The Scranton tribune. [volume] (Scranton, Pa.) 1891-1910, 1895-09-07
EDUCATION is THIE KEY.
1t Unlocks the Hard Problems of Life, i'm Europe as
Well as i'm America.

general digest of the progress and
opinion of the world. Now, all over the
continent the newspapers are follow
Ing In this line, and the result Is mani
fest. People are being educated inter-
nationally as well as locally. and this
points to universal understanding
within another generation that will
substitute arbitration for war. and dis
miss the great standing armies which
cumber Europe and Interfere with her
| productiveness."
BlottinG Out the Slums.
"Are the slums increasing or de-
creasing?'
IL believe THAT by this process Of
public education the slum evil Is being
eliminated from the large European
cities. The slum is the resort of the
weddings in intellect, morals and
thrift. The police can never do more
than control them, while education can
and does elevate them, and by so doing
eradicate them. l visited the notori-
Gus slums of London-M lie End Road,
W'hitechapel, etc, fifteen years ago.
These sections have changed more than
any other region In the world during
that time. and the means was the pub
lie school. Fortunately they were In
charge of very wise teachers, who hui
manized the children. and these In turn
reacted upon their parents. The Sal
walton Army Is also endeavoring to lift
up this whole mass of people, and
believe is making good progress.
IAN interesting feature of the ecOno-
mic development of the world is the
comparative production of the differ
ent nations. In 1880 the people of the
United States produced an average Of
40 cents per day. Russia has the low
oct a Nyn IL, hnin 81.
IA cents per day. France almost equals
us. not that she produces as much. but
because her people have been trained
to give artistic finish to their work,
which enables II to command first
prices in the markets of the world"
Aesthetic Education Neccs ssary.
"Then you would emphasize the re-
lation of art to business?" suggested
the reporter.
Certainly" was the commissioners
emphatic reply. I'VE must not only
make useful things, but we must give
them artistic value. The Danes, Nor
weglans and Swedes have developed
greatly in manufactures and inven-
tions. but they have small aesthetic
taste. They make clumsy things which
nobody cares to buy when they can get
something that is equally useful and
ornamental. The Germans. too, are be-
hind In this matter, while France and
Belgium easily lead the world.
''The Worlds fair In London. about
the year 1855. taught the English les
son In this respect. Prince Albert, who
was very wise man in his generation,
saw that his countrymen would never
win prizes from France unless they In
creased in aesthetic culture. Conse-
quently he was instrumental In estab-
fishing the South Kensington and other
art schools. which have done wonders
for English art. The Frenchman has
not only modernized the art of the
Greek, but he has the divine gift Of
harmony and the exquisite sense Of
how properly to display his products.
We do not all understand why GER
tain object pleases us. but nine out of
ten, whether cultured or not, will select
a work OF art.
"since 1870, when Boston brought
over u teacher from Kensington, the
United States has been improving In
this line. Our worlmen are being
taught to combine grace and beauty
with utility In their products, and Just
In proportion as this II done their value
increases. We have still much to learn
in this line. but when we have educated
our children to give aesthetic finish to
our manufactures, we shall be the
I. wealthiest nation on the earth. The
harmony Of the structures at the Chi
cago Worlds fair gave Europeans q
better Impression Of American art than
anything We have yet done, and our
line Of development let In aesthetic
EDUCATION ! believA"