The sun., 1916-08-27

features which should, on the grounds
of reason and justice. characterize ar
adequate and proper" system OF edu-
cation. then would II be easy to deter
mine the rightfu.ness OF the claims set
up by the rival agencies-the parents
and the State, which are ever strug-
Cling for the monopoly of imparting 1t.
But that calm. open minded fairness Of
judgment with which men approach
h scientific investigation of other de-
partments Of knowledge, physics.
chemistry. botany, literature, art,
seems to abandon them when they
strive to decide upon a satisfactory
system Of education. The reason IL
cause any theory Of mental develop
ment Is vitality bound up with moral
ity and religion. 1t Is the religious be.
lief and moral cod OF n people that ul-
timately determine their system Of ed
ucation: renee from the system Of
education approved and put into &C.
tual practice by any community We
may fairly infer the kind OF reli zion
and morality that community as a
whole really processes. Religion and
morality worthy of the name always
impose sacrifices upon our pride. will
fulness and self-sufficiency. These pas
sions aroused to revolt against the
peremptory Claims Of submission de-
manded OF them, are. like q fire in q
%neighbor's house. quickly communi-
Gated to discussions on education.
Why should we not then be willing to
allay passion and exercise q little rea-
son and imagination in order that w
may come to appreciate. even II w
dissent from. the Just value OF the
two great rival systems Of education
which obtain among US. the one de-
termined from the standpoint that re.
ligion and morality ought to be woven
continuously. day after day. into q
proper and adequate educational sys-
tenn, the other hat these sacred SUBJ
5ects should have no place in the daily
routine Of an educational programme.
In making q plea that religious and
moral education should be interviewer
into any complete system of education
Ahe following reasons are suggested:
Every natural activity in the ma
terial world is guided. could We only
discover 1t. by some uniform law. In
like manner. back OF every educational
system that Is reduced to practice,
there Is in the minds Of its advocates,
whether consciously or unconsciously,
some definite educational theory. a
thought scheme or theory Is ever a
guide to practice. Every scientist who
Is familiar with he logical conditions
necessary to constitute a valid theory
to explain the phenomena In any ether
field Of knowledge will admit that an
ndanttntn md Aty ns, L.
cation must % absorb all the facts
OF human nature within that sphere
which 1t proposes to EXPLAIN: (2) It
must not conflict with any other law
or fact which on positive evidence is
held to be true: (3) finally. the conse-
quences inferred from any proposed
educational theory must agree with
the facts which observation may SUBJ
s%equent!y reveal.
1t Is q commonplace to say with
Gladstone that "man is to be trained
chiefly by studying and knowing man"
What. then. are some Of the main facts
~inseparably bound up with mans ma.
ture. facts which no valid theory OF
education. under the penalty Of being
obsolete. may ignore? II education
Is a preparation for life. no scheme OF
educational preparedness can be ra-
tionally undertaken until We have O
clear grasp Of the ultimate purpose 10
which that preparedness ought to I've
directed. Sir Walter Raleigh, we are
told. first planted the potato in Nis
Irish garden. not for the edible value
Of its bulbs. Of which he was then ig-
norant, but for the beauty of its fiow-
ers. A false theory Of the nature and
purpose Of the popular escule0t
prompted . mistaken method Of It's
cultivation. To the neglect Of What
was Of primary. that which was Of Sec
ondary importance In the nature Of
the plant was developed. To compare
small things with great. a false con-
ception Of the nature and destiny Of .
child will inevitably issue In a false
system to direct Its development. Men
have now agreed upon the nature and
purpose Of our humble article OF food.
In the face Of the mutually contra
dictory PHILOSOPHERS fashionable in our
time. will the vast majority Of men
ever agree upon the fundamental facts
involved In human nature? The vast
majority have always agreed. I ap-
peal to the spontaneous voice OF our
common nature. i DO not mean COM.
mon sense" that tact which knows
what to do and when and how to do It.