New-York tribune., 1902-10-18
LAYS STRIKES TO SCHOOLS.
PRESIDENT ELIOT OF HARVARD SAYS
LACK. OF EDUCATION CAUSES THEM.

New-Haven. Conn. Oct II (SpeciaD.-Presi-
ueht Eliot of Harvard spoke before the Con-
necticut State Teachers Association in the
hyperion Theatre this morning. His subject
was The Present Rate of Expenditure for Pub
lie schools Is Much Too Low" The address.
"hlle radical III its arraignment OF the educa-
tional standards of the country was received
Dy large audience with much enthusiasm.
After discussing the expenditures for schools
IN various parts of the country. President Eliot
said, in part:
a. / wish to urge on you the proposition that the
american people cannot afford to persist in the
year. As nation and on the Whole. in spite OF
of f'y successes. we have met with many failures
vi various sorts in efforts TO educate tne whole
tiPIe ana still see before us many unSurhouhleu
It is indisputabe that we have experienced pro-
tind disappointment in the results thus iar oD-
because The @ speIt more RtU t 40 NOT 0ToiIIce ali
Ine good results which were expected and may
That labor strikes should occur more and more
frequently and be more and more wiespread. Is
serious disappointment In regard to the outcome OF
strike is often resorted to for reasons not made
PJPe' r' or at least not made public until after tne
NETS this weapon forged in secret is to exhibit an
edy for Industrial wrongs-naneIy, publicity.
When the capitalists the middlemen who re-
the demonstration of lack OF faith in publicity is
complete. Yet publicity is the great security for
cial. Industrial or commercial wrongdoing, and in
the long run, the most trustworthy means of pO-
uucal and social progress
The Industrial which seriously diminish
the prOduCtivenesS and prosperity or the country
are evidences that the common schools have
grappled unnecessarily with the tremendous prob
lem put before them and this remark appl 5 Just
as much to the employers as TO the employed.
When I use these industrial conflicts 20 illustrate
the inadequacy Of American schools I am impggn-
ing not the motives OF the combatants. but their
intelligence. intelligence which such education
as the country supplies has left seriously defective
In these days such conflicts II they have reasonable
grounds. ultimately settled by reason: yet the
parties to them often stupid enough to try for
months to settle them by fOrCe-that Is. by infict
ing pecuniary losses and physical and moral in
jGries, and creating widespread confusion and
alarm.
For millions OF American children systematic
education stops far too soon: and for millions OF
adults the mode Of earning the livelihood affords
so little mental traiIng, and becomes so automatic
that mental growth is seriously hindered. If not
arrested Shall not agree that from this point
OF view the American schools have thus far been
much less serviCeable than they ought to have
been, or, at least. than we want them 10 be? The
task Of American schools and colleges has. indeed.
been a novel one from the start. for they must not
only train the intelligence OF every pupil. but I'm
plant moral restraints and ideal standards which
will help him through the perils Of unprece-
dented liberty.
The results Of American education have hitherto
fallen far short OF the hopes and expectations OF
It's founders and advocates. IL has great tasks be-
fore 1t, II IL is 10 promote effectively public
righteousness and the general welfare and happi-
ness and these great tasks Will involve the greater
expenditures l am pleading for.