The New York herald., 1922-11-12

uon nave ever supplied one
Of the most prolific source,
of discussion among educators ant
critics Of education. The very difficulty
of defining properly this somewha,
vague term is no doubt largely re.
sponsible for this fact. It is not easy
to agree as to Just what is meant by
fundamentals" But It is easy enough
for the individual to'def1ne the term ia
suit his own ideas and ideals. The
| trouble is that the individuals defni-
ton rarely meets with common ac-
ceptance.
Before we can properly discuss fun
damentals we must at least hold q
definite idea as to the ultimate object
Of education itself. On this much most
OF us win agree. But what that object
should be is stin in the public mind
an unsettled question. Character,
said the founders Of our early insti-
tutions Of learning. "Ennciency." say
the promoters Of the new. Spiritual
ideals and influences pervaded the for
mer. Material aims ana considerations
largely dominate the latter. Which is
the better7
On one point thsrc should be no
room for disagreement. Whatever ed
ucation may do or hope to do, II can
not be regarded as having fulfilled its
true mission, in our American democ-
racy at least, unless 1t makes its chief
product a trained and intelligent citi-
zenship. And citizenship is based on
character. Utilitarian ends may be
desirable and even necessary; but util-
itarian ends alone will never achieve
the safeguarding of the nations life
or the perpetuating Of its highest
ideals. Studies that are merely prac-
tical in their scope and aims may make
good scientists, good engineers and
good business men, but they will not
develop men Of statesmanlike quail
ties capable of wrestling with and
solving Alright the great and pressing
problems that to-day stagger a world
in chaos and the ramifications Of which
extend to every village and hamlet of
our own land. A new note Is needed;
and new goal.
What Should Be the Aims
OF the Trainer of Youth?
With citizenship. then, as our goal
what should be tho fundamentals of
our educatont Citizenship of course.
does not exclude the good scientist, the
good engineer, the good business man.
On the contrary. II welcomes them ono
and all, and gladly. But II accepts
them as the by-products of an educa-
ton that aims first and always to pro-
duce men and women fitted IN mind
and character to take their place in
the nations life, to shoulder without
fiinching its burdens and responsible
ties. to accept gladly its obligations. to
be more concerned with duties than
concern the welfare of tho nation
rather than personal and selfish ad-
vancement. This is citizenship In its
truest and best sense. and citizenship
as the founders of this great Republic
conceived II.
With this as It's goal education can
not be satisfied to devote Its great
molding powers and its mighty TO
sources to anything less than laying
sure the foundations ofHharactcr. And
character is made up OF high ana un-
selfish moral purpose. supplemented
and backed by the trained mind and
accumulated knowledge with which ia
make that purpose effective in the life
Of hn nd pf hn
On this sure foundation we may en-
courage efficiency In tho material
world to the fullest extent and with
the assurance that for lack Of a soul
It will not some day turn and rend US.
We have departed far from the ideals
and aims of our fathers and, during
recent years especially, we have so
stressed the practical and the utili-
tarian that we have pretty nearly
snuffed out what little semblanoe Of
soul remained. Whatever else educa-
ton may do, we have a right to de-
mand that II shall at least guarantee
us that it's chief product shall be
broadminded and patriotic citizenship
that places the interests and welfare
Of the nation above the idea of per
sonal gain. Any form OF education
that seeks solely to train our boys
and girls to earn living, however
desirable such an education may be,
is not meeting It's full and proper re-
sponsibilities TO the nation.
Founders Knew Necessity
of Building Character
The founders OF our early American
institutions of learning we're far from
being mere theorists. For the most
part they we're men OF affairs, active
in community life and diligent stu
dents OF the problems end needs OF
their country. In turning their
thoughts and means to the founding
Of schools and colleges they were ac-
tuated by the patriotic desire to safe
guard for the future those rights and
liberties which, at the expense OF so
much labor and sacrifice, they had
been permitted TO enjoy. And they
saw with prophetic vision the great
truth that whatever else OF advantage
education might accomplish II must
fail OF It's true mission unless Il main
tain as It's underlying motive the
molding of character and the build