The sun., 1919-09-28


physical and often sitting moral at
mosphere of the movies; It can CO.
operate In the effort to substitute in
teresting films that will be of some
value for the trash that is usual in the
moving picture houses; 1t Is conceiv-
able that Il might attempt some move
ment like that which Ben Greet has
'naugurated SO successfully In the
English schools, where the boys and
girls actually go and go with intelli-
gence and enthusiasm to see the plays
Of Shakespeare!
The school still has some RESPONSE
bility for mental training. although
discussion of it's function does not
always imply that. The world crisis
makes more imperative than ever be-
fore the development of intelligent,
thinking human beings, to be efficient
workers in their own handicraft or
"mind-craft," and useful citizens for
the common good. Even In the con-
duct Of the home mentality is not
handicap. And in the effort to pro-
duce efficient workmen and useful citi-
zens it should not be forgotten that
the scholar has a place and that a
world without philosophy and music,
poetry and art, would be poor indeed.
The war has taught us many lessons,
none more emphatically than that in
tellectualism alone is not sufficient
that the education of the mind without
education of the spirit is a menace. No
question connected with the schools
is more perplexing than that of moral
and religious instruction, but the probt
lem is one of supreme importance and
must be solved If civilization Is to be
saved. There are great possibilities
of world usefulness before this coun-
try, the greatest that any nation has
ever faced. Whether as a people we
shall be equal to the opportunity is
| a question which viii be answered at
least in part by the men and women
| Of tomorrow, men and women whose
character Is being formed to-day. The
coarseness and immortality which dis
figure community life, In the village
| as well as in the city, present scri-
Gus moral and spiritual problem to be
solved only by moral and spiritual in
| fluences. 1t is possible that the diff
| Guilty in exerting that influence has
been overestimated. Not long ago
Roman Catholic tradesman in the
city of New York complained to the
writer that his little girl was receiv-
ing no moral or religious instruction
In school, and added: "I do not care
whether II is Protestant or Roman
Catholic who gives Il; what 1 want
Is that she should have It."
What has the average citizen to do
with this question of education? His
first duty is to know the condition
Of the schools in his own community.
the number Of school houses, whether
they are adequate and safe, hygienic
and attractive. Second, he should
know what Is the educational policy
of his town. whether schools are
run by politicians or by educators
Third, more important than either of
the above. important as they are, what
kind of teachers are engaged, whether
they are chosen for their qualifications
or for their political connections;
whether they are qualified to be
teachers, qualified not only because
they have a normal school diploma
or one or more COLLEGE degrees, but
also because interested in teaching and
able to arouse interest In their pupils.
7 recently heard two Characterization
OF one and the same Individual: "A
very learned woman" said one of
, her colleagues; "a dry-as-dust
teacher" remarked one of her pupils.
The kind Of a person as well as tn
kind Of teacher should be considered
Ear more than 1t is Limitation It
enters into the very Businesses of
charactf us as true In our day as in
Flato's. 1t is necessary only to choose
school for a child In whose best de-
velopment one is vitality interested to
realize how much more important even
than the curriculum is the person who
administers it! Manner. speech, APP
pearance. the little things" which are
. the hall mark of cultivation we can
not afford to disregard. But can we
afford to disregard them in the case OF
the children with whom we have no
personal connection? Imitation enters
into the very Businesses of their char
acter and too often outside OF the
school room there is opportunity only
for Imitation of the very worst. Gull
ture and character are unknown terms
in the lives of thousands of children;
has the community, the State. no re-
sponsibility for them? Or to bring the
question nearer home, has the good
citizen no responsibility for them?
And is he a good citizen" IL he has
not?
The responsibility does not end with
securing good teachers; a close Sec
| ond Is engaging enough of them.
Education en- masse has one serious
| defect-that is, It does not educate
| A Gabriel among pedagogues-if he
ever takes that form-could not give
individual attention to each one Of
the throng entrusted to many a
teacher. 1t may not be possible to
| attain the ideal in every community,
but to have an ideal toward which to
strive is a long step forward. We
already realize that we have been a
spendthrift people in our use-or mis-
use-of material resources; we do not
yet comprehend how wasteful we are
| in our attitude toward intellectual ana
| spiritual resources. our potential hui
man wealth. Individual attention
makes possible the discovery not only
OF weakness but also of strength
helps not only in the development of
exceptional power but, also in the
wise guidance Of the average human
being, a less spectacular but not less
important service to the community.
Insistence upon method and routine
| too often ubsorbs the time of the