The Lexington intelligencer. [volume] (Lexington, Mo.) 1901-1949, 1902-03-01
Economics in the
Public Schools
BY PRESIDENT GEORGE GUNTON.
OF the Institute of Social Economics, New York.

EN &5 CATION SHOULD FURNISH. The time and ability
&zEK1s both of student and teacher are limited. 1t is, therefore,
a question of selecting subjects the study of which will best develop
the mental powers of the student.
If there are two subjects of equal merit as regards mental train
ing, and one of them leads directly to the live interests with which
the student will have to deal as a citizen, and on which his personal
welfare and the welfare of the community depends, and the other
leads only to the study of a dead language and the details of some
efete civilization having only the remotest relation to the live affairs
of to-day, there ought to be no difficulty in deciding which subject
should be taken.
That subject which leads to a knowledge of the affairs of modern
life has a double claim, for besides afordng an opportunity for men
tai training it furnishes preparations for useful citizenship. In this
respect economies is preemnent, because, besides afording as high
degree of mental training as these, it gives life to study, and social
equipment to the student.
ECONOMICS is PERMANENTLY A LOGICAL SUB
JECT. 1t has to do with principles and deductions. 1t constantly
calls the reasoning faculties into action, and it is prominently the
study that inspires observation. A study Of the principle of wages
or prices or rent or banking supplies its own incentive for observing
these phenomena. It is equally important and more effective as a
mental training than the study Of history even; and far be it from me
TO beEhle the study of history.
But, in comparing the claims for mental training of history and
economies, the superiority OF economies is obvious. Even if we avoid
the method Of teaching history which takes note chiefly of battles,
royal coronations, and court feudS, and direct the studies entirely to
the important industrial, social and political events arising out Of
the progressive struggles of the people for improvement, it still re-
mains chiefly a matter Of memorizing. 1t is, indeed, Of some conse-
quence that the student knows about the Norman Conquest, the
Magma Charta, the Statute of Laborers, the Bill OF Rights, the Dec
laraton of independence, the surrender of CORVALLIS, and the Civil
War; BUT IT is FAR MORE IMPORTANT THAT THE
MASSES KNOW WHAT DETERMINES THEIR WAGES,
HOW IMPROVEMENTS IN INDUSTRIAL CONDITIONS
ARE BROUGHT ABOUT, AND WHAT EFFECT CAPITAL
HAS UPO THE INDUSTRIAL WELFARE OF H COM
MUNITY.
If they know something Of the fundamental principles that gov
ern their industrial and social welfare, they will have an intelligent
appreciation Of the significance Of these historic events. But ii they
are ignorant of economic principles, these historic events, so many
facts memorized, are of little educational significance.
Clearly, in furnishing mental training for the ycuth Of the ma
ton, and especially the youth that has but a limited share of educa-
tional opportunity, training should be given in the subjects which lead
most directly to an ACQUAINTANCE with the affairs of real life. thus at
once afording the double purpose of mental training and preparation
for social usefulness.