If the two sets of figures are compared, it is found that the university 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 occupations, for both high school and university students are poets, statesmen 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 substance, 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 education, 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 suggested 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.
