New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1900-07-24
POLITICAL EnrCtTL0N.

President tIadley contributes to the July
Atlantic Monthly" an article OH Political
Education? which proves him n true intellectual
descendant of President WOolscy who defined
the purposes Of education MS First, character;
Second. culture; third learning" IL Is hope
ful defiance Of much recent pedng0gic theory
and practice with regard to politics. DEMANDS
lave been growing in this country for political
education. We have been led 20 believe that
somehow or other we were tn achieve salvation
Iy teaching otir boys all about the government
machinery and sending them into the world
with sociology and finance az their fingers
ends Matthew ArhoId's warning about the
danger of putting too much faith in "institu-
lions has been little needed 10y us. We nave
had abiding faith in 6nr institutions az the
most perfect political engines yet devised, ana
our worry has been lest Our finest young men
should grow up without tie technical knowl
edge required 90 ruin them. so from the griIii-
mar school 10 the university there must he
lessons In the science of government whcH as
a matter OF fHct good government ~ not one
tenth IA much matter OF science rs OF lhOrhI-
itv. and corruption is due less to ignorance of
the mechanism Of politics than to selfishness
I'm the use of such knowledge as is possessed,
Giving full credit to MI that Is valuable In the
widest diffusion of political learning. President
uadlpv protests against the tendency to make
political education teaching of facts, or even
n teaching of the so-cnlled scientific principles
which regulate the activity of governments
He thinks such methods tend Ito prepare the
minds Of the next generation to look to super
"fical remedies for political evils. instead of
seeing that the only true remedy lies in the
creation Of a sound public sentiment And in
speaking Of public sentiment he makes dis
tinctiOn which cannot he too clearly borne i'll
mind between collective conscience and col
lective splfiShncss. If large number Of peo-
pie want n thing we not tnfrequently hear it
said that there is public sentiment i'll its
favor. 1t would be much more correct to say
that there is widespread personal interest in
securing it, The term public sentiment can
"ony he applied to those feelings and demands
(which people are willing to enforce a. their
Gown cost as wen at that Of others. Now,
that sort of public sentiment is not created by
learning 1t depends character broadened
hy culture which enables the man of character
TO take large and sympathetic views of affairs.
The knowledge OF the mechanism of politics or
the science of government IS the last thing he
needs. AS President Hadley declares:
It must constantly be borne in mind that the
training of the free citizen is not so much
development of certain lines Of knowledge as d
development of certain essential qualities Of
character and habits Of action Courage, dis
ciDline and lOftineSS OF purp 1Se are the Things
really necessary for maintaining q free govern
ment. If a citizen possesses these quantities or
character ne will acquire the knowledge which
is essential to the conduct of the ccuntrys in
stitutions and to the reform of the abuses which
may arise. If he does not possess these quail
ties his political learning and that Of his fellow
men will not save the State from destruction.
We have Only to look at our colleges and
law schools 10 appreciate the truth of this.
From them. year after year, we see young men
coming who ought to mean the uplifting of
politics. but do too frequently mean the prosti-
tuition of knowledge and clevprnesS to low aims
the moment they enter public life. They know
all about the science of government They are
not lacking in anything that n college can
teach of political fact or theory. But, I'M
fortunately, TOO often they also not lacking,
as n result OF college training. in the worlds
mercenary spirit and narrow selfish aims. The
young lawyer perhaps wants references as
stepping stone to practice and he courts the
spokesman who has judges ear. The young
business man or engineer must deal with Off
Gals. and thinks it is not his duty TO introduce
| Utopia. but TO accomplish his purpose by help
ing them TO play their. game. Hundreds of
graduates OF course. do have finely fixed ideals
and live up To them but there are enough
brilliant college men who soon put OH a cynical
| air toward political reform and give themselves
up to the promotion of their own fortunes by
earning the favor of political raScalS to enforce
! the lesson that knowledge is not the essence
| OF the political education need.
| We want sterner stuff. that makes moral
sinews. and President Hadley thinks 1t is not
| to he found i'll boosted practical education
! which has been proclaimed as the successor of
| the old humanities. He thinks the best college
| training 70 make American citizens is not to be
| found in specialization and attention to minute
political or other facts. He urges that the study
| be unprofesSiOnal first and foremost. Then ii
! should deal with things of permanent rather
| than ephpmeral value, and among such things
! classic" literature holds first place. Third, it
| should have breadth and not be concerned too
much with making doctors of philosophy on the
! strength of original research of deep and
| narrow sort. Finally every school and college
| must be a community where the spirit prevails
! which makes for political morality and that
| right kind of public sentiment which is the
basis of true and lasting self-guYernment The
| foes Of good government are the old foes
| Of the human soul everywhere and always
| Selfshness ana mercennry aims will not yield
| To practical education" which is itself the
| child of the mercenary spirit.