The Telegraph-courier. [volume] (Kenosha, Wis.) 1888-1946, 1900-01-11
liberal Education Eand Democracy.


Lis a. most thoughtful article, in the
Modern Education Series of The Cos
nnapolitan, President Hedley, of Yale,
remarks that the conception of a lib
eraI education changes as forms of
government change. SIT takes one
shape" he proceeds to say, Sin a mill
tary state, and quite another shape in
n state ruled by public opinion. In
the former ease it will teach the
Steiner virtues of courage and pride.
In the latter case it will teach re-
sPect for law, progressiveness, and
E1uBzau sympathy. But in either
case a liberal education is an edu-
cation for citizenship; a develop
anenf of those distinguishing Gqua1-
zs7es moral, intellectual and physical
by which the people are to.be ruled"
Ee is happy definition of "a
Liberal education" to say that it
as IAN education for citizenship"
From this point of view the most
1ihera41y educated man will be he
who is educated to be al citizen of
the world and to feel his,Ere1ation
E1oe 0n1y to the present 1but to the
past, and the future as well. Comte
had much the same idea when he
SaugGaE that the moral and social
education of the individual was &C
eSomp1ished first by the family, then
a1y the state, and finally by the race.
In other words, the egoism of the
zu&1zvidual is first tanned by family
life, then broadened by political life
and, lastly, humanized in the full
Sense by conscious participation in
fflae ,age41ong progress of mankind.
IEresident Had1ey has well chosen
the qualities which he says 1iber-
az education under a democracy
should aim at developing, but
we Ehink he might with much adj
vantage have added another. He
WIFE remenaber that when the poet
Horace would describe the character
OF q high princip1ed citizen, a man
Just and firm of purpose, he says that
his mind is shaken neither by the
lowering countenance of tyrant nor
ny the frenzy of the popu1ace demand
EuG vicious courses of policy. In our
land and time OuLtWS iNStantiS tyraNni
rs no longer, if it ever was, an object
eaf Gerror, but the ci0iunN ardOr P1aVG
7aeba,a6lzba1 is danger, we fear, which
has yet to be reckoned with.
En the state, therefore, which is
ruled by public opinion, one of the
qualities which a liberal education
should most distinctly aim to inpart
As firmness to resist popular pressure
yvEaeu exerted in a wrong direction.
Iu like manner, under an aristocracy
"a truly liberal education would not be
One 6flat would tend to perpetuate in
the rising generation the faults of the
preceding one, or to shut out all criti-
,Cisz1 OF the established reeinse55 on the
contrary, it's tendency should be to
temper whatever was extreme or one
sided Ia the views of the ruling class.
Lhe &aDerahty or an education comes
zn 5ast here, in opening out wider
vEews ttau would probably be acquired
Az actual contact with private business
or public affairs. When William Pitt,
Z'rIa2e Minister of England, betook
a1Iu2aelf to the study of Adam Smiths
reeeqat1y published Wealth of Nations,
and began to consider how he could
-apg3y the enlightened and phi1osophi-
cal wiews contained therein to the
fiscal policy of the British Empire, he
WAS converting his o1d-fashioned lib
,eraI education to a liberal education of
sGhe best kind. - Popular Science
B9outhly.