Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1909-10-29
Dr.. VIM. c. Chancellor.

DIR. VIM. G.. Chancellor, superintend-
ent of schools in Norwalk, e., gave a
yer interesting talk on 1.-The Limits
of Democracy in Education" saying in
part:
THE limits of education in a de-
mocracy should be only in the capaci-
ties of the children and youth to be
educated in matters of social value. a
democracy is scarcely responsible for
educating youth of peculiar talents in
matters of no social value; but the
history of the free universities in many
of our states is ample warrant for the
faith that a democracy may very prop
erly educate in law, medicine, educa-
ton, mechanic arts, engineering, agri-
culture.
There is indeed not much to be dis
cussed in respect to the limits Of edu-
cation in a democracy. And this is
not the real subject though it has GER
tain bearings upon the real subject.
What are the limits of democracy in
education? How far shall the common
mind. general public opinion control
an enterprise that really has in 1t
qualities necessarily not within the
comprehension and the experience of
the average man? In a democracy the
average man is paying the bills: and
as such he has rights that are moral
as well as legal.
1T is profitable to consider that out
side of town meeting, we have nowhere
in America real democracy, which is the
control of affairs by majority vote. We
have instead more or less representative,
less or more misrepresentation democra-
cy. 1t may be that real democracy is
not practicable on a large scale. 1t in
wolves, many think, such methods as the
initiative and referendum, the recall and
direct nominations-method that do not
yet commend themselves generally to the
more judiciouS among our citizens. AS I
have seen conditions in America-after
visiting within three or four years some
10 states, I cannot see that the more DEM
ucaton further than the less democrat
c 1t would seem that there is one fixed
limit of democracy in education, which
is the inequality of human nature. 1t
may be unpleasant to admit as it is I'M
pleasant to assert that men do differ
from one another in ability, in character
and in disposition. This inequality affects
schools in many ways. Because of it.
some boards of education are not COM
petent for their tasks Because of it,
many children are not able to master
the subjects of even the elementary
schools. Everywhere selection comes in
everywhere competition reigns. Democ-
racy would like perhaps to deny this in
ia1i Of ma h1t no 70 ic nj nj
as sunrise
1T is true that with God there is no
re spect of persons and that Americans
would like generally to follow their Gre
ator in a similar compassion in dealing
with one another. But when one consid-
ers the matter closely, there is no real
conflict between this principle of equal
ity in rights and privileges and a certain
other principle that it is cruel to ask the
weak to assume tasks beyond their pow
ers and wholly right to ask the strong to
display their strength by helping the
weak. Common sense cannot and does
not regard these differences among men.
1t follows that common sense says that
the opinion of the expert in matters of
such as science, government. en-
eOucallOH. SHOulu prevail over
ordinary opinion. Democracy, if that be
true, democracy which is so short sighted
that it will not follow the wiser. defeats
it's own ends when it rejects the expert
and follows the inferior devices of lesser
men.
Both higher education and the drec-
ton of elementary education are essen
TALLY aristocratic, in the good sense of
a mucl-abused word. 1t is the one bust
ness of education to develop the best in
all men, and that includes the best in
the best men.
IF / had been asked to speak upon the
limits of aristocracy in education | should
have said that history for thousands of
years had completely demonstrated those
limits. You cannot save a nation or CIV
ilZation when you select a part of it for
education or for wealth or for any other
good thing We can save this nation only
by trying to save for education. for eco
nomic prosperity. for right social living
each and every person in it. though we
know that in a world of good and evil
universal enterprise of this kind is fore
doomed to partial failure.
You who are teachers are often ac-
cused of being idealists. Every nation