The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1901-02-03

join with the city treasurer in irving to
compel the comptroller to obev the law
what frightful consequences might fol-
low. 1 trust no one will try to make it
appear that l have expressed an oninion
on the above subjects or sought to da
more than place before them facts tend
ing to show that social revolution is
impending, and that there are Indications
that women are nos1onger to be regard
ed as 1.-The weaker sex" Everything
points TO her supremacy, especially since
man has Weakened his position by many
inconsistencies. If I were, on NV own
account, to ask a, question it would he
something like the following: What econ-
omic or sociological advantage does the
nation expect to derive from GIVING the
highest educational advantages TO women
advantages SO great bthat only few
men can avail themselves of their bene
fits?" Having merely suggested This. T
turn to the consideration of question
that l intended treating in my last let
ter, but which, as the editor sometimes
says, was unavoidably crowded out ;,
AGAIN THE FADs.
AS to the application of DR.. Whites
criticism touching the evils of papan
fairy tales in Chicago schools. have
made considerable inquiry, but I do not
liilu IAat there is greater unanimity upon
this subject than upon others to which
have heretofore called attention. 7 have
been told by publishers that there is far
less demand for STORY books than there
was a few years ago I find also that
there is an almost universal return to the
use of series of. readers Some time
ago there was an attempt to displace
readers by the use Of leaflets short
stories and miscellaneous collections, and
many held that there would never again
De demand for series of books on any
SUBJECT put this mas been proven a mis-
taken view. 1t is scarcely denied nv any,
one. I think now that a well MANNED
evenly graded system of instruction 10
best In school work. In all lands among
all peoples, fairy stories and myths have
found favor and it is only within the
past decade that their use in school has
been discussed at all. Why is if that So
much attention has been drawn to them
IN recent years? Formerly these stories
were told at home by the mother or
grandmother to satisfy the wondering
fancy of the child. Stories that had been
handed down from generation to genera
ton, affordng pleasant memories to
those who repeated them, as well as ex-
cltement to those who listened to them.
tney enllVened homes that otherwise
would have been tedious in homes where
books and periodicals were unknown.
They have place there today. and IT
would tend to bring parents and children
into closer companionship if the old-time
custom were observed
In the past, too, they were fold sim
ply to please, to entertain. and not for
the purpose of instructing the child
Like coils and playthings, they were to
be put away when The time came to
STUDY the great Question of the individ-
uaIs place in society. That these myths
are categorical and teach some truth
commends them to those who have no
petter means of getting at truth. pro-
vlulng they can understand the alIegory.
out it is safe to say that nearlv all tho
allegorfes have a meaning SO s,,htIa or
SO obscure that even scholars do not
interpret them alike. Formerly their
STUDY was reserved for the high school
ana college, now they are introduced info
the primary grades. So long as thew
were used simply to amuse the children
there was no objection, provided thew
were wisely selected, but when il was
Grained Tor them that they were, at that
point, essential to proper mental growth
then the matter attracted nuhlic atten
tlon and reasons for their use were re-
CURED Among those given were-first
that they taught truths; second that thew
Ied to an appreciation Of the beautiful ard
the good: third, that their use was in
accordance with the principles of scien-
tlHc pedagogy. AS to the first point If
mas been urged that the truth is NOT
plainly taught and that 1t is out of
proper relation, which later must be re-
slseu OF wholly thrown aside. That
touchlng the second point in the beauty
and glory of our present Christian civ
1Ilzauon, we can find the means of lead
ing chlldren to an appreciation of the
peautl1ul and the elevating, infinitely su-
perlor to those afforded by the rites. mys-
terles and beliefs of pagan life.
IL is on the third point probably that
the principal defense rests, and 1 must
begin reference to it by apologizinr
1or turning once more to the scientific
SIDE of the question. No one honors the
work Of scientists more than I do, and
no one would or could accord a more
earnest appreciation of the great work
they nave accomplished for the benefit
OF mankind, but much is claimed in the
name Of science that scientists will not
nonor. am of the opinion that vast
zeal OF misunderstanding has arisen
from the use of the term scientific ned
agogy, because those who have sought
to expound it have failed to make clear
tnat science teaches nothing of the ul-
innate nature of thought and that be-
yond determining the relations Of a fact
1t should not seeek to go. However. the
very plausible nature OF physiological
psychology, which is Qnothing more than
branch of the science, has led many
to believe that the psychological inter-
probation of physiological data is firmly
established, and so unquestionably phys
iology has been substituted for psyche
logy by many who have contented them
selves with a limited WV. Another
branch, genetic psychology, most imper-
fectly understood, has also entered into
scientific pedagogy. and led at least some
into grave difficulties. 1t do not disparage
either of these branches, but the errors
into which they have caused many to fall
are to be deplored.
The effort to prove theories led among
other things to, an attempt at psychro-
metric study which would give us. If
everything was granted that is elaine 1
IF 1t. but an uncertain estimate of the
intensity Of psychic fact, but nothing
at all as to its nature, though a person is
yet justified in the opinion that the re-