INTEGRITY IN EDUCATION[1]
IN addressing you on the present occasion, I am naturally led to speak of matters connected with education. We are met here amid surroundings which, to the great majority of us, are unfamiliar, but we are assembled in the atmosphere of our school days and under the inspiration of school memories. Some of us are rapidly approaching, if we have not already reached, the time when our interest in education re-arises in behalf of the next generation. Many are engaged in the work of teaching. Others have only just finished a stage in their education. I therefore propose to speak for a few minutes about integrity in education, believing that it is a subject of great importance at the present time, and one which may justly command your interest.
By integrity in education, I mean the opposite of all sensationalism and humbug in education. I would include under it as objects to be aimed at in education, not only the pursuit of genuine and accurate information and wide knowledge of some technical branch of study, but also real discipline in the use of mental powers, sterling character, good manners, and high breeding.
Modern sensationalism is conquering a wide field for itself. It is a sort of parasite on high civilization. Its motto is that seeming is as good as being. Its intrinsic fault is its hollowness, insincerity, and falsehood. It deals in dash, flourish, and meretricious pretense. It resides in the form, not in the substance; in the outward appearance, not in the reality. It arouses disgust whenever it is per-
- ↑ Address delivered in Hartford.
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