New-York tribune., 1899-06-29

fessors in minor colleges and TO some degree IN
universities where textbooks are virtually pre-
scribed 10 pupils
Now this may be right Circumstances may
make II right but the practice. wherever II eX-
lists. is put on its defence by circumstances. and
II should he required 10 stand and deliver goo1
account OF itself. Sometimes the revenues OF
the community devoted 70 education are insut-
fiCient 10 the support Of the teachers. That Is
a matter TO be cured by public opinion and pub
lie discussion. But the parsimony Of the com
munty. the short-sighted niggardness OF the
community on taxation as affected on its ed'ua-
tional side. is no excuse for boards Of edUca-
ton 10 make up to underpaid teachers what
they should receive in salary by ordering their
textbooks into the hands Of their students. In
deed the matter Of free textbooks Is only
qualification of the wrong. If the textbooks are
free they paid for by the public treasury.
II they are not free they are paid for by the
parents OF the children. I think that the moral
side Of this question Of the propriety Of superin-
tendents and teachers prOiting by their own
textbooks in their own schools. should receive
the careful and consderate attention or the
friends and administrators Of education
A SUBJECT OF INVESTIGATION.
"Of course you will say. If he writes as good
a textbook as any one else. why should it not
be used? The answer is easy-because he is in
a position to dictate his own interests and
create a monopoly Of opportunity for his own
wares. IT, as a matter of fact, ne has written
then its would almost he mandatory. be-
cause the pupil has right and the teacher owes
A duty 10 obtain the best tools. But II this Is
the case this superexcellent textbook ON this
superexcellent man will be discovered, as 10 It's
supereXcellence. not by him or by his friends OF
by his relatives, or by those 70 whom ne owes
his position or by others who owe their posltion
10 him. | speak guardedly; would Ike 10 treat
a personal matter in as impersonal a manner
as possible but l tell you ladies and gentlemen
that in our greatly cOngested centres OF popula-
ton this matter almost amounts 70 a scandai.
1t has been the subject OF investigation. put
rarely Of reform. and while you are much better
able to decide the merits and demerits OF text
books the proper proportion Of use and avoid
ance the consideration Of the textbooks as a
spur or as a curb. than men Of affairs not di-
rectly connected by working relations with edu-
cation can he said 70 he the other men 10
whom affairs come in the large ana not
In detail. to whom the action OF locaI
and city governments comes and TO whom
often the action Of hook trusts comes: thoee
men are seriously considering not that phase or
nerior discussion at the hands Of the preceding
speaker but the moral phase OF II. the puohc
phase OF II. and the question Of whether there
ought not 10 he some tribunal quallhed py
knowledge Of the subject, free from the tempta. d.
tions Of the subject immune to the dangers ol
the subject. 10 deal with the moral sioe OF the
matter. and to bring the weight OF moral opinl n
and eminence of character. and, II necessary al
the power and influence OF learning 10 pear
upon the question and 10 protect 1t against some
of the liabilities now practicable or II whlch al
most amount to one OF the dangerous tenden-
cies in our American life.