Part 83 (2/2)

CONCLUSION; THE FUTURE

We have now reached the end of the story of the rise and progress of man's conscious effort to iroup by means of education To one who has followed the narrative thus far it must be evident how fully this conscious effort has paralleled the history of the rise and progress of western civilization itself Beginning first a the Greeks--the first people in history to be ”s sufficient courage to put faith in reason, and the first to attempt to reconcile the claims, of the State and the individual and to work out a plan of ”ordered liberty”--a new spirit was born and in time passed on to the western world As Butcher well says (R 11), ”the Greek genius is the European genius in its first and brightest bloo contact with the Greek spirit Europe derived that new andfirst the Eastern Mediterranean, and then taking captive her rude conqueror, the hellenization of the Roman and early Christian world was the result

Then followed the reaction under early Christian rule, and the fearful deluge of barbarisuished both the ancient learning and the new spirit Finally, after the long ht, ca ti to all northern lands, and in the century of revival and rediscovery and reconstruction the Greek passion for truth and the Greek courage to trust reason were reawakened, and once ain the Greek spirit, the spirit of freedoress and trust in the power of truth, becauide and dominate the future To follow reason without fear of consequences, to substitute scientific for eent participation in civic life, to discover a rational basis for conduct, to unfold and expand every inborn faculty and energy, and to fillafter an ideal--these essentially Greek characteristics in ti nuhtful oal of huress of the western world was certain, though at tireat events which stand before,the road to the intellectual progress of mankind in the recovery of the Greek spirit--were the revival of the ancient learning, the Protestant appeal to reason, the recovery and vast extension of the old scientific knowledge, the assertion of the rights of the individual as opposed to the rights of the State, and the growth of a new hus of Christianity, which has softened old laws and awakened a new conception of the value of child and hureat historic movements have coious liberty, the firn of law in an orderly universe, the conception of governoverned, the substitution of democracy and political equality for the rule of a class or an autocratic power, and the assertion of the right to an education at public expense as a birthright of every child The cohts and opportunity, full and equal suffrage, the responsibility of all for the advancement of the common welfare, and liberty under law have been the natural consequences and the outcoles to set free and quicken the human spirit

The Peace of Westphalia (1648), which marked the close of a century of effort to crush huious liberty with violence and oppression, h religious intolerance and bigotry ht still persist in places for centuries to coed the futility of persecution to stamp out human inquiry, and marked the downfall of intellectual hteenth century, the establishment of a new political ideal by the leaders of the A-away of ancient abuses in Church and State in the Revolution in France, applied a new spirit to governan the establishovernment for mankind

The recent World War in Europe was in a sense a sequel to what had gone before One result of its outcoovernments that the near future may see set up in places, has been the elis” from the continent of Europe, and the establish type of the future Some of the nations for a time will be in a sense experioverned Gerovernment of and by and for the people is practically certain to become established everywhere on the continent of Europe

[Illustration: FIG 239 THE ESTABLISHED AND EXPERIMENTAL NATIONS OF EUROPE The established nations are in white; the experimental nations shaded

After a time Germany should become white also]

Still more, the outcome of the World War would seeovernment are destined in time to extend to peoples everywhere who have the capacity for using the century, then, and perhaps even of succeeding centuries, will be to overneneral extension of educational opportunities and advantages than the world has as yet witnessed In the hands of an uneducated proletariat deerous instrument In Russia, Mexico, and in certain of the Central American Republics we see what a democracy results in in the hands of an uneducated people There, too often, the revolver instead of the ballot box is used to settle public issues, and instead of orderly governn of injustice and anarchy Only by the slow but sure eneral education of the masses in character and in the fundaoverner sense than anything we have as yet witnessed, education ress

The great needs of thethe masses of ains of the centuries, which are as yet, despite the great recent progress eneral education, the possession of but a relatively s the ious spirit, coupled with full religious liberty and tolerance; a clear recognition of the rights ofas they do not ieneral diffusion of a knowledge of the more common truths and applications of science, particularly as these relate to personal hygiene, sanitation, agriculture, and eneral education of all, not only in the tools of knowledge, but in those fundaovern in character, self-control, and in the ability to assu into a constantly widening circle of mankind the importance of fidelity to duty, truth, honor, and virtue; the emphasis of the many duties and responsibilities which encohteenth-century individualistic conception of political and personal rights; the clear distinction between liberty and license; and the conception of liberty guided by law In addition each man and woman should be educated for personal efficiency in some vocation or form of service in which each can best realize his personal possibilities, and at the saest service to that society of which he forreat needs of thewhich will not merely impart literacy and prepare for econoive to national groups a new conception of national character and international morality and create new standards of value for human effort National character and international rowth of the personality of a people, and this in turn calls for the inculcation of humane ideals, the proper discipline of the instincts, the training of a will to do right, good physical vigor, and, to a large degree, the development of individual efficiency and econoious instruction, as it has been given, will not suffice, because it does not reach the heart of the problem No nation has shown ious instruction to produce morality than has Gerion has been required for centuries

The problem of the twentieth century, then, and probably of other centuries to come, is how the constructive forces in modern society, of which the schools of nations should stand first, can best direct their efforts to influence and direct the deeper sources of the life of a people, so that the national characteristics it is desired to display to the world will be developed because the schools have instilled into every child these national ideals Many forces must cooperate in such a task, but unless the schools of nations become clearly conscious of national needs and of international purposes, become inspired by an ideal of service for the welfare of roups cos of the spirit--art, architecture, , public works, and such applications of science as minister to health and happiness--for co-up of armaments, the extension of national boundaries, and the present overeies of coer human service, nations ht otherwise have occupied, destructive international competition and warfare will continue, and the advance will be greatly retarded thereby

In this work of advancing world civilization, the nations which have long been in the forefront of progress must expect to assume i clearly recognized by Great Britain and France in their political relations with inferior and backward peoples; by the United States in its excellent work in Cuba, Porto Rico, and the Philippines; and clearly forue of Nations--to help backward peoples to advance, and to assist theher plane of world civilization

In doing this a very practical type of educationpart, and tie results Disregarding the large need for such service a world nations, the e reveals how much of such work still remains to be done in the world as a whole ”The White Man's Burden” truly is large, and the larger world tasks of the twentieth century for the more advanced nations will be to help other peoples, in distant and more backward lands, slowly to educate theradually establish stable and deovern the enlightened and responsible peoples of the earth

[Illustration: FIG 240 THE EDUCATIONAL PROBLEMS OF THE FUTURE Transition peoples are shaded; dependant and backward peoples black The ”ue of Nations” will be in the black areas, and will have to be carried by the nations which have hest sense of responsibility for the welfare of peoples that have come under their care The black areas reveal ”The White Man's Burden” of the future]

At the bottom of all this work and service lie the new human-liberty conceptions first worked out and formulated for the world by little Greece, In tiave expression have becoe of e know as our western civilization, and the warp and woof of the intellectual and political life of the modern world As a result of the Industrial Revolution, and of the new political and commercial and social forces of our tireat constructive tool, is now spreading to every continent on the globe The task of succeeding centuries will be to carry forward and extend what has been so well begun; to level up the peoples of the earth, as far as inherent differences in capacity will perh educative influences, the principles and practices of a Christian civilization to all In establishi+ng intelligent and interested governeneral education has becoreat constructive tool of o education was of but little i primarily an instrueneral education is an instruarded as a priress

With the spread of the democratic type the importance of the school is enhanced, its control by the State becomes essential, its continued expansion to include new types of schools and new forms of educational opportunities and service a necessity, the study of its organization and adovernnified and irl

FOOTNOTES

PREFACE

[1] _Syllabus of Lectures on the History of Education, with Bibliographies_, 1st ed, 302 pp, illustrated, New York, 1902; 2d ed, with classified bibliographies, 358 pp, illustrated New York, 1905

PART I

CHAPTER I

[1] The average size of an Illinois county is 550 square inia contains 24,022 square miles, and Rhode Island 1067 square miles Rhode Island would be approximately 30 x 36 miles square, which would make Attica approximately 20 x 36 y we have to the Greek City-States exists in the local town governland States, particularly Massachusetts, and the local county-unit governh in each of these cases we have a state and a federal governovernments, which did not exist, except teinia were divided into soe treaties, make alliances, and declare war, and which soues for defense or offense, but which were never able to unite to forous to that ofpeople, the Greeks becalish have been to the modern world Southern Italy became so thickly set with sna Graecia_

On the island of Sicily the city of Syracuse was founded (734 BC), and became a center of power and a home of noted Greeks The city of Marseilles, in southern France, dates from an Ionic settle people, the Phoenicians, along the northern coast of Africa and southern and eastern Spain, probably checked the further spread of Greek colonies to the ard The city of Cyrene, in northern Africa, dates from about 630 BC Greek colonists also went north and east, through the Dardanelles and on into the Black Sea (See ure 2) Salonica and Constantinople date back to Greek colonization Many of the colonies reflected great honor and credit on the e, and religion over a wide area