EDUCATION AND DEMOCRACY.

Press, Volume LVII, Issue 17170, 13 June 1921, Page 3

EDUCATION AND DEMOCRACY.

LECTURE BY PROFESSOR 1 . , SALMOND. Lecturing in llic Trades Hall on Satinduy night, under the auspices of the Workers' Educational Association, Professor Salmond, of Canterbury College, took for Ilia subject "Education and Democracy." The- oldest democracy, ■ pointed out, had existed only 140 years. Democracy could be developed and safeguarded not merely by sharpening' of-the intellect; development of the nigher feelings must go with it. Lincoln's definition' of democracy—Government of the people by the people- for the people—was, as good a. definition as could be got. As. a. form of Government democracy had not shown itself to possess a. monopoly of tho virtues. It had'been summed up by Lord Bryce when lie said that, on the whole, democracy had given bettor practicable results than the rule of one' man, or of a class. The- failure of democratic forms of government to produce the best men to ecrve tho State, and the fact that the plain man was inclined to suspect superiority in position, and intellect waa a danger and a weakness. It was in eucli cases that the value of education was evident. Another defect of democracy was its failure to diminish clas3 and race selfishness, as hfld bce)i pointed out by Lord Bryce. It was essential that the masses should be I educated.. There was a. kind of education being acquired in some quarters to-day that was a mere ' sharpening of intellect. A narrow intellectual education was- an evil. There must be education not .only of intellect bufc-of the '• emotions. The basis of human nature'-was: found-in the instincts, wo had- in .comraon- the aniru als-.-..... » hen .^J^^'''primar^in6t;Vii.^'-became..iitt'ach.c : d to ideas, anarchy often resulted in" the human mind. ■ To subdue those emotions it. was necessary to train man's intellect, and thue -let^him- -stupidity."of,,evil,, emotions, i The capable''of* a, higher form of feeling called the sentiments. Tho difference between these and the simple emotions was that, whereas the former were aroused, by direct excitement, the sentiments were aroused by an idea or an image. Democracy would never reach its goal unless it produced mon of fine feelings. All education Ehould give the power of appreciation of great art, especially literature, ehould emulate tho love of truth for its own sake, and develop the sentiments of goodness, popularly called con-science. Not Until the public conscience was developed, would democracy become safe and progressive. ■' ,