real bearing and ultimate results of conduct. The handful of thoughtful men penalize forest-firing and the selling of explosive oil, and the killing of game out of season, while yet the senseless mob is gnashing its teeth at vaccinators and body snatchers.

...

Opinion

regulation

to the point of

In certain directions .. unenlightened Public Opinion pushes Unenlightregulation to excess. It is possible for the vague feelings against ened Public vegetarianism, or long hair, or "bloomers," or non-church-going, may push to run together into a hostile and imperious public sentiment. It is but a step from the image-breaker's hatred of stained glass, the Scotch Calvinist's contempt for a violin, the rabble's resentment persecution. of a silk hat, or the frontiersman's detestation of a "biled" shirt, to a persecution that is as senseless as it is abominable. To the ignorant, unlikeness is an affront, nonconformity an outrage, and innovation a crime. Give full play to this feeling, and you have the intolerant multitude, eager to stretch every one on its Procrustean bed. It was the majority that stoned Stephen, banished Aristides, poisoned Socrates, mobbed Priestley, and beat Garrison. . . .

230. The improvement of Public Opinion 1

Three points have been brought out in the two foregoing selections: The first, that Public Opinion is a powerful force, second, that it has its problem with respect merits, and third, its defects. The constructive student should react to Public to this situation by sanctioning a program which will serve to retain Opinion. and to enlarge the merits of the Public Opinion, remove or mitigate its defects, and, in short, direct its power into channels which will be productive and helpful. The improvement of Public Opinion may come about in many ways, but fundamentally, perhaps, it depends upon education. The importance of the educative process in this regard is developed by Professors Blackmar and Gillin in the following passage:

of education

in social

Inasmuch as social order has been developed by slow degrees, Importance control by force has, at times, been necessary as a temporary check upon insubordination; but it is always soon replaced by other agencies. control. Gradually the idea has grown that other forms of control are cheaper

From Frank W. Blackmar and John Lewis Gillin, Outlines of Sociology. The Macmillan Company, New York, 1915; pp. 393-397.

The full expression of Public Opinion depends upon the diffusion of general intelligence.

Effect of education upon the improvement of government.

Self-government calls for an educated people.

and more easily administered; and gradually other methods have become the usual ones. Since, however, the conscious effort of society to govern itself demands a recognition of the laws of social development and requires, among the component members of society, some ability to control themselves in the interests of the group, society cannot do better than to adopt the educational method as a means of establishing that high degree of intelligence necessary for democratic social control. .

If the general intelligence is low, Public Opinion will, of necessity, be wrong in its premises; and the type of political and social life which develops will then be undemocratic. It is, of course, possible for a community to maintain order on a low standard of social responsibility; but only that society will be progressive and self-controlled in which Public Opinion is permeated with social idealism. And notwithstanding that, in any community, Public Opinion may sometimes be created by a few of the more intelligent, the fact remains that unless the majority has sufficient intelligence to understand the ideas of the leaders and make them their own, society will be controlled, not by Public Opinion, but by the opinions of a dominant few. For it is only when the members are in intelligent and harmonious sympathy with one another that Public Opinion can receive full expression - a condition involving not only individual capacity, but the perfection of social machinery as well.

As education grows more and more general, the critical faculty of individuals, becoming stimulated, gradually raises the governmental ideal. But the development is, indeed, gradual; for even when people have determined what is right, they sometimes find it very difficult so to perfect the machinery of legislation and justice as to carry out their ideals. As a matter of fact, there is nothing in human experience that requires more foresight, ability, and harmonious social action than does the creation of laws for the government of a free people. . . . Thus the state that is to be perpetuated through self-government must see to it that its citizens are well educated. Beginning in the grammar grades and continuing with increased force through the high school and the university, special training should be given in all the subjects that pertain to social order and social control. . . Everything that leads to an acquaintance with the political and indus

...

trial history of the nation, with its social and economic conditions, with its forms of government, its constitutional and common law, and, indeed, with its social relations, should be taught in its public schools.

tional

Yet while the educating process should begin with the children Extent of the educaand continue with the youth of the country, the work is not finished with the training of these. And although discussion of public questions process. and some little dissemination of information is secured through the press and the platform, these agencies are really inadequate to meet the growing need. A realization of this inadequacy has recently led to the fruitful suggestion that the present public forum, furnished by newspapers, books, periodicals, public lectures and addresses, be supplemented by neighborhood gatherings of adults in the community building, the schoolhouse, for the discussion of questions of common interest. The suggestion has received the hearty indorsement of men of every political party and such leading educational and social bodies as the National Education Association, the National Federation of Woman's Clubs, the National Municipal League, the American Federation of Labor, the American Prison Congress, and three of the national political parties. And Wisconsin has already placed upon her statute books a law requiring that, upon the request of a certain number of citizens, the educational authorities shall open the doors of the schoolhouses for just such purpose.

movement

to extend

and influ

ence of

is to be commended.

In carrying out this project, there are, of course, such practical The problems to be met as that of gaining a sufficient number of the people of a community to take an interest in the discussion of public questions the scope and that of centering the responsibility for requisite leadership. But the suggestion is certainly most significant and most worthy of an education honest endeavor to make the public school more effective in promoting the intelligence and social efficiency of that ninety odd per cent of our people who never get beyond the grammar grades of our schools. More than this, special technical schools preparatory to civil service should be maintained for those who expect to make government their vocation; for if a state provides education for its own protection and general social well-being, and neglects the training of its officials, it is failing to use the best means it has for conscious development and social control.

Questions on the foregoing Readings

1. What are some of the factors which influence the nature of our

personal beliefs and opinions?

2. How do most men come by their religious beliefs?

3. How do we come by many of our fundamental political beliefs? 4. What type of opinions require a personal judgment of facts? 5. What, according to President Lowell, are the conditions necessary for a real Public Opinion?

6. What is the relation of social contact to Public Opinion?

7. To what extent does "talk" regulate the affairs of nations and of men?

8. What proportion of talk is probably wasted?

9. Illustrate the influence of talk upon beliefs current in the community.

10. Explain the statement that everything that is said probably has some effect.

11. What is the relation of leadership to Public Opinion?

12. What are some of the essential qualities of the leader?

13. Why must the leader not only be self-reliant, but also have breadth of sympathy?

14. Explain what is meant by saying that the first requisite of a leader is, not to be right, but to lead, to show a way.

15. In what way is continuity a merit of Public Opinion?

16. Give the merits of Public Opinion, as summed up by Lord Bryce. 17. Explain the relation of Public Opinion to voting.

18. What does Professor Ross mean by saying that one defect of Public Opinion is that it is not definite?

19. Why does the inability of the public to be unanimous constitute a defect? Give some examples.

20. Explain why Public Opinion is influenced by instincts which cannot be trusted to guide and control modern society.

21. Give some examples of how unenlightened Public Opinion may push regulation to the point of persecution.

22. What is the great problem with respect to Public Opinion? 23. What is the relation between a diffusion of general intelligence and the full expression of Public Opinion?

24. Trace the growing tendency to extend the scope of education. 25. What is the conclusion of Professors Blackmar and Gillin with respect to the value of this tendency?

INDEX