New-York tribune., 1901-01-06

fording a choice between two three broad
programmes, classical, scientific and English,
will constitute the normal type of study in our
high schools and preparatory schools The cleo
tive principle is hardly likely TO be given any
considerable scope in the secondary schools, ex-
cept between the various courses or pro-
grammes of study, and even in our colleges the
option between studies generally granted IN
the two upper years, and more sparingly in the
earlier years. will give its best results when
confined in large measure to cosnate groups or
studies. instead of aimlessly framing an i'll as
sorted schedule too often provocative at pres
ent of intellectual Indigestion and ultimate men
tai dyspepsia.
The progress of the various professional
schools in the century would I'LL in detail a vol
ume by itself. Perhaps the most significant ad-
vances in professional education are the length
ening of the required course Of study; the gen
eral introduction of laboratory or other expert
mental work. as an accompaniment of the in
struction by lecture; and the growing require
ent long ago established in Europe, for ade-
quate preliminary training evidenced by de-
gree from an approved college.
EDUCATIONAL LITERATURE.
Like all sciences of any maturity, the science
of education-or what parades under the some
what grandiose title of pedagogics-has in the
nineteenth century become introspective, and
has been trying to fashion TO itself some con-
sistent theory of its own nature and functions
The literature of education has grown TO Vo-
luminous proportions. and the dominant theory
OF education is to-day the pSycnoloelcal her
bert Spencer's Education" presents this theory
in most engaging form. Indeed Spencer's ECU
cation" touches the high water mark Oh the
centurys literature of education, just as Rous-
seaus Emile did in the century preceding.
1t is questionable whether Spencers treatise
proves to be any more of finality than Its
famous predecessor. According to the psycho-
logical theory of pedagogics. there is normal
order in which the individuals rCwers mature
Instruction must, therefore, be adjusted to this
order of development, and various programmes
of study have been compiled which avowedly
conform to this test, but which unfortunately DO
not harmonize with each other. IL we may take
Professor Mtinsterberg's opinion of the actual
achievements of the modern psychology, we
shall be chary of regarding the modern psyche
logical pedagogics as much more than pre-
carious scaffoldng. Experience must pass final
judgment upon it. but ii seems likely that ii is
vainglorious attempt TO prescribe for to-mor-
row by most limited knowledge of to-day In
deed if we consult the history OF the nineteenth
centurys progress in education certain facts
stand out in a clearer and more certain light
than when viewed from a standpoint largely
hypothetical. The centurys advarces in educa-
tiCn have as a whole been effected by move
ments in National life rather than as the out
come OF pedagogic theory. The resuscitation of
Prussia after its downfall at Jena was success
fully attempted largely through popular educa-
tion but this in turn due to the insight of a
benevolent despotism. Austria, France and
Italy afford similar instances of national reno
walton, though the motive power in France and
Italy, however, was popular and democratic
Another truth deducibe from the educational
possibility of the degeneration and decay of the
hest educational systems That such was the
case between 1900 and 1880 in New England is
proved beyond all controversy. and other In
stances of the same kind might easily be cited.
Eternal vigilance is the price of popular en-
lghtenment. Perhaps most dangerous of all
modern educational tendencies is the growth of
a short sighted utilitarian ideal especially in
secondary and college education In the long
run, intellectual advance is most certain when
the taproots of learning go down TO the basal
Inquiries of the human spirit, furthest removed
from immediate utility. We must "either make
the tree good, and his fruit good; or else make
the tree corrupt and his fruit corrupt: for the
tee is known by his fruit
WINTHROP NJ. DANIELS.