davidaulloa/AmericanStories huggingface dataset:
The New York herald., 1922-06-11

the northern herd. For the next three
years the annual shipment of hides
was 100000 from this territory. BY
1885 this had dwindled to zero. Only
one small band escaped. just when and
from where drifting 1t is not known.
To-day the descendants of this herd
roam the far northern reaches be-
tween Lake Athabasca and Great
Slave Lake.
Few Survivors Roamed
The Plains by 1890
BY 1890 the total of bison remaining
numbered, at a rough estimate, one
thousand. OF this number small
herd, probably not more than two hum
dsed, had penetrated to the far north
of Canada in the vicinity Of Fort
Smith, between Lake Athabasca and
Great Slave Lake. This survived in
spite of the Indians and the wolves.
OF recent years it has been protected
by the Government and is now be-
lieved to number between 400 and 500.
Another herd was in Montana, the
property of an illiterate but shrewd
Mexican halfbreed. Michael Pablo by
name. From this latter herd has arisen
the great one in the Canadian park to-
day. More wonderful still the herd
Of Pablo. which were eventually
found to number 716. were directly
due to four buffalo calves, two males
and two females. being saved by a
Pend dOreille Indian from destruc-
ton in 1875. These he gave to his
father-in-law. The herd of a dozen
head were purchased by Pablo for a
few hundred dollars half dozen years
later. He left the animals to run wild
on the Pend d'Oreille reserve.
In 1907 the United States Govern
ment decided to throw open the reserve
for settlement, and so Pablo was forced
The New York herald., 1922-06-11
Money Value of Education
Is Hard to Estimate

The money value of a college educa-
ton is more difficult TO calculate, be-
cause so much has to be unlearned be-
fore the graduate is worth anything in
business and the facilities for unlearn-
ing vary so widely. But for his in
formation it is graphically shown how
any youth can largely determine, by
the grade of education he acquires, his
chances of one day becoming enshrined
in Who's Who" and that is good
business.
When insufficient funds make neces-
sary some curtailment in educational
activities, where does the hard headed
business sense of the community de-
mand that the curtailment begin? AL
ways with fads and frills, non-essen-
tials. OF course; but what are these
fads and frills, essentials? AL
ways subjects whose marked contribu-
ton to business success is not ap-
parent.
When the business man Is asked to
make his criticism of the public schools
constructive, to specify in positive
terms the improvements that he would
have made, what does he reply? To
teach pupils to spell; to write a legible
hand; to compose a business letter; to
perform fundamental operations in
arithmetic quickly, confidently and ac-
curately; to be prompt; to carry out
instructions; to be loyal to the inter
ests of their employer-all excellent
business assets that contribute directly
to material prosperity.
Do / seem TO be speaking critically
Of the all dominant business demands
on our schools? This is not my inten-
ton. With the life of our people what it
is, with our dominant interests. our
aspirations and ideals what they are
these demands on our public schools
are inevitable, just as inevitable as
the color of the education for which
these demands furnish the pigment.
Ny purpose in holding up before us
the fundamental, overwhelming color
of our education and in directing at
tention to the equally fundamental and
overwhelming public interests and de-
mands that supply the pigments of this
color is that we may face such pro-
found questions as these.
Is this overwhelming color of indi-
vidual. material success a satisfactory
color? Is it a safe color in which to
prepare our youth to see the facts of
life? What is to be the end of the
domination of those material interests.
those aspirations and ideals. that per-
petuate and strengthen themselves
through the color that they impose on
all our public education? Pushed to
the limit. do these guarantee the per-
petuity and advancement of civiliza-
! ton?
The New York herald., 1922-06-11

country and have for the last seven-
ty-hve or perhaps one hundred years
1.-The herd already mentioned. and the
only wild ones remaining in the world
to-day.
The whole experiment offers great
promise TO Canada that her arctic
prairles. tho forest lands and the
great range not so far north will dn
the future produce great quantities Of
beef at little cost TO the people. The
buffalo Of North America (the bison)
carries a very high percentage of beef
upon the back. the most valuable part
of the carcass. and the inheritance OF
this quality is noticeably present in
the hybrid and cattalo. Samples OF
the meat Of a fully matured tattalo
bull were recently sent out as a test
to twenty-five househoders by the
Parks Board, accompanied by ordinary
beef. Sixteen declared in favor OF the
cattalo
Recently there arrived at VAIN
wright Park a strange alien animal, a
yak bull from the chill and windy
plateau Of Central Asia. The 5000
mile trip left the animal in good con-
dition: and il came to a region much
similar in climate to its own. The
yak is the zoologically connecting link
between buffalo and domestic cattle.
and mates readily with cattle so 1t Is
hoped will also with the buffalo. Thus
Il is hoped to evolve another type in
the near future. or types. The yak IS
n hardy ranger, equal II not superior
TO the buffalo. 1t is distinguished by
its long hair and horselike tail.
Usually black in color. some are
brown. or white. II will stand the
most extreme cold and is remarkably
free from disease. The meat is OF
finer grain than that OF cattle.
The New York herald., 1922-06-11

due to the greatest experiment in wild
life conservation in the history Of the
world which has been conducted since
the year 1907 by the Dominion Gov
ernment of Canada at the cost of
couple of million dollars. This--the
bringing back of the buffalo from al
most extinction to large numbers once
more on the North American conti-
nent-has been accomplished through
the work of Dominion Government Of
ficials. So great has been the sue
cess of this undertaking that the peo-
pie of Canada have now a wonderful
promise of tremendous meat supply
for the future that will repay the
Government many times the two mill
lion-odd dollars invested to date in
the buffalo.
The story to date of this great ex-
pertinent is laid upon the plains of the
province of Alberta. where in an enor-
nous fenced inclosure, the largest of
it's kind in the world, roams in nat
ural state the Governments herd of
buffalo. or rather bison, for this ami
NAL, so long miscalled buffalo, is
bison. a species peculiar to the land.
The bison park comprises 1875
square miles. situated near the town
of Wainwright close to the main line
of the Canadian National Railway.
The park is inclosed by a galvanized
steel wire fence rs miles long. 9 feet
high and requiring to construct $4,000
posts and 100 miles of wire. AS a
protection against prairie fire strip
OF ground twenty feet wide is plowed
on either side of the fence. The land
is well wooded and watered by many
small lakes, providing the exact coun-
try which the buffalo lived In before
the white man came.
According to census of the herd
just taken there are now 5000 head Of
The New York herald., 1922-06-11
True Answer Is to Come From r
The People, Not the Teachers

The effective answer to this question
car not be given by educators alone or
chiefly. II must come from the people,
from the peoples. w
This country, through its leaders.
through it's statesmen--its statesmen
in industry and commerce, as wei as
in government-must take public edu-
cation seriously to a degree never yet
approached Our statesmen must re-
gard and teach our whole people to re-
gard public education, the color OF
public education, as of fundamental
and transparent concern to the imme-
date problems of government. of COM
merce and of industry. They must
even give our basal problems of public
education precedence over problems OF
government commerce and industry;
because the solution that we make OF
cur basal educational problems goes
so far to determine the form that all
these other problems shall take a few
years hence.
Money. the things and services that
money can buy. are indispensable. But
preceding and transcendirg in impor-
tance and conditioning the results of
the expenditure of money on public
education are the most intelligent and
earnest thought and study. the funda-
mental desires and hopes of our people
for the inher!tors of our present civili-
zation.
On such thought and study. on su.h
desires and hopes. beyond the power
OF money TO purchase. we must rely.
These shall determine the color in
which the children and youth of to-day
and Tomorrow shall be taught to see
the facts-so radically different from
the facts of past generations-with
which thGV will have IN daaI
The New York herald., 1922-06-11
No Criticism Meant to Be
Turned on Public Schools

Do not jump to the false conclusion
that 1 am holding up our public
schools to criticism because of the
color of the education that they are
giving. I am merely trying to focus
I confess my utter inability to see how
that color could be other than it is.
Our schools but represent and pre-
pare their pupils to realize the domi
nant interests and purposes Of our peo
pie. These interests and purposes
were expressed by Emerson over
three quarters of a century ago in
language that needs but slight if any
modification to-day.
"In America" said Emerson, "out
of doors all seems a market; indoors
an air-tight stove of conventionalism.
Everybody who comes into our houses
savors Of these habits; the mon, Of
the market; the women, of the custom.
I find no expression in our State
papers or legislative debate, in our
lyceums or churches, especially in our
newspapers. of high national feel
ing. no lofty counsels that rightfully
stir the blood. I speak of those or
gans which can be presumed to speak
a popular sense. They recommend
conventional virtues, whatever will
earn and preserve property: always
the capitalist: the college. the church.
the hospital, the theater, the hotel, the
road, the ship. of the capitalist-what-
ever goes to secure. adorn, enlarge
these. is good; what jeopardizes any
of these is damnable. The opposition
papers, so-called, are on the same side.
They attack the great capitalist, but
The New York herald., 1922-06-11
Color Leads to Exploitation
Of Individual Success

The effective application of this in
telligence to raw materials in ways
that are already mastered insures a
product abundant for the needs and
comforts of every one. And as we are
convincingly told, we are now but just
beginning to glimpse the practical pos
sibilities of developments of material
prosperity that in few years may
surpass that OF the present as much
as the present surpasses the primitive
prosperity of three centuries ago.
What Is the fitting color in which TO
see and to deal with these stupen-
dously promising, these awe inspiring.
these terrifying facts? The color. of
individual sue ess through individual
effort has demonstrated its fitness as
The New York herald., 1922-06-11
General Public Beginning to
Show Concern Over Lack n
of Adequate Teaching.

the color in which to see and to deal.
successfully with the raw materials OF
nature under primitive conditions. But
as the color in which to see and to deal
with human facts. is it not already
beginning to reveal its limitations, it's
unftness? May it not be that this
color is largely responsible for the
human frictions and collisions in which
center our gravest concerns to-dayg
Does this color not facilitate, lead nat
urally and almost inevitably to the
exploitation. in the interests Of indf-
vidual success of human facts in Z
place Of material facts?
Not a few competent observers and
thinkers whose judgments rightly COM
mand respect see grave danger of the
self-destruction of present civilization
through war. Where, indeed, but In
the color in which nations see facts do
wars originate? And may not the
color in which men see and deal with
the facts of peace be the source Of
equally grave danger for civilization?
The color in which our public educa-
ton prepares our children and youth
to see and deal with facts is surely a
matter of supreme concern. both do
nestle and international. What strong
pigments must be introduced into the
present dominating color of our educa-
ton, pigments that will prepare the
oncoming generations of children and
youth to see and to deal successfully
with those human facts that are so
rapidly displacing material facts in
order Of Importance?
The New York herald., 1922-06-11

of duty and obligation? Is ii service +?
Is it character? Is it thirst for knowl-
edge? Is it regard for accuracy? Is it
appreciation of the beautiful in art,
literature. music, nature?
1t contains traces, indeed, of all
these pigments, some quite marked,
others so faint as to be hardly dis
cernible by the naked eye. But the
color itself-the deep, all absorbing,
overwhelming color of our public edu-
cation, is individual success through
individual effort-the desire, the de-
termination for individual achieve
ment; and this desire, this determina-
ton, is overwhelmingly, almost uni
versally, focused upon ideals of ma
terial achievement, of material pros
perity.
The organization. the conduct. the
fundamental and detailed methods or
the school-all are designed to pro-
duce this color of individual success.
While the material aspects of such
success are not always made directly
prominent, individual achievement,
individual rewards of individual ex-
ertions, are emphasized as the domin-
ant characteristic of the lives of
heroes of all kinds, held up for the
emulation Of pupils.
The pigment of individual, material
success was introduced into the edu-
cation of our earliest schools; and this
pigment has been supplied up to the
present day in quantities far out
weighing all other pigments combined.
Indeed. the other pigments that stand
out with clearness owe their compare
tive prominence to the fact that they
contribute to the all dominant color.
The pigments of honesty. of regard
for law and order, of sense of duty
and obligation, Of love of justice. Of
service, of character, of patriotism
these pigments are indispensable to
the full. rich color of individual, ma
terial success.
The pigments of humility on the
other hand of sympathy, of love of
humanity, of appreciation Of the beau
tiful in it's varied forms. these pig
ments are often scarcely discernfble;
they are not required in mixing the
color of individual, material success.
The New York herald., 1922-06-11
BLIC EDUCATION OF GREATEST IMPORTANCE

ernment, law and order. OF course
American business is interested in
Americanization-ju to the extent
that it believes Americanization can
accomplish such things as these
Americanization is good business.
And what is the gist of the argu-
ment that is most frequently and viv-
idly presented to youth to encourage
their continuance in school? Why
schooling pays-pays in increased
earning capacity. And TO make this
proposition vividly concrete figures and
graphs are made, quite fallaciously, to
portray the exact value of an elemen-
tary school education and the precise
value of each added high school year.
The New York herald., 1922-06-11
The Cattalo Is New Meat Bearing Animal Mans Consunpo

While talking in his discur-
sive, dognatic way about Art.
Ruskin once said that no man
BY taking thought could ever
make a new animal which
should serve as food for man.
1t seems that the Canadian
Government in its conservation
of the disappearing bison has
produced as by product the
Cattalo, whichis as good to eat
as butchers meat.
The New York herald., 1922-06-11
Time to Pause and Think
of Few Salient Facts

Is it not time for us as a people to
pause in our pursuit of material pros
perity long enough to consider a few
facts; facts that are new. unique and
of the utmost significance facts that
are Just beginning to reveal them
selves? The fundamental conditions
The New York herald., 1922-06-11

to consider the future of his herd. He
offered to sell it to the United States
Government, but in spite of the sale
being strongly supported by Theodore
Roosevelt and others interested in the
preservation of natural wild life Con-
gress refused to sanction the pur-
chase.
Pablo then offered the herd to the
Canadian Government, and the pur-
chase was completed. Pablo had never
given the herd any particular atten-
ton. The animals had roamed the
hills and woods along the Pend
d'Oreille River in absolutely natural
conditions, and were wild as any herd
before the white man came. He did
not even know how many he had
Rounded Up in 1907
And Shipped to Canada
Early in the summer of 1907 Pablo
got a collection of the best riders and
horses and started to round up his
buffalo. The buffalo outran the
swiftest horses, and, when cornered,
many of the old bulls turned and
charged, forcing the pursuers TO scat
ter to save their lives. In spite Of this,
the men succeeded in loading on trains
four hundred and eleven. mostly cows
and calves. Next year in the autumn
the last of the band, mostly bulls.
were rounded up in corral. But in
the night the animals broke out, and
by climbing an almost sheer precipice
broke away to the mountains.
The next year they were again cap
tured; this time each animal was
shipped in a great cage from the point
of capture to the railway station at
Ravalli. Mont. 1t took nine days to
load the two hundred-the widest and
strongest of the herd. Eight of them
The New York herald., 1922-06-11

@ IR AUCKLAND GEDDES, in a
memorable address before the
National Citizens Conference
or Education, held in Washington
tvEo years ago. declared it to be "the
ersd Of education to turn out minds
that see facts in certain color"
"Ihe educated mind" he said, ''is an
inexhaustible dye vat' that will dye
anything" "The object of education"
he continued, ''is to select the dyes"
of which he specified several spiritual
dyes" namely. courage, cheerfulness,
hUmor, sympathy and some humility"
Finally the Ambassador delivered
himself of this pregnant utterance:
1T ultimately matters more" he said,
Ito your state Department than any
their manifold duties to know the
color Of the education being given in
the British Empire, in France, in Ger
many. in all the countries of South
America-yes, in all the countries of
the world-for if your Secretary of
State knows. let us say the French
color of education be will know we'll
how that nation will be thinking ten
years hence"
What Is Color in Education
And Why Is 1t Important?
If the color of education and the
knowledge of the color of education
as 1t is carried on in every country
of the world is of such supreme i'm
portance to our State Department, the
color of the education of this country
must be no less important to every
other country. More than that. the
color of our public education must be
of even greater importance to our
selves. And it must be absolutely in
dispensable to our welfare, to our ex-
istence even, that we know the color
of the education that is given in our
schools and that we appreciate the
significance, the results and influences
of this color.
What is the color Of our public edu-
cation?
Let us pause a moment to realize
the startling fact that this supremely
important question. which ought ever
to be before us, has yet to be raised
effectively, at least in this generation.
Our leaders. who are shaping our
destinies. give not the slightest evil
dence of knowing that there is such a
question. much less that this is the
most fundamentally important ques-
ton of the times. Those of us who
are devoting our lives to education
give scarcely more evidence of appre-
citation of this question, for when have
we faced it squarely, when have we
even formulated it?
Indeed, we have been, we are.
greatly concerned over many short
comings of our public education; over
the fact that so many, native as well
as foreign born, are left illiterate or
near illiterate; over the limited edu-
cation. averaging scarcely sixth grade.
with which our schools equip their
product; over the large numbers of in
The New York herald., 1922-06-11


eral public, even. is beginning to show
over these matters. This is well: It Is
encouraging, for such serious matters
as these merit the grave concern Of
public and educators alike.
Facts of Education Are
Usually First Considered
But these matters. and many more
like them, with which we are much
engrossed, have to do not with the
color but with the facts of education
The end of education" said Sir Auck-
land Geddes, "is to turn out minds
that see facts in a certain color" The
supreme Importance. then. is not in
the facts that we are striving to teach
our pupils in the first six grades,
where the overwhelming majority of
them are, but in the color in which
their minds are brought to see those
facts.
Without using the term color. which
is valuable only as it serves to arouse
and concentrate attention on the idea
which it vividly represents, we do ap-
proach, frequently even touch the idea,
in our considerations of the place and
the treatment of certain subjects in
the curriculum. / have in mind espe-
cially such subjects as practical ethics,
morals or right conduct, whether
taught formally or incidentally, in
deed all that may be included under
character education. civics, history,
literature. the kindergarten largely:
indeed any subject or school exercise
that has or can be made to have an in
fiuence in determining the point Of
view, mental attitude and character
istic emotional and voluntary reaction
of the pupil.
In our contentious for the introduce
ton into the curriculum of new sub
jects Of this kind. and Of the modifi-
cation of old subjects, perhaps through
the reshaping of emphasis or a re-
vision of values and purposes, leading
to different treatment Of these SUBJ
jects, we are continually striving to
introduce new pigments, or different
proportions of old pigments, into the
color of our education. For it is OBJ
vious that, in a matter so complex as
education. many pigments must enter
into the color.
But this is as far as we ever go in
dealing with the color of our educa-
ton: we stop with the detailed pig
ments that we think should be rep
resented.
But what of the color, the deep fun
damental color that has absorbed all
the pigments that we have introduced,
the color that is the resultant of all
pigments; what is it?
A Paragraph of Questions
The New York herald., 1922-06-11
A Paragraph of Questions
Meant to Define Color

Is it patriotism? Is it honesty and
goodness? Is it courage? Is it cheer
fulness? Is it generosity? Is it hu-
mility? Is it sympathy? Is it love of
humanity? Is it love of Justice? Is it
regard for law and order? Is it sense
The New York herald., 1922-06-11

competent teachers and the conse-
quent poor quality of instruction;
over the meager and uncertain knowl-
edge that even our high school grad
yates bear away with them. The gem
eral public, even, is beginning to show
evidences of some little real concern
over these matters. This is well; It Is
encouraging, for such serious matters
as these merit the grave concern Of
public and educators alike.
The New York herald., 1922-06-11
Head Of Graduate School of
Yale Discusses Training Of
Our Student Minds.
BY F. E. SPAULDING
of the Graduate School, Yale University.

O. IR AUCKLAND GEDDES, in a
memorable address before the