
from such conduct. The benefits OF SAYING o, 80
can he plainly illustrated II we can get the child
70 see that he can discount Ills pains ana get com
Pnnnds mainly upon forestalllng pains by anuc-
pating them and upon accommodating peaSu''S ~
There is another thought which should also be
children IN school rnS nr rs 5he
cent was that might made right hat pos@esslon,
- the law. III tNc owner ~ nDt
sround the thing you find IL yours. Inc moueIn
thought is that nothing Is yours because you ma
IL somewhere unprotected. The Individual 10
r,bom II belongs has right to his property wheh
bc comes back and that man liz or n ioW type WHO
nvon thinks OF taking II.
Cyl bavn tried TO present several OF the economic
nrncines that can be made use OF IN the schogi-
nn,n Tbev all rest the fact that chld's
interests are in the present and that his c0nduct
Co. inNuenced by his pleasures and pains. Recog-
nizne this we can eXpel many erroneous notions
from a chill's mind by an appeal 10 nus FEELINGS
nd IN the experience which he has already ac.
"mired in his own world. This world s not dirercit
In the right places can ma facts ana ieeinks
familiar to children by which the nrlncpies am
ideas we wish TO present may be illustrated anu
a. present we put much emphasis on oral IN
struction and despise slavlsh use o. trNtDIohs
,ise makes teaching formal The routine ieacheT
To- ne who Vrrds out series or facts ana OK
amnlos that his teachers used in their day never
ina ching that q new world OF events mas come
into being since they spoke. and their authorities
wrote. T., o do,ooora,c and
its ideal los not in the past but In the future;
II propheses a time when the leading Vf ue' VIII
be jnstlllcd into every member OF soclety sN'ls w
ali their actions those heroic qualities which make
individuals worthy and society progressive. ~
f,,,,,re T'topIa OF the economist stands opposed 70
Tho golden age OF the past. The one idcal wouIn
elevate mankind through the growth OF coin!no,n
orsliti,s and the election OF discordnh, clemens
tbet layer the tone Of society. The otncr wouiu
Nod = trail humanity above It's natural ievci by
the Impressive example OF its historic heroes. ~,
latter NAV succeed for the moment. bnt ite steiy
evolution of character depends upon me FORMER.
Its effects may come more Slowly pu' 'hey arc
p,c abiding.