Evening star. [volume] (Washington, D.C.) 1854-1972, 1919-02-02

dnuy, "a thn a,ana - -. -
conturv ~, J n,i " ~" n.'lI.ceuth
ed,,cation ,e % prt,nn.g, - ,,a1. ,, ma
ing. snfrjt huipdin,9 M ,;t 49,
building, in which nrocess sI,illfni AMI
well Interpreted use il made of the
recorded experience Of the human
race, of the capacity, tastes and am
billions OF the individual. and of the
problems and circumstances OF the
WoIld IN Which that individual at the
moment HVcs'
,,r,.
n'' "ouh" ahu wen teS'e" zoe
trine has been for some time vigor~
ously challenged by n philosophy
which ,vou1d turn onuaatinn i,,tn q
,a,..t.. .,,, .,,,,
pufNiE E"'iituI Gnu "n" "hlt" No"'"
nave IN view tearhlng chisdren mere
~ hoW 10 h'ahe their living ana not
now 10 pc worthy 10 hNe or now
10 So Ike nis neo' SAti7iaotioi oul "a
...,. tnt ,,..,,, ha
fo,,,d .,,nnnrt a,,,on.. ,I,n.a Who mse
the FERNS .,aind' aud .sni,it. only as
symbols for eomethinn which they
do not understand. but which they
believe to be purely material in
origin and essence.
Recently the pendulum has begun
to swing away from this narrow and
barron doctrine and there are signs
that sooner or later those teachers
and schools that, have come under it's
control will be again set free to edu-
cate men and women. and not kept to
the task of merely training male and
female human animals to make
livelihood.
The American school system has
reelected the national type and ma
tional political conditions in its lack
of extreme Capitalization and in it's
freedom of initiative and experiment.
It's successes have been those of free
and high minded undertaking and not
those of IA closely ordered system.
AN important question at the pres
ont moment rs: How far may indi~
Vldual freedom be brought into or
dered system without destruction!
In large cities. particularly those on
the Atlantic and Pacific seaboards
anu severe tash .! tra',Lns iiliiIoiiS
cntara and ~ aIion trad;tinn ana in
l,eritance. On the whole, this task
has been we'll done and today Is be-
ing attempted with more power ana
ntlelilsehce IMAM ever beiofe.
II one seeks Tor foreign elements
VI influence IN. inc american educa-
tional system he will find them few
and far between Public elementary,
unsupported, schools so long char
acteristic Of America, are Indigenous.
except in SO far as their forerunners
can be found In the history OF Hol-
Innd. The text books used in American
schools in the seventeenth and eight
centb ,cepturjes wern either E,ngliah
in Origin or fashionad ,nnnn E,noiish
,,,nI.la c.rtai. o,.;,.;,ta1it,- T., 1a.,t
hn,i. ,nss,;1. baaon ~ 49,, ,,..St
.oris, =, H. r;,'otast, M,
;,,,,. 30 49,, ~. . .n
~. Va enen IiN. ne.iia.iIs ne
san " fei"oaci american teS pooNs
OF ma ana American teach-
ing OF mathematics about 1870. while
German university methods or re-
search began fiItefins III through the
barriers Of distance and language
about 1850, rapidly growing into
veritable flood.
*
y i
"sn 4ruo was tbia that r.,,.,,. rio
AMERICAN university movement TOOK
shape in the organization of Johns
uoplsins University. at baltimore In
,s7ze a,a Co.. 60, t,,,,, ,,.,,,,,,
:.r,,,a,, '1,,,,srs,s,, o mn. 49,
,re'iiI~u uiilseIsHs 'ne'nc"s were tsN-
en as .he inoaei ~ ue ,oiioWea. HIo ON
saa. .i,nI u.ii ilf w w te.a..ohsni i
,,eus,.iaa Smaeitsa 81" ,no net inv w, ~
het,,,en,, srir,n ,,,t,.a,..,tIaa n"i
uStwceh ...ts un "iii.o ..S IN