The Pensacola journal. (Pensacola, Fla.) 1898-1985, 1906-05-26
THE QUESTION OF
PUBLIC EDUCATION
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We believe that every candidate for
governor, irrespective of party and
geographical location, has something
to say about public education. One
and all offer 20 do whatever may be in
his power to further this cause, but,
as a usual thing, all efforts are confin-
ed to sharpening the mental attributes
Of the pupils, or else to making school
surroundings comfortable and access
to school houses easy.
Granting that these features are OF
prime Importance, there yet remains
in a state Of positive neglect the most
essential attribute of education
In its truest sense education en-
hghtens and trains the will as well as
the intellect. and develops the moral in
man as well as the mental. "A mere
gathering of knowledge and establish
ing it in the mind of the scholar either
through the pounding of the persua-
sive process, is not complete educa-
ton. There should be the training
of the individual to a sense of duty and
an UpbuildiRg Of character as well, for
without the accompaniment Of moral
duty mental sharpness becomes dan
gerous to society.
DR.. Gustave LeBon, a French think
er and writer who has spent a life
time carefully observing and analyz-
ing public education, insists that the
education which trains mental facul-
ties to a high degree of efficiency, and
leaves moral faculties to become. para.
lyzed, is not a public economy and a
public benefit, but only serves to de-
velop a larger and more dangerous
swarm of sharpers and thieves.
This is, however, the sort of educa-
ton administered in the public schools
of pretty nearly every civilized coun-
try. 1t feeds the mind, but leaves duty
TO staTFe; it bTightens the intellect,
but permit the moral sense to grow
dull; 1t develops vanity. but sacrifices
character. There is no pretense at
unfolding and cultivating, as DR.. Lee
Bon puts ii. ''the latent initiative in
men-the education of a man for the
state"
No doubt it was wise and right to
separate state and church. Both are
benefited by the divorce. but when
the doctrine was applied TO education
the state failed to provide for that IN
ductiOn Of morality which the church,
when in control of education, drilled
into the pupils with their letters and
figures.
II is in this particular that our Jys-
tenn of education is lacking and which
has led this thoughtful French philoso-
pher to declare that the education OF
today "as a cure for social life is a
fetch. a sociological will-o'-the wiSp."
While We are not prepared to adopt
this extreme view, still there Is no
use denying. that for years we have
been sharpening" the mental capaci-
ties and neglecting to impress upon
the win Of their pOssessors any con.
ception Of the obligation to use them
justly or morally, or give any due
respect to the authority of duty.
The result is we astonish the world
with our business smartness; but we
are also astonishing ourselves because
of indifference to duty and moral OBJ,
legations. We can continue as We are
doing and develop a nation Of sharp
ers; Just as we could educate only the
body and develop beings little better
than wild animals. Neither the one
nor the other, nor a combination of
the two. is desirable. II We would
avoid this unhappy result public edu-
clifton must make place for develop
ing the sense Of duty to the social
whole. the moral sense-to teach men
how ito be" as well as "to do"
Our public men, then, who are look