New-York tribune., 1907-02-17
TRUE EDUCATION.

TRUE EDUCATION.
activities Of the mind alone. or with those Of
bread winning alone, or with both together
onlrc The last is the modern conception, which
tends to give either one or the other prepon-
jeranca according 70 the interest of the In
5ividual This modern ideal leads in the one
-ase toward a development of the intellect for
the purpose OF what is termed culture and for
mind discipline; in the other, toward technical
skill in the arts, sciences and professionalism
money. fame power. In both the idea is
wholly indiyidualistic and selfish. There are
the few exceptions Of those whose aim is higher
knowledge and investigation for humanitarian
purposes but speak broadly Of the mass.
There is a rapidly growing tendency toward
the practical breadwinning standard in educa-
ton that follows the intensifcation OF CONNER
ciel life. so that the culture ideal which has
dominated since the Renaissance is TO
tent losing caste. This is due 10 the modern
business instinct. which Of all the forces of our
civilization is the most potent. Springing from
the commercial philosophy OF the epoch and
growing with the inevitable tendency of cond-
tions toward physical comforts and enjoyment,
business principles are the canons Of our world
religion. With the commercial philosophy Of
the comfortable education has first 10 reckon
and to its demands the first and largest conces-
sions must be mada.
For this reason the technical and professional
schools have already achieved and will continue
70 attain q higher degree Of logical conference
and system in their methods, and a higher per-
centage Of definite attainment for a given
amount of time and labor expended. than all
others. This is necessarily true not only on ac-
count Of the temporal interests involved, but
also because their aims more exact and re-
stricted and lie In lower field OF intellectual at
tainment
But besides the conflict Of ideals there are two
distinct grades also OF modern educatIon-that
for the hand worker and that for the man who
works the hand worker. The culture and the
high science are not for the mass and there are
those who say that they have no business with
81 The man who works with his hands gets
little snattering OF the rudiments Of learning
and must then bark back to the grind that gives
him bread.
The individualistic idea IN education has led to
q more or less chaotic state Of things not only
in the medley Of subjects offered for selection
but IN the method Of their teaching and the de-
gree Of application OF the student in 'go as
YOU please" system; and. matter OF fact for
the great majority there seems to be an enor-
nous waste OF time and a great perversion Of
effort. with corTespondingiy weak and made
Quate result After desultory attendance at the
various institutions for teaching from books the
average graduate drops II all and begins the
serious work OF gaining money or fame or ondce.
a GRAVE CHARGE.
In sI this long period Of the DEVELOPMENT of IT'S
youth society has enforced but little in its edu-
cationel system 20 foster its own welIbeins as
a whole or TO safeguard its interests as a COM
ulunity. The system being -1aisser faire' and
individualistic. the student is trained 10 that
end; he IS left undergraduate TO do as he
pleases, and is taught to act IN after life unon
the same principle, operating IN and with the
elaborate machinery by which modern CONNER
cialism works
VIZ: yTS: then nth the worlds mine oyster
Substitute 'wits' for Pistols Sword" IN tb.
quotation. and you have the principle upon
which the youth Of to-day is taught that the
world is his prey. and the making of his fortune
the sole purpose for which he is in t. Tho long
apprenticeship to learning has not OF necessity
given the young man improved body more
skilled faculties. better habits OF living more
self-control knowledge Of the duties of citizen
ship. high respect for the rights OF others
refined moral perception, q knowledge Of his
own physical constitution and its care or ot
the duties and responsibilities of a parent II
has or persistent purpose IN no way trained him
20 any unselash devotion 20 the interests OF the
state or Of society. II he has acquired any ot
these qualities virtues Il was because be
chose TO do so by reason OF special interest OF
personal qualities. Strange it is that, although
under training for years and years of his impres.
sionable youth, he should reach the fulness Of
manhood and citizenship without discipline OF
BODY without trained respect for law, without
knowledge ct his social obligations to his neigh.
eor or Of The greater history Of man in the
struggle Of the masses for light and life and q
fair share sa the bounty Of Gods providence
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