Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1907-05-23
u. S. Commissioner of Education
Brown Favors Using the
Public Schools.
TO MAKE MAY 10 PEACE DAY.
Commissioner Draper OF New York
Declares il il Not Business of Schools
TO Promote Special Causes.

days session of the Lake Mohonk con-
ference on International arbitra ton was
devoted exclusively to consideration OF
methods Of spreading the propaganda
of peace by teaching pupils OF the pub
lie schools and students of the colleges.
Addresses on this subject were deliv-
cred by Elmer u. Brown, United States
commissioner OF education OF New
York state; Prest. Charles + Thwiug
of the Western Reserve university.
Prest. Rush Rees, of Rochester univer-
slty; Prof. Joeph L. Beale Jr of Har-
ward; Prof. w. w Wllloughby OF Johns
Hopkins university, and Prof. Gilbert
Russell OF Eartham college OF Rich-
mond.
Commissioner Brown recommends
that the date OF the opening OF the
fret Hague peace conference, May Is.
be annually COMMUNICATED In the pub
lie schools Commissioner Draper, how
ever, declared mat II is not the business
OF the schools to promote special causes
and that Ii the people OF the state want
anything done IN hte schools they will
be likely TO SO declare In o law.
Prest. Thwing said the colleges pro-
lllpAe dlullIdAlhn pN lIdlllllB men III
self restraint. President Rhees said the
colleges should train their students
to analyze issues and to decide then.
IN spirit of justice. Prots. Beall, Will
lougby ana Russell also emphasized the
Importance of teaching college students
the advantage Of universal peace.
BROWNS ADDRESS.
by way Of Introduction. may
venture 10 repeat the recommended
ticn touching this subject contained
in my first annual report as commits
sioner of education, which Is now in
press. This is for an annual COM
nemoratiop on May S in the schools
of the United States of the opening
OF the first Hague conference. While
no ono will attach supreme import
ance TO the special observance of one
day in the school year. even such
| annual emphasis upon this theme will
not be without It's value. 1t Is not
with View to propaganda of an isO-
lated reform that this day is entitled
10 it's special place In our school cal
endar. but with a view to a neglected
! and essential element in general cdu-
cation. And that element is an APP
preciativa understanding of other
peoples than our own. Ii is just this
element of a liberal education which
should be emphasized in the schools,
AbA bllN 10y Al AliG s'ehl btN III 'hH
out the year. Even way down in the
! elementary schools, the effort of our
little Americans to overcome the
primitive distrast and disparagement
Of the peoples of foreign lands Is
liberali2ing influence.
But this after all Is but Il small
part OF what the schools ought TO do
| to promote International arbitration,
The best that we can do in the long
run Is to foster the genuine spirit of
arbitration. and to establish those
| modes of thought that dispose men
to- arbitrate their differences.
The method of arbitration would
seem TO be merely the method of COM
promise through the agency Of II third
party, but essentially II is more than
this. For every Well-conducted inter-
national arbitration contributes 10 the
building up of a higher conception Of
international obligations, of world re-
lations. and Is accordingly In its effect
the bringing OF the disputants together
on higher and more stable ground than
either OF them occupied when the strife
began. II seems clear that this is the
very type OF thinking which Is charac-
teristic OF modern education at Its best.
1t is the type of thinking which should
be promoted IN schools Of every grade,
IN the interest of liberal culture rightly
understood. 1t Is by promoting such
culture and establishing such modes OF
thought among our people everywhere
that the public schools can lay the sur
est foundation for the arbitration prin-
oiple. In the heat OF national anger
1t is too much to expect that any people
will welcome from It's opponent the
suggestion that there are better
grounds on which they may hope 10
meet. If, however our people have
been trained from their youth 10 rec
oenize in every sharp difference OF opin-
ion the possibility OF there being some
higher and better ground of agreement,
undiscovered as yet. there cannot fail
to be IN time a little greater readiness
to appeal 10 an impartial world, TO peO-
pies not involved In the dispute and 10
respect the suggestion from without OF
"A better way TO an honorable peace.
THE schools Of our whole people
may properly contribute 70 the move
ment for international arbitration only
I'm ways that contribute to the gem
eral purposes OF education, but posi-
tive improvements In education arc
called for today in ways that must
Inevitably reinforce the arbitration
movement. Among these ways are
! endea vors 10 promote among Il given
people as our own, a more intimate
and appreciative knowledge OF the
character OF other modern nations
with whom this people has 10 do; the
promotion IN the schools Of that type
OF thinking which readily passes be-
yond it's partial convictions, no matter
how earnestly held to larger views M
which opposing convictions may lind
their Tightful recognition and come TO
agreement; the teaching IN tho
schools, as a part Of instruction IA
morals and civil government Of some
OF the principles Of legal justice, which
shall enable our people TO adjust them
selves freely and consciously 20 the
reign OF law in all great human at-
fairs"