BIOGRAPHY IN THE SCHOOLS. 541 



If the two sets of figures are compared, it is found that the uni- 

 versity students are relatively as well as absolutely more familiar 

 than the high school pupils with the names of statesmen, novelists, 

 artists and ancient classical writers. They are relatively, though not 

 absolutely, less familiar with the names of inventors, orators and 

 military leaders. 



It appears further that the three highest groups, omitting occupa- 

 tions, for both high school and university students are poets, states- 

 men and military men, and that scientists are least known by both 

 classes of students. This is explained partly by the fact that students 

 hear more about men in the first named classes and partly by the 

 further fact that the careers of statesmen, orators and military leaders 

 appeal strongly to the imagination of the young. The great deeds 

 of men belonging to these groups are concrete, and have form, color 

 and tone, easily grasped by young minds. The achievements of the 

 man of science have few of these characteristics, and so people generally, 

 young and old alike, think of the scientist much as Heine said, in sub- 

 stance, of Kant, ' He was a philosopher, and so has no biography. ' 



The figures probably will have no surprises for those who have 

 thought about the matter. But it is of interest to dwell briefly on 

 their bearing upon certain questions which are of perennial interest 

 to educators, and to students of the broader aspects of social tendencies. 

 Any one who has been through our public schools will remember a 

 number of studies which are rich in biographical material, hero worship, 

 and suggestions as to personal ideals, while others are entirely devoid 

 of them. It is hoped that this study will throw some light upon the 

 questions of what kinds of personal ideals are fostered by the school, 

 and what kinds of school work receive most emphasis. 



To the writers the results indicate pretty clearly where modern edu- 

 cation, in this country at least, lays greatest stress, on what things it 

 drills, wherein are the main lines of interest and study, and, possibly, 

 what sort of ideals are held up to school children. The far-reaching 

 social and ethical significance of these influences needs only to be sug- 

 gested in this connection. Boys and girls dream of becoming like 

 persons whose lives and achievements they are led to admire. The 

 boy reads of the military man's victories and longs to follow in his 

 footsteps. He hears of the statesman's laurels won in legislative halls, 

 or on the stump, and so pictures himself likewise the admired of all 

 admirers. It is not an exaggeration to say that nine of every ten of the 

 boys who graduate from our high schools count it a greater thing to be 

 a member of the state legislature, or to be captain of the local militia, 

 than to be a Pasteur, Virchow, Huxley, Wagner or Phidias. 



