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


" ulAs diNtn" end by making u Easy q Tor
-ah" me woman Tn" mind OF the SUI
fragette app-ar- q poss"ss peculiar
aptitude Tor that ahsuTdty which makes
man impatient and finally rontemptIons
81 all Ter Unity and r"s'lut" u adhere
{" ms owl. 'denl woman may ID" Tool
i~h and Yet ID" charming she emanc'-
pate- herzflf hen sh" becomes an OBJECT
~ AVERSION Sinragett"r ana snnraH's'H
are respectfully r"lue-tet u taE" nou"e
OF TINS qul"oy Nen"inous out i"rc'ole arsu-
meat.
III
Instead 81 beating about me nush IN ms
essay on the -tallacy Of Education. Mr..
terms his idea a. T. what that thllacy -
IL - that the Information which IN" child
acquires must have IA itself some utility
apart from tn" educational vnlu" which
lies IN itS requirement Up - time
within the memory Of men now lEing IN"
Theory of education was that the process
had something o. do with etncatlon. THIS
theory has been attacked and some profess
u ind IN u hrutilillng effect upon
the mind This view ~ too awecpinR.
that tn" education which IL 81 most value
IL that which man gives ~ himself
fIrst "f all ". must determine what
the end and aim 81 education really is
the achievement II mental activity or
the upbtilding ~ character. Rousseau
maintained that the subject Of education
is To- prulung tn" period OF a boy ignor-
anca. II IA not TO form a man destined for
90 htlf n healthy
s,rnng. frank LOYAL This view of the
high aim II education has always been
set forth IN opposition 10 the lower aim
At the practical and useful. But We ran
not accept the Judgment IL the wisest
men Of the old"n time without scrutiny.
Tor We have made ton many contrbu-
lions 20 know ledge. The contribution
which We have made 20 science Of educa.
ton am cunts - this. that the study Of
the classics - useless and that study alone
10 valuable which has TO do with science
Asa result the issue ~ not now between
classical education and scientific educa-
ton. hut between any education what
ever and no education At all The opinion
still PERSISTS that there are two kinds
of e,iucatIon. and that choice should lie
made between them according TO the
result which q. desired Roughly speak
ing n classical ..ducation used To he an
attempt 10 educate the boy the modern
system 10 a frank attempt 20 make the
loy efficient in the calling which he 10
10 follow England IN To our time was
the exponsnt Of A classical education
and in som. way. whether hy reason
II Il or in spite Of it. Englishmen were
the I..sr adIcat~d men IN the world
They had character Hut IN time the dis
coyerv was made that IN srit. Of this
character or nv reason 4 il they did
not get ON IN The world As we'll a. thos.a
who had a diN.ren, education or none
at all The Germans were heating them
in sntne naLi. tho American. IN other.
The ..ducatiousl authorities in the
tinted states were N. first TO introduce
IN. new I.arning into their schools They
assumed tina, A s.,.nYiSc education was
IL. thing me mamie of thu rrI,.I
ER,rs ar.iulre,' a certain rrs.tiea IN
huslu.s= and this succes, has been n
trihu'ed Ia A system Of education which
made then, smart. while in reality IL
was due - the abundance of their natural
r..sourc.s .h.. eas.. with which ,hssa
reaourreS were sypIoitNd and heir
absolute f-~adotn - trade over t.rritory
and With A popuIation such a. the world
has never seen From A aomewha, careful
-.,,dy II the biographies ~ American
-cnp,a,ns of industry one gathers thai I
tn factor which 10 common 10 all q them .
10 the ~ aagrsnesS Of their scholastic
career by any method - hateyer
Tho main result, ~ the English method .
Va. that boys with minds which wer.
carahI. II ,rnprnvsrnani were educated
n,J b.r,p,e leaders II men Tn. bnys
without such minds were relcSatci . .
their own Mac. without Ipa- II time 10
their teachers or waste u their own
Tho aim " the American method - -
bring the Who'll. mas M :, the same
level with the rrsult that TIER. are few
leaders and many IN ,-iuc,tsd NJ
Macnhail - Il opinion that IN. real value
n , classical c.i,Icati ~ Hr- IN the fact
thu, IN. puru pas-.- his time without
h,- uI-d With facts which
FOR him are only half truths because they
are IN ,.ompr.h snd,sI IN. boy who has
. ,.,,,l 80. I...r-, .l.--,.... 81. h,y yvh,