The sun. [volume] (New York [N.Y.]) 1833-1916, 1910-08-28

} the time to study the application OF SCI
; cnce il after not before one has acquired
! a scientific mind and the time to develop
a scientific mind il after u has been edu-
Gated Even the pick ed men from the
United States. the Rhodes scholars at
oxford. have been authoritAtively pro-
nounced alert and versatile. bat wanting
IN thoroughness. superficial The faI-
lAcy in the education % the working
Glasses at RuskIn College oxford. IN par
tlcular. - that II - not Intended to have
men escap. from their class hut To have
them remain IN u and raise its whole level.
a. though Il had been preordained from
all eternity that the world shall be forever
composed not Of individual men but OF
classes rising tier above tier unalterably
A. for the remedy. one principle will
suffice for all boys. but any given mo bod
IL valid only for one individual. One
part Of the principle ~ that men ~ char
acter are essential Ia the formation Of
| character in boys For impartinR infor-
nation women or letters or Photographs
will do Modern education has arrived
at its logical attainment IN these three
sorts of taarhrra Another part Of tho
principle - that the hoy sent To school
should have a mind Before girl IL
I SrtlN 10 "a saTppl Tor training Np'F
she must prove that she has a voice.
/ but a hoy il sent tn school in order that
| something may he done with his mind
on the gratuitous assumption that he
/ must inevitably posses- a mind. The
! explanation - the universal practice
/ 81 sending a boy to school is that he shall
, he elevated frnm the working class to
/ the exploiting class. and 81 this princi pal
A. -
/ indian. who declares his object frankly
/ The school is n late product Of civilization
and n sign II the compleSity OF life. In
the outset the child was educated in the
/ home and instructed in all those principles
which " 1uld serve to make a man % him
Schooling meant training. hut svsntu-
ally IL was W rested from It's origin nj mean
ing and came 10 signify a process Of
receiving instruction so here We are.
the high aim Of education abandond.
the universities % America frankly
teaching trades the universities 81 Eng
land casting away their tradition Of learn
ing. it, preservation and advancement.
and vet TOO timid T. accept the American
ideal IN its entirety. The low hut very
common Wow which looks 20 increased
efficiency as part 81 machine without
any reference 10 the education of the 3
man 10 the fallacy which turks AZ the
root of that technical education IN which !
all English Speaking peoples now believe
that safety lies hence the smattsring /!
Of trades and technical education thrus, /
upon boys IN IN. schools
True education - something diamet- |
really opposite. says our author and illus
tra,es the proper method by the schools
established nv the American Railway I
Master Mechanics Association. where the
hoyS are taught reading. writing and
arithmetic as preliminary 10 special
training IN the d~-i gning. making and
working on machines For the Toy who
j. TO practise craft cannot begin too
soon. IL he il 10 make IL "A part ~ himself
These schools consiitut" a severe aTraign
mcnt 81 IN. public schools Too much
weight IL attached To the -o-Called knowl-
edge acquired through hooks But the
only means hy which We "an attain 10 a
civilization ono" more i hy each one
dong his own work and doing II we'll.
hv going about Il quietly all the DAYS of
his life A man who - a rail splitter or
= tanner NV nature and environment will
not split rails or tan hides we'll n to-
morrow he expects to be called upon 10
preside over the councils Of n nation
Nv This continual eruption 81 material
from the lower strata our society ia IN a
condition Of surge and tumult and can
not clarity itself We have been pro
claiming that al men ar. free n we
were 90 daolAre that all men are slaves
Ne should solve our social problem and
he stating the truth besides. asserts Mr.
Macphail And he thinks that until We
have n new breed II hoys can Sell do
without new eduration and have re- ,
sort ~ 'he old method which was in vogue
during III" childhood ~ the race This
- the method for which h" makes his plea
II IL l'--S, obtained m \ country home with
It's mul'lfArioUs occupation. from intelli- ,
gent we'll To- do and godlv parents with
IN" assistance ~ a good s'hoolmqster
armed with short stick or q dlohotomous ,
piece Of leather. and fits a man 20 per
form Justly skilfullv and ma continuously p,
all tho Offices both private and public. ~
peace and war In shorr. IN" subject
~ education i peculiarly rich in paradox
Tnr-e who seek II will NOT md ~ The
.4-en,,. - education IL uncnnSciouSness
The pursuit ~ culture ends In pe,iantry or
prctenoa and nothing that - sought IL
worth the having when It il found.
In dealing with Tn" Falla~y in Thso- !
Iogy- Mr. Macphail assumes the character Z
~ the m-dirvll thus 'orrT the child ~ {
he ear h. whose function y was 20 Rihe and q
jest a. the wiEeacrns Of theology IN con !
ference anaembed. and this explains the .
apparently contradictory nature ~ tho
essay during the greater part ~ its courr. q
He takes his definition 81 theology {
from Cardinal Newman. because he :
spoke we'll. clearly. and with sincerity I
-By theology says the Cardinal, I sim /
ply moan the science 81 God. or the truths {
We know about God put into q system. {
just ~ We have . science Of the stars i
and call it astronomy. or 81 the crust % 9
the earth. and call IL geology The g
astronomer and Rcologists welcomed q
him to their ranks. and only insisted that b
he should employ the scientific method Il
That was NO, asking too much His at q
femrYt to make God n subject ~ scientific .