Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1880-07-28
Scribner's Monthly on Industrial
EducatiOn.


But not such roses bonnyr'
Scribner's Monthly on Industrial
Education.
DIR. Holland, editor of Scribner's Monthly,
strongly advocates the establishment Of in
dustral schools. His point of view is en-
tirely different from that taken in these col
umns, and he sees the object from another
side, but his conclusions are almost the
same. The doctor is as much scared by
the bug-a-boo of communism and trade
unions as others are at free masonry or the
pope's toe. lie wants to head off those me-
chanics' societies which insist upon limiting
the number of apprentices to each trade, and
to do so by means of free public schools
which shall be mainly chronological, that is,
shall teach both the theory and practice of
mechanic arts. The mechanics societies
are, in this matter, as absurd as Doctor Hol-
land is in his fear of socialism, or as are
others in their terror of secret societies. or of
popery. No combinations of trades or other
occupations can give them a monopoly in
free country like this; nor can any other
combinations of men, however secret, or
whatever their doctrines or purposes may
be, work permanent or serious injury to
commonwealth where the people read, think,
and, when they deem it necessary, act with
overwhelming power against everything
plainly injurious to the common veal.
Doctor Holland is more severe upon the
common schools by far than we have been.
We have said that they do not do 1.-THE of
what they might be made to do in preparing
our youth for the active duties of life in the
arts by which the vast majority must get
their living and contribute to the general
prosperity. The doctor boldly says. at
cannot be successfully denied that the influ-
ence of common schools has been to unfit
those subjected to their processes and social
influences for the common employments of
life." This seems to us too strong state
ment though there is an element of truth
contained in it. The great body of educa-
ted men in the country, and especially those
who are directly concerned in the work OF
education in our academies and colleges, care
very little for the common schools except as
feeders to those institutions. Consequently
they desire only to have those branches
taught there which are elementary to the
classical and mathematical courses of the
higher schools in the direct line to the col
lege Special education for the industrial
arts and commerce was not thought of in
the establishment of our common school sys-
TEN. Elementary instruction pointing to.
wards literature and the professions was the
sole design. The brightest scholars were
expected to go on in that direction, if pecu-
niarily able, while what the rest picked up
was considered quite sufficient for the base
mechanic" or the "clodhopping farmer"
Very unexpectedly in the quick progress
of the age, mechanics, agriculture and trade
have almost at once risen to the position of
sciences, aud their pursuit to the dignity of
professions, while yet the common school
and the academy 60 on in the old track, with
eyes "sot" upon the high literary and clas-
steal learning of the old time which still
holds sway in the system of college educa-
ton. The commercial classes in our cities
have long since found this out, and estab-
lished their English high schools and com
mercial schools. The only "profession
which "degrades" itself with hand.work (and
which consequently has always been re-
garded as the least of all the professions
aud unworthy to be called a profession)-
we mean that of medicine and surgery-long
ago was forced to set up its own schools to
teach pupils how to compound medicines
and perform surgical operations. But in the
mechanic arts aud in agriculture this move
ment has Just begun, and the first step is
hardly taken before it is found out how de-
fective our common schools ESQ falsely and
hatteringly styled the peoples colleges) are,
az Introductory to an industrial training Of
any sort. When agricultural colleges were
begun all over the country by means of a
national grant, it was found that there were
no teachers competent to conduct them, and
no pupils fitted to enter them That is the
prime cause of their failure, so far. 1t
would have been better to spend the money
in improving the common school system on
the side of instruction toward the practical
arts. This done, the chronological schools
aud colleges would come in due course, and
would not have had to struggle for life
against lack of good teachers, lack of fit
pupils, or the greed of impecunious and
moribund literary institutions gaping to
swallow their endowments.
DIR. Holland goes on, in his indictment
against the common schools, TO say "The
lad who has made successful beginning OF
the cultivation of his intellect does not like
the idea of getting living by the skillful
use of his muscles in a mechanical employ
ment." This is an entire mistake. Boys
healthy boys delight in the skillful use Of
their muscles, and are far from objecting t.
make money by it. But our system Of
"higher education" discourages this. Il
sets up skillful use of the muscles il
profitless and injurious ways, such as base
ball and rowing, to head off the native in
stinct Of the boy to do something that viii
occupy muscle and brain, and at the sam,
time "pay." Even our college courses il
ball-play and aquatics do not entirely sue
coed in this purpose, since they turn out
certain number of professionals" who &C
as trainers, and make money by public exhi
billions. No, Doctor Holland, the vast sal
of amateur printing presses, fret-saws, athes
sets of gardening tools, ETC., ETC., show thu
natural bent of the boyish mind toward
something practical, which, in spite of al
hindrances, is often made profitable. Re
ferring to the decline of the apprentice sys
tenn, DIR. Holland says How the American
artisan gets the knowledge and skill whicl