The St. Louis Republic., 1904-09-21
SAYS AMERICAN NATION
Is FACING THE FATE
OF GREECE AND ROME.


| The Right Reverend John Z. Spalding.
| Bishop OF PEORIA was the first speaker
He delivered a most notable address on
: The Development OF Education In the
Nineteenth Century In the course o.
his address, he spoke in praise OF the rise
and spread OF public schools supported by
taxation and gave IL as his opinion that
the public school vas the foremost prod
\ uct OF tho Sineteenth Century. and the
/ institution TO which the Century owed ,he
/ greater part Of Its progress along other
/! lines
Bishop SpAlaing var followed by Fresi-
1 dent Arthur T. Hhdley OF Yale Ta;ver-
Sty. whose subject va. The Educational
Methods and Principles OF the Nineteenth
Century"
PRESIDENT HiDLEY.
President Hadley's njdres. i sumna-
r7zsi as follows.
The thing that ha. characterized the Nine
sfra'n Century an almost every d=v.rim.nt y:
human acziis has t..n i:- emphasis .n III.
ilyh's and s-yScEs o: in- sns.N daai- Ns EsN-
seen growth Q: iEdiyiduai libcTty in politics
81" stni"fllc' H- nas> witnessed u develop
ni-nt :: Individual methods in sHly..ce .an IN
A. .ne ram. tendency las ,hpvn itse!f IN
ItI rcocStirfisl Iissur .nd rnttacds- WheI.
earlier centuries -;rOge 20 establish type. -
.u tsS'I ' =. oi iig-shi - 81 o.i4du,5. and
J .iies- liiiiNidGsi boys Al. s.ris conform 10
thrs- prrconceireI trf'"s- .sv, tried rather
rs the, .-,.raiiy ~ .-r s' ns 80 nan yr mSm~,i
tb-ir SPECIAL cara lcii;-r-
Of professional training tur ,aliin.s NJ.
theoi"sE Or Law nrucIus Ihis trimming nas
engineering or t=canoios- or ni.ck..ni,lI tfsI-.
prrTGrstfs schools haN- S.cNu u. IN a large
took peop.r who we're under IN. u.e.ssity OF
earning IL ins ana had little tiIav 70 spare
siinc ih- Opportunity - earn that Iiv.n. inyf1
EOnoTsDly and E:Ugc successfully
PROFESSIONAL SCHOOLS
And this brings u ., another i.y.n, ,,hi..,,
d!>;;ngui-ass IN. pEofessiOnsi s-iuc.ri,n ~ fl-
Sin.tecnta c-ntuIy from inai Hnict. p,,,ce,i.i
al L Eri-s IL tue character U- IN. f,,-.--n
professional school d llsc. where IN. IN
arNicits! I.ain- 10 sehi.Ve sacs->s. IN. earlier
professional coii-E-s %ere occupied v.tb ~.
creation and naintensnc- " standards =
thought and of conduct. rather tnan rith tI,-
nOtk- To-cay all this !. cnan..c ~ 1e
iO.-sv- s.eA 10 maiataln ss.ndATas We --gy. -
accomplish Results. We I-y IT, Il, til ruViI 10
Co soni.ti.ins. II ideas sre nigh Ne WtsI
!" .n.hie nini to do .vfnvthins 10 cement h,-
i-il"s -m.n. ~ ih-. sr- little lower " t.sch
bin 90 DO s1.nsrh.ns which will .ncruasr hi-
i.pu,as.oi. II th-l are that I0,s plane whicii
l am soiiE- 70 say chafzct.rI.es ~ small mn
PORTION of tn. professional scEcois q to-.sv .e
sfe chieny een--Tned to- teach hsm To- DO sJrI...-
ining that Will -nab. .ini To- MAKE money
Eut whether iIs purpose b. high ~ low ~.
Nihe,eehth century TECHNICAL school whether
LOT learned professionals unIearn.d. is a.
eunt.G 10 an Uvernneluinxiy large -xteri wish
@ ,ns isAsnihg u thifss which Vii lead each
man 10 accomplish tangible success fo- hinl-
se.i: and nest Of them have let the iu,y uc
maintaining in public rtsndsIds sink soaieN hat
Ne s.. tre saa,. change OF character In oar
college ana secondsry scn,ois. In the place Il
real or supposed public needs We nav. Wit
nesssd the gradual development CT eiecTiv.
N. moIn.nt or individuai neeess.ties fo- III.
tusurs @ Wher. the Sld-fash,onea course made
% upon scsto,s Of phiiosophv a, i,s bright par;ic
STUDENTS IS Intellectual pro.iuc-T, and NO. =,
intellectual consuni'rs
Nor does this change s;op short with the COL
iese and hiSh school IL makes Itself felt in
;orpis our Who'll. nna.is,andins :; the p.irpSs., m
O: public edusa;'on. In old days we taught
ing and arithmetic the pupil could not perfo.in
his duties a. ci,i.en- We taught obedience
tha: ohedienee vas good habit. authority a
rood ,hlGs % 70 rss0Eni.e -. Even in 'he trss
pupils 70 :psii n n. sn.rsii,.1 way simply
sssau;s !; Ess ine tss sesTsdsa T s,a "y ay
10 see what the child wants Or suppose, IL
or so,os i, mean. WIZ" Ne tns hsve snb.tIsGy.a ns ra
;ure study and observation for arithmetic and
". tave trained up seneraiion o: children
whicir-dias been broirht into contact with many
sh.Iasn q pre1e, a sse. nss.- ass hsh sn shs
they have lost ths, re.n.ct for standard. which
said Irseciivey. sehooi chiliren are not bss,,
but neither are they TAUGHT - much: tina;
wha; fhev gain AZ one end th.v lose a. the
With vt,eh Ar,snas s' ward s1aieI III Ri. f. stser
wise favorable criticism Of Chaucer: ''Mr. q
had talent. hut he couldn't spell
HISTORIC PERSPECTIVE
W. ar: @ no: far ;,..s sIsush AVA from ths Nine
.sric pe-soec,ire q indse now the reoa and
the evil OF its educational movements NAV bal
the educs,ionsi orincinies and methods o, N.
Nin.':sn;h i CeEtgTT % viii & hsye ihe sam: kind Q:
crfncfpiss Of that ~>nsv-y.
people. thonsht so much of thclr. hsht. that
du,y. a po,at when The pursuit of THIRTY re-
:nl;sS f., anares mar % so;'1 When ,ssn .Sgsht
OF The happiness OF others. There cemo. also.
when nth ,ho.: Who presrssd Is % an.v..sai 5.nen saI
Sei.v. Il a. hni ). IN natter, af eass.ah
Scli.rs cha, p1t rr.scIiany sinnhas,. on ;se
Fundamental principle which will ,:nderiie and
fu,ure. Without in ii. lees, dctrsctins from
the great and untold value Of "ducsiionei lib-
IL one for caution I'm applying this principle
rather than for emphasizing It's universal
benefccnce.
Interest was exceptional in the frs. .es-
sions of the congress yesterday morning
In seven great divisions the DISTINGUISHED
men Of all nations separated into the di-
visions in which their interest Law. and
halls scheduled for the first practical
meetings were filled in every instance.
Each of the divisions was addressed by
the most representative American in that
particular branch OF scientific research.
The opening address to the Depart
men. Of Historical Sciences was delivered
by President Woodrow Wilson of Prince
ton University in Congress Hail. !, was
a ma asterly and exhaustive review of his
tory in general.
WOODROW WILSON'S SPEECH.
In closing his address President Wood
row Wilson CT Princeton University said:
nv moral upon the whole list; is thar. sep
arated taouRn ~e may be. nv many formal
lines of separa;.cn. sometimes insisted on with
much pedantic punctIiIo. we are all psrtner. in
common undertaking. the illumination Of tn.
THOUGHTS md sections OF men associated In
familiar ;hea,er OF oo-ope-at;ve erYort' IN whinh
plzv. changed from axe TO sg. and vet
centuries. Some OF the subjects her. rronpel
may stand hirh in ihe lis, Of organic processes.
but all are branches and PARTS Of the life Of
In one Of the xrea, topIc~ We deal with tb.re
is. know. another element which sets it QUIT.
aEart to a character OF its own, The history of
fcrces not merely III. his:ory of insi,,utIo.s
sns q 'a fis.af Of
cur anzlysls-the bower cf God in the life ;.
men. God does. indeed. deal with man in soci-
ETY. and through social forces. bur h. d.sI.
with i'm also individually. sinGl. soul
not lost In society impoverished Of n.s irai-
yi6usl viii and responsibility by he connection
w.:h the lives os other men. bu; himself spy-
ereign and lonely In the choice OF his destiny.
This s1nKienees OF the human soul. thi. !ndi-
yidual right and oouncsn DUTY of individual
faith anu choice. to be exercised of,enti;nes in
contempt and defiance Of society. is a thing no
man Is likely to overlook who has noted the
genesis OK our modern liberty assessed the
forces OF reform and regeneration which Rave