The Wheeling daily register. [volume] (Wheeling, W. Va.) 1864-1878, 1878-01-22
at'hesliug ge9lster.
1.-THE THREE RS"
READING, 'RlTING AND 'RiTH-
METIC.
rho ueIecr aud AOsuFdities OF The
Amer lean ~ steIu-An address
on Indust, iaI Education
worthy the COnsidera-
lion OF wheeling Mechanics
and WOrkmen.
SATURDAY,, 5 Chicago Evening Journal.

Saturday s Chicago Evening Journal.
Mr.. John S. Clark, of Boston, deliV-
cred an able and instructive lecture at
Farwell Hall, this morning, to the teach
ers OF the public schools, on the lmpor-
taut subject Of 1ndustris! Education"
There WAS large attendance OF teach
ers.
He commenced by q reference to the
short space Of time, only few years,
that is devoted TO acquiring an education.
A large majority of those 10 be educated
oelong 10 tie WORKING CLASSES, and 1t is
of the highest importance that their ed
ucation be practical. Whist is education?
he woald speak first Of the common idea,
TIE TAX-PAYERs IDEA,
of what an education consists OF. 1t
starts with the idea that il is not the
duty OF community or State to furnish
anything beyond the merest rudlments
of education, and the rudiments are what
are known as the three Rs. including in
this term spelling. y little grammar, a
little history, and more geography are
some times added, and no inconsiderable
portion CT our people regard these IS the
only studies which should be admitted IN
public schools. They would have the
whole school period devoted to drill in
these simple studies. The real argument
is that with the power to read, to write,
and 10 cipher, person has got ell the
necessary qualifications with which to be-
gin the struggle for existence, and that
beyond the possession OF these qualitica-
lions it becomes an entirely private mat
ter how much the indivldusl shall know.
H. does not provide for any moral or H.
dustrial training whatsoever; 1t develops
nothing but certain functional elements
OF no particular value IN themselves un-
less they can be applied TO proper pur-
poses, and in no particular sense can
these elements be regarded as education
itself. They can at best 70 regarded as
| q basis for educat:o", and what their ed
ucational value will be must depend en-.
tirely upon the uses to which they are sp-
piled. In this connection,
THE THREE BRAIN FUNCTIONS
were defined and illustrated by diA-
cram drawn upon the blackboard. These
are absorption, assimilation, and recrea-
ton and expression. Healthy Gctlcn can
come only from the development OF all
these functions. Reading only comes to
The aid Of the absorbing function, and
doe, not at all develop the givinc-out
junction. Writing at best equips the
Civ ng out function TO very limited OK
ten. For what occupation in lie does
tue Taxpayers education prepare the Pu-
piI2 For mercantile pursuits-a limited
occupation-,tc certainly furnishes good
e.en,rulary basis; it is also tho lndispensi-
bic foundation for ali professional study.
1t gives to every youth the possible power
of making himself acquainted with his
duties to the state; but beyond these lin
itations such education has very little
practical bearing
He would illustrate this position. You
take your boy alter he has completed his
education, according to the Taxpayers
idea, 10 8 cabinet maker 10 secure him p
situation. You would say he understood
the three RS, and was fitted for almost
any kind of work. The cabinet-mAi;er
would reply that this was no particular
recommendation. Itmight fit the boy TO
keep books or carry on correspondence,
but he did lot want boy for that pur.
pose He would insist that the boy
HAD NO PRACTICAL EDUCATION
that fitted him for the service required.
What can this boy do with his fingers?
is what the cabinet. maker would ask.
What can he do towards putting his
ideas into shape? The education nc has
must be kept in allegiance until he learns
something practical. This the public
school education has overlooked entirely.
The speaker exhibited design for q bed
stead, and said the kind OF education he
wanted was one that would enable him
To read the design and execute II. His
present eduCatlon does not tit him 10 do
either. The carpenter would say the
same thing. lie would want neither the
boys reading, writing, nor arithmetic.
He would want boy with his
TASTE AND SKILL DEVELOPED.
That is a matter of the first c0rsidcra-
tor, but his education has opened no
door TOR them. So it is found that the
previous education OF the boy is Of but
little or no practical use.
The speaker then proceeded to the in
quiry, what is required for practical
education? He held in his hand piece
of rough iron, and then took up u piece
of similar weight that hsd been manipu
lated at 3 Massachusetts, industrial school.
Tue process of working this piece of iron
into machinery and tools could be car
ried on until its value was increased 100
fold. 1t is
SKILLED LABOR
alone that brings about such results. A
piece of stsel worth, say, ire cents, by
skilled labor is increased in value until II
becomes worth several dollars. Pieces
Of porcelain were exhibited worth SO
and SIS, the value OF the raw materials
of which WAS insignificant. 1t is brsin
work, skilled labor. that has given it this
increased vslue. These illustrations were
continued 20 considerable length.
THE BRAIN POWER OF EXPRESSION
is what is wanted in regard to these in.
dustries. Reading and writing do not
develop this. The outlet TO the giving.
out side of the brain is required. The
tax PAYERS education does not give this.
The question, What does n practical
education consist OF? was next consider.
ed. II is giving the brains the means OF
its creative powers co-eI.en-
slve with lis absorbing powers. The
features Of this education are decoration,
70, the decorating of surfaces; represents
ton, the power of representing things
after they are made, and construction,
the power OF making things. This is
language Of = comprehensive kind, and
rnNnrhrs al the indusiries Il rlnens