New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1897-10-03

CHARLES W. ELIOT.
President of Harvard University.
PAotographei b. iachJ
as much through biography through history,
and with descriptions Of facts ana redl even1s
should he entwined charming and uplluhs pro'-
ucts or the imagination.
LABOR AND EDUCATION.
Into the education of the great majority Of chill
dren there enters important part their con-
tribution to the daily labor Of the household ana
the farm. at least of the household. IL Is one
of the serious consequences Of the rapid cohcehTa-
ton OF population into cities and large towns ana
of the minute division of labor which charac'erlIes
modern industries that this wholesome part oil c1u
cation is less easily secured than II uscu 10 DC WIZ,
the greater part OF the population was ~ an ~,
agriculture. Hence the great Importance IN an!
urban population OF facilities for training children
to accurate handwork and for teaching them pa
thence. forethoueht and good Judgment In produc.
child by precept, by example and by every illusira
ton which It's reading can snppy, NAV g .nr and
loveliness of character Industry. persistence We.
racity in word and act genileness a41 an
ing school life in the hearts Of the children VINO
and should be planted and tended in the less foru
nate children. The education thus descIiDen -
| cation 1t exists to-day only among the most IN
teigent people in places singulary Fortunate u.
regard to the Organization OF their schools; but but
though IL be the somewhat distant IDEAL OF oriho-
| cratic education IL is by no means an uha''a''A
From the total training thus described there should
result in the child taste for inteFesung am ~
proving reading which should direct ana inspire 5 s
subsequent Intellectual life. That schooling when
results in this taste for good reading howeyer an
been has achieved main end OF elementary educd-
ton and tha, schooling which does 4ot reSu Tbe
uplifting Of the democratic masses depends on ms
mPSnng school, 3 tng f "a be io pu6 school, IN
democracy is the discovery and deveioPmemt OF me
Cow ~ Should be made al the earliest practic
able age, and once made. should always ihnueh e.,
dvjana II IS for the interest OF society to make
the most Of every useful gift or faculty which any
individual member may fortunately possess: ana u
is one OF the main advantages Of fluent and mobile
democratic society that 1t Is more hkey man t any
caps cities The perception or discovery Of the IN
dydual gift or eaPaey would oen be feceo be
| secondary; and the making OF these discoveries
the teachers work The vague desire for equality
| in democracy has wor ked great mischief IN demo
| Of gift, or powers or faculties among either chill
| dren or adults on the contrary there IS the ut
Of life increase these dverstes because school and
the earning of livelihood ana the reaction OF the
10 magnify innate diversities The pretended demo
! cratic school with infexibe programme is nght-
| Ing not only against nature but against the inter-
| ests OF democratic society.
SUCCESSFUL DEMOCRATIC EDUCATION.
AS an outcome OF successful democratic educa-
ton certain habits of thought should be well es-
tablished in the minds Of all the children before
any Of them are obliged to leave school in order 10
HELM in the support OF the family In some small
field each child should acquire capacity for exact
| observation, and as a natural result OF ms ac.
quirement II should come 70 admire ana respect
small held it should acquire the capacty lor e4act
descron and respect s fSr sHaft ap WhH the
| limited range OF its experience and observation the
| mower TO draw a Justly limited influence from OBJ
served facts Democratic institutions will not be
safe until great majority OF the population can
be trusted not only to observe accurately ahd sta
| precisely the results of observation. but also 20
draw just inference from these results me
eeroms delusions So long as their schools fail TO
teach the difference between true cause and an
event preceding or accompanying supposed eIiect'
ANY one who has attained 10 the capacity FOR e&-
act observation and exact description, ana KNOWS
what it is to draw a correct inference from well
determined premises. will naturally acquire re-,
spect for these powers when exhibited oy o. .h ~
learned how hard IL is to determine fact 70 state
tied inference will he that he himself cannot
do these things except in very limited heid. nao
ing as the result OF his education some Vision o;
the gre at range Of knowledge ana capacity needel
in the business OF the world he will respec, the
diversity In other people in short. he viii come 10
respect and conhdc in The expert in every held OF
CONFIDENCE in experts and Willingness TO employ
them and abide by their decisions are ain9ng thf
best signs OF intelligence I'm an educatei indVidua
or an educated community. and In any democrac.
which is 10 thrive ms resPecS ana b
fairs whether municipal state or National. TO en-
plcv experts and abide by their decisions. such
COMPLICATED subjects as taxation. finance ana public
/ works cannot be wisely managed by popular as
semblies their committees or by eNe.u,iVc on, ON
who have no SPECIAL acquaintance WIN ny 80
most difficult subjects II should be one OF tiit
I chief objects of democratic education so TO ualI
the minds OF the children that when thoy D'Sohl'
I adult they shall have within their own experience
the grounds OF respec. for ard conhdehc" ~ W.
/ attachments OF experts In every branch oil govern
mental industrial and social acuVl'y'
ETERNAL PRINCIPLES INVOLVED.
The next function OF education in a democrac:
! no no firm
of certain grea; truths which lie at tie foundation
of the democratic social theory. The first OF tines
truths is the intimate dependence Of each human
Individual on a multitude OF other individuals. no
In infancy alone, but at every moment o. Ike,
| dependence when increases win civilization am
with the development Of urban life. Democrdti
eoucatiOn should also inculcate In every child III
essential unity Of democratic community Il. sp;
az the endless dIvcrsities OF junction. capacity an
achievement among the individuals wno c1inpos
| the community This IS a doctrine kindred Wiz
that Just mentioned. but not identical. !, IS a doc
tr!ne essential 10 difused democratic con.enimel
ana self-respect but materially different FROM III
ordinary conception OF equality OF condilions -
/ onlallty Of conditions is unnatural and HlAi IAN
! able The children OF democratic society shoul
! therefore, be Taught at school with the utmost *
plc.ness and with vivid illustrations, that in
fatalities Of condition are necessary result o
freedom. but that through all equa!l'e5 shOui
flow the constant sense OF essential unity IN air
and spirit, This unity in freedom Is the social goa
OF democracy $780,,
should teach 10 an It's children Is the familia
Christian doctrine that service rendered 10 DINER
IL the surcst source Of ones own satisfaction an
hapDiness This doctrine Is tap-root OF privat
happiness anorg al classes and conditions OF men
but In u democracy II Is important 10 PUBIC happi
ness and well-bciny. The children should learn tina