The times. [volume] (Richmond, Va.) 1890-1903, 1902-03-09

defines the term education to mean
gradual adjustment to the Spiritual pos
sessions Of the race nose possessions:
may be variously classified. but they
certainly are at least fiyefold. The child
is entitled Ito his scientific inheritance,
to his literary Inheritance. to his aesthe-
tic inheritance, to his Institutional inheri-
lance and to his religious inheritance.
Without them he cannot become truly
educated Or cultivated man. -
Probably among the men and women
" ho have thought seriously Of educa-
ton in America and Europe, not one will
be found who can give a clearer, more
concise definition OF this Inheritance of
each child.
Now the question is how best to secure
to the child his inheritance, and next, IS
1t possible to give him this Inheritance
and omit intelligent and continuous at
teEtion to the study Of history by both
teacher and pupil.
No education can be considered ade-
1uate which does not prepare men and
women for the civilization of to-day.
Economic considerations are thought of,
talked Of in every rank of life, and still,
does the education which we give to the
children prepare them ultimately to deal
intelligently with economic questions?
If we grant that education does aim
to prepare them for these questions, then
we ask, Is not history one of the means
ty which youths are made ready for the
life which comes to the ordinary man
ard woman?
School schedules or tables. to be re-
ceived with confidence, must be sent forth
endorsed by those who have given time
and thought to the study of the ''physi-
cal and psychical nature Of the child
and the traditional and hereditary civil
zation of the race" to quote again from
DR.. Nicholas Murray Butler
The scholars who are devoting them
selves to arranging schedules for pri-
mary and secondary education are lay
ing more and more stress upon the in
telligent teaching and study Of history.
Less and less stress is laid upon the
Requirement of a useful body Of facts.
Facts in history are like digits in arith-
metic. they are learned as a means to
an end -
In 1892 the National Education Assoc
citation appointed the committee of ten
to undertake investigations, the first
| problem entered upon being secondary
education. On this committee were one
principal OF a high school for girls only,
one head master Of an endowed academy,
enc principal of a public high school for
both sexes, one president of a college for
women. one president of a college open
to both sexes, four presidents of uni
versities, and the Commissioner of Edu-
cation. The committee appointed nine
| conferences Of ten each, a conference be-
ing assigned to each of the most i'm
secondary schools. Eleven questions
were sent in to the conferences by the
Committee Of Ten relating to the age
when certain studies should be begun
ana the length of time which should be
| given to each study. In the programme
finally published by the Committee OF
Ten we find that history is included in
l. to1 10 Of cf,,5i 1I-fo Giroct1v
| mentioned the explanation is given that
it is to form an important part under
another head. In the report sent In by
the conference. on history there:;Was this
| statement: 1--WE strenuously recommend
| that history and kindred! subjects ought
to- be a substantial study in each of at
least eight years, and that the eight
year course be consecutive"
| AS the principal aim of all education is
training, we ask is the part fulfilled by
The study of history in any degree inferior
| to the results secured by the study OF
! language, mathematics and science? To
| develop the mind there must be studies
| which call forth and cultivate "discrimi-
mating observations" add to the logical
! faculty. and improve the process OF
| comparison, that is, the Judgment. ''As
| studies in language and in the natural
sciences are best adapted to cultivate the
| ha bits of observation, as mathematics are
| the traditional training of the reasoning
| faculties, SO history and it's allied
| branches are better adapted than any
other studies to promote the Invaluable
mental power which we call the dudg-
ment" In many of the subjects brought
| to the consideration of the child, he is
| given definite facts which he receives
| without reasoning upon them. If history
| be nationally taught, his discriminative
| judgment is constantly called upon, for
he must decide to retain what is impor-
| tsnt and throw aside all that is non-es-
sential. The child collects material and
! then generalizes from his body of facts.
! History deals with life, the life Of the ma
| ton, the life Of the individual. Locke
| said: .tHistory is the great mistress OF
] prudence and national knowledge" Can
| We give to the child an adequate knowl-
8 edge of the history of a nation and omit
| all reference to the musical life Of that
| nation?
/ All nations, even the lowest, have songs
| and dances. Into these are put meaning
as well as enjoyment. The rudest music
to be found on the earth is probably
| among the Botocudo people. THE sing
ing of the men is believing in three or
| four notes, now high now low. Savage
tribes have dances of peace, war. death
and many other occasions. using the
dances to express emotions, which in more
! civilized nations are put into songs. Every
nation has had its struggles. and the his.
tory of these struggles is put into story
/ and song. At first, when the life Is
| primitive, the song expresses but the rude
1 desires, combats. occupations and asplra.
lions; all nations have had their songs
though in early days there may have beer
| periods when there were no men to tel
the story in prose. Moreover, deep dowr
in the heart Of a nation there is some
thing that cannot be expressed by Its
1 woes. its undertakings Of various kinds
which are visible to the eye and thai
/ something can be expressed only in song
what has good song?" asks Mr.. Thos
Taper. These things: truth, heart ane
beauty.
DR.. Thibaut, of Heidelberg, tells us ''Tht
study of ancient national airs affords u
4 profound insight into the character OF
q different peoples" The life OF nation !:
shone forth in its songs. We have bu
few old songs. Still in them is writer
much Of the history of the past An
cient melodies possess charm that neve
grows old, and, like many national airs