The Ottawa free trader. [volume] (Ottawa, Ill.) 1843-1916, 1880-07-03

two were independent and could not be brought
together In between were the industrial schools.
Had the old system prevailed these schools never
would have come together. In America were
first the New England schools preparatory for
the universities, but the schools Of the country
were not united into one system. But soon came
the sciences-entering the homes Of the people,
elevating the race creating our modern ciVlliza-
ton and our modern inventions, creating new
demands by opening up new knowledges. lhOugh
slow to concedc 1t, the universities the world
over were forced to admit science-these things
which have made the XIXth century what it is.
These things have made the demand for higher
schools for the people, and changing college
curricula demand different preparatory schools,
thu. at last uniting the higher school with the
common schools-crowning the common schools
with the High School, the peoples college lead
ing the people to the university.
five look at man in his threefold being rs
child, youth, man, the High School is the school
for youth.
The child is as yet "anmal;" all its instincts
are animal and reason makes up but small part
of its being. The education of the child must be
elementary. He must be filled with facts-that
is HI tuaJ can NC NOHc 10 tho N'i''s"i PN-
Rod of life Then the intellect awakes-incipient
manhood Then is born the High School scholar;
and the child "anmal is gone" Strictly speak.
ing the university is not school-it is great
store house for men; place for professional
men to perfect themselves in science-the school
of the full grown man.
But here | am reminded that the American
University does not fill this view, nor does the
High School, and that American schools are de-
fcient compared with the German gymnasia. 1t
must be remembered that schools subject to
their envrons as in nature and all organizations.
The American High School can never be the Ger
man gymnasium universities the Ger
man. ! would not deride the German university
that most noble insttution-but / would rs
soon think Of importing German Imperialism as
her university. They made for Germany; not
for us. The American university when 1t does
come will be growth not an importation; we
shall cover the ground in our own way; it shall
be American and accommodated to its surround
ings.
Our High School shall be the popular higher
school and feeder to the colleges | shall hear
objections to the latter. Some 90 so much far
{ther as to wish to cut of the High School itself
as gratuity But as | have said this century
has brought the lines together so there is no
longer an educated class and labo ing class
education is open to ALTO all is opened the
road to the highest places in science, art and
politics.
/ shall not attempt to say what High School
shall be. 1t is formative yet and varies with
communities; and is besides in skilled hands who
have full knowledge Of its uses. Yet may sug-
gest certain of its limitations: ~ 1t is limited
on the one side by the schools below it. Unjust
not leave gulf between to be passed. but must
20 down to meet the lower schools In the larger
towns this gulf is filed up. Yet every High
School draws from the country surrounding it
must adapt itself to the conditions Of the country
schools. (2) On the other hand it must be lin
tied by the university itself. 1t should continue
until it meets the latter. 1t may go farther but
must not leave gap between for another school
to come in to weaken it.. The college is slow to
recognize the new order of education and does
not come down and put itself in line with lower
schools; but it will come to that one day. (3)
Then there is the Limitation Of the people for
whom the schools are made. 1t must adapt It.
self to the personal needs Of men. We have made
them adapt themselves to our ideas of develop
ment" | shall not deridc "cuture'-devclop
ment and skill in thinking But man must have
facts-materials or his skill will be useless. Man
} education must be for personal or public use-for
his destiny. The studies should be such as shall
fit man for that which he shall be or do in life.
Has not the common school too often forgotten
this? Has it not too often looked to culture
only? Is not the education the man wants that
which shall fit him for liies work? | well re-
member how the Germans sneered at this dread
and butter STRENGTHENING something
higher, grander, nobler than that; but they have
all come to it at last. And I would willingly
swap the great Berlin university with its 200 pro-
fessors for our practical schools The speaker
then compared the value of culture" with
knowledge" showing why the latter is more
needed now than the former
We all know the Importance of the High
School, you are all interested in it, and regret
the blows struck at it, The law of the last ses-
sion of our legislature has already killed one
High School and may kill more. Every egisla
tor is certain he can make school law and dog
law. They should have stuck to the dog law. |
The High Schools are in danger. Yet they riU
exist because they are needed. They may be
eclipsed for time but the light shall shine. But
we want no eclipse. And am sorry to see that
legislators and governors are willing to ask only
the common schools and cast the rest to sccts
and charity 1t is well, then, that you master the
arguments brought against the schools. | will
presenttwo or three fallacies they use.
O) "Higher education is luxury and should
be paid for by those who enjoy it." So is COM
mon school education luxury. A man can live
without it. 1t is only luxury because it is not
10 no ind -Uut,p do q,
TO the people what is necessary for them If we