John Locke as a Contributor Towards Education. David I. Jones. 284 THE CONSUMER A Study in Curriculum Material By HENRY HARAP, PH.D. Cleveland School of Education T HE AUTHOR believes that a study of the economic habits of man should have a prominent place in our curriculum. To this end he has built his book around the question "What economic information must the average citizen possess in order to be an intelligent consumer of goods?" He presents data that have been gathered from various sources as to the consumption of food, household materials, fuel and clothing; also on standards of consumption as established by various authorities, with a comparison between actual practice and approved standards. The material is so organized as to make it impossible for teachers and administrators to select such units as are adapted to their peculiar needs. The author's recommendations are presented as objectives which are grouped under appropriate headings throughout the book and are presented in summary in the last chapter. Such objectives may be used in the school program at the basis of projects related to various elementary subjects, as arithmetic, geography, domestic science, and others. For the general reader this study provides practical advice based on economy, durability, health, comfort, and beauty in the purchase and use of every household commodity. Thus, in addition to being a valuable study for educators, the book is a manual for the consumer, a reference book for the home. Devoted to the Science, Art, Philosophy and Literature Education-Old and New PRINCIPAL ALFRED E. STEARNS, PHILLIPS ACADEMY. N No. 5 O one will deny that the educational ideals of the present day differ widely from those that were commonly held by our fathers. A rapidly changing world has brought pronounced changes in points of emphasis, and, it is to be feared, in the actual goal sought. The man on the street is probably satisfied that these shifts in emphasis and ideals represent real progress and that the education of today, so widely offered and so constantly eulogized, must be of a far higher standard than any which preceded it. At least it is more practical; and it does not require a deep thinker to be misled into believing that what is practical in a material world is probably the best. But is this the fact? This query cannot be satisfactorily answered until we have compared and contrasted the character of the old education and the new. Those who were responsible for the founding of our early schools and colleges were agreed on one point at least. The new and great experiment in democracy and nation-building on which they were embarking required for its final and permanent success one thing above all others—an intelligent and • Reprinted from "The Phillips Bulletin," by permission of Dr. Stearns, on request of the Editor of "Education." See Editorial Note on page iii. educated citizenship. In the constitutions that were drawn to guide these institutions on their way, as well as in the correspondence which passed between those who were making their life possible, this truth is constantly and strongly emphasized. No one can read those ancient documents without being impressed with this fact. Education was intended to safeguard the new republic and assure its permanency through the perilous years ahead. Even prior to the establishment of the nation as a unit this may be fairly said to have been the guiding motive of these far-seeing philanthropists, for in their thoughts, whatever the particular form might eventually be, the vision of a new and promising national unit undoubtedly was present. It has often been said that this early education in America was designed primarily for the training of ministers; and while to a degree this is undoubtedly true, it is not the whole truth; and we are misled if we accept it as such. In those days the pulpit was the commonly accepted medium for the dissemination of knowledge, but not theological knowledge alone. The minister was preacher; but he was teacher and instructor, too. It was his business to inform his congregation on all matters of moment to the community; and it was expected that his education and training would fit him to perform this significant task. We must not forget that the language of that early day, especially among those of education and culture, had a distinct theological coloring. But this coloring was not limited to the pulpit; it was rather the common hue that tinted the language of all. Even business was not wholly immune from it. Whatever their theological beliefs, those early patriots were tremendously interested in the great problems of government that confronted them in their new world, and they were bound that, so far as human ingenuity and forethought could prevent it, their great experiment should not fail. Education, therefore, became something of a passion with them, and the interpretation they gave to it was in the final analysis determined by national ideals and aspirations. With these facts in mind let us scan a little more closely those old, and so often maligned, educational ideals to which our fathers attached such great importance, and for the realization of which they gave, in proportion to their means, far more generously than even our modern millionaire institution-builders. An educated and dependable citizenship meant in these earlier days primarily a citizenship of character. Education, therefore, must make its chief business the developing, training, and strengthening of the character of the individual citizen. Marked emphasis will be found to have been placed on this point in the vast majority of those historic documents which relate to the founding of our early schools and colleges. But character did not mean to these enthusiastic patriots mere goodness, an emotional pious-mindedness as it were, which so many have carelessly assumed. It meant something more and something very different. It meant a keen and trained mind well supplied with knowledge, combined with ethical standards and moral purpose, reinforced with a rugged will. Though often quoted, and well known to many Andover men, the definition of character given by Judge Phillips in the constitution of Phillips Academy still appeals as one of the clearest and the best. Let it not be forgotten, he says, "that goodness without knowledge, as it concerns others, is weak and feeble, and that knowledge without goodness is dangerous, but that both united form the strongest characters and lay the surest foundations of usefulness to mankind." It would be hard to improve on this. "Goodness without knowledge, as it concerns others, is weak and feeble!" Might not this be fairly taken as a text by those who are so justly disturbed because so many of the ministers of the present day are unable to attract and hold their congregations? "Knowledge without goodness is dangerous." Do we need to be reminded of the truth of this after the lessons taught us by the world conflagration kindled by a nation gone mad with knowledge and lacking moral purpose and ideals? All the goodness in the world may serve to maks us "goody-goody," |