Evening star., 1901-08-24
ECONOMICS IN SCHOOLS.
The Masses Should Comprehend In
dustrial Problems.


From Gunton's Magazine.
Human progress is measured by the de-
gree in which experience is converted into
helpful knowledge. It is the function of
science to reduce this knowledge to work
ing principles. and of education to present
these principles in teachable form. The in
stitution which today must more than ever
be relied upon to render this important SER
vice to society is the public school. The
efficiency of the school depends upon the
extent to which 1t imparts knowledge ap-
plicable to the conduct of present institu-
tions 1t Will be conceded that in our sys-
tenn OF education those subjects have the
greatest claim to consideration which most
directly lead to character-lnaking condi-
tions OF life. In the middle ages no educa-
ton was necessary for the masses outside
the pale of social and political recognition.
As society developed education took a
broader sweep and began to extend TO the
middle class. Where government is in con-
troi OF the masses, education through COM
mon schools becomes of paramount import
ance to civilization.
FIFTY years ago we were an agricultural
country, with few social and Industrial
problems necessary for the masses to un-
derstand. During the last thirty years,
however. We have become dominantly 4
manufacturing nation. Our population
quence We have a multitude of new and
acute social problems-the sweat shop
housing or the poor, sanitation, public char
ity, immigration. industrial stability, etc
The same progress has substituted corpo-
rate for individual industry creating the
capital and labor problem in new and in
tensely active form. The same change has
made the ill-informed citizen much more
dangerous than he was fifty years ago
The growth of corporations and great
wealth has created among citizens gener-
ally feeling of distrust. Very largely the
people regard the rich employing class as
enemies of public welfare. This feeling
brought into politics. amounts to confirmed
prejudice.
They distrust public officials. and govern
ment seems an instrument In the hands Of
the rich to control society In their own in
terest. There is much in the experience of
the people with political dictators to
strengthen the popular belief that the rich
are corrupting our government, debating
public policy and trying to convert the re-
public into an oligarchy. All this is the
more acute because of the problems of
poverty which make up the other side of
the social questions confronting our people,
The public school Is one of the greatest
safeguards against the threatened disrup-
ton of society growing out of these prob
lens and social dstrust. At present the
great majority of our youth go to the work.
shop with no mental preparation for deal
Ing with these problems. They absorb this
prejudice with no intelligent understand
Ing of the conditions involved. The possf-
bic consequences are, of course, obvious.
The public school must furnish training
on these subjects which lie at the founda-
tion Of our social and national safety. It
Will be urged against introducing econom-
les into the public schools that the cur
riculum Is already overloaded. This may
be true. yet the same objection applies to
many of the present studies. It is simply
a question of what studies should be Sc
lected as most useful to the young citizen
1t Is knowledge of principles not collec-
furnish. Those subjects should be selected
which best serve the average citizen; which
besides affording mental discipline fur
nfsh preparation for useful citizenship.
From this standpoint. economics has pre-
eminent claim to place It will also be
objected that economics Is too difficult for
young students, but 1t Is less abstract than
astronomy. mathematics, chemistry or hy-
gtene. 1t deals with more familiar objects
and matters Of greater personal interest to
the student
The greatest difficulty In teaching eco
nOmicS In the schools thus far has been
the incompetency of teachers. Usually
with almost no preparation In this special
subject they adopt the hardest and poor
est method: namely. setting the student to
memorizing meaningless facts instead of
ary principles. In teaching economies, the
emphasis should be upon imparting the
simple principles. This will not be too diff
icuh or complex for the student. Let
educators demand live curriculum,
higher standard of teachers with adequate
salaries. and the public school will be the
ever-broadening buiwark of progressive in
dustry, free institutions and democratic
civilization.