The Guthrie daily leader. [volume] (Guthrie, Okla.) 1893-1996, 1904-10-07
PRESIDENT 4AoLEY
ON EDUCATION.

educational congress. recently held al
st. Louis President HadIey. OF Yale
university, pointed out some Of the
defects OF our modern educational
system. lie deprecated the tendency
Of our schiols to emphasize individual
ism. with its inevitable egoism, at the
expense Of ethical anc moral stand
ards ana the general good. He de-
clarcd that the earlier colleges we're
occupied with tho creation and main
tenance Of standards Of thought and
OF conduct. rather than with the prac-
tical end OF fitting the student for his
life work. Today we no longer seek
TO maintain standards" declares this
eminent educator; eve bend our edu.
cational efforts to the material sue
cess OF the student in the battle Of life.
that success being gagged by his earn
ing capacity" Prof Hanley does not
condemn the intense materialisn' Of
our modern education as wholly bad
for he recognizes the stress Of live
lihood outside the college walls; he
simply laments that the duty of main
tanning public standards has sunk IN
the background. II our universities
and higher institutions OF learning do
not inspire to ihe highest ethical
ideals, where will our young men and
young women derive tAat needed in
spiration?
President Hndley says:
in the place Of common course
Of study adapted to mec, real or sup
posed public neeis. we aave Witnessed
the gradua. development OF elective
courses intended TO meet individual
wishes at ;he moment. or individual
necessities for tho future. Where the
old fashioned course made masters OF
arts. the modern course looks Ipon
doctors OF philosophy as its bright
particular flowers. We try TO educate
our college students as intellectual
prodacers and not as intellectual con.
Coming TO tie common school Pres !
ident Hadley emphasizes some gro
lesdue Inconsistencies. We refer more
TO the system which re-
les on abstract observation and oh
iective intuition rather than on con.
,rote knowledge and subjective study !
Dur public schools make smart"
hut ;hey arc 700 smart to
mow the three rndimentai "R's" Of
common scaool education. They spell
write vertically and are
superior 10 The old multiplication table
rhey have taken a short cut 70 knowl-
sdFe which gives superficial hrilliancy
without roofing and erounding the
plastic young mind in the fundament-
ais of education
OF the now public school methods
he president OF Yale says:
I'VE have substituted nauue study
and observation for arithmetic and de-
portment We have trained up a gen
sratiou II children which has heen
brought into contact with many things
useful end otherwise, of which our
Of previous ages never dream
ID. But they have lost their respect
FOR standards which is seen IN accd-
rate writing OF ciphering We need
lct go so far as did that pessimist who
said reAcctvely School children are
not heaten so mech as they we're when
| was hoy, but neither are they
ausht 80 much. so that what they gain
It one end they lose at the other" But
We may all express. concerning mod
arE school children as class. that
-egret with which Artemas Ward quail
fed his otherwise favorable criticism
II chsucer. MIR. Z. had talent. but be
couldn't spells''
President Hadley regards these mod
nm systems as experimental and not
as "an incident in educa-
ional progress rather than a funda-
mental principle which win underlie
lud control all ;he intellectual actiy-
Is OF the future"
There IS = growing belief In educa
ional circles, ana a very universal
belief among the laity that il is time
o bark back n at least sone OF the
DID landma eks of instruction
All We aave to say anent secre-