, 1881-07-17
EDUCATIONAL REFORM,

val, giving now aud then 4 moments atten-
tiOn to blOoded stock. T. ". s."
EDUCATIONAL REFORM.
Another Letter from. - sEI-Pedagog.ss
10 the Editor Of The CHICAGO Tribune.
CHICAGO, July l6.-l must confess that tho
tone Of your article Ill last Sundays TRIBUNE,
headed "Ex-Peda.og in Educational REFORM
was surprise to me. l said nothing whatever,
SO far as am aware, either for or against cdu-
tional reform; though, if I had and had even
opposed some alleged reform. | do not know
that it should have subjected me to a forfeiture
vi courteous treatment.
What did attempt to discuss was tue prac-
tfcabiity of making industrial education Il part
OF our common school system. had nothing To
say against industrial education. 1 admitted
Wiil,-bu9 i i did not % ihink Aeu' It feasib!a e. 1a
nor praet.caI to graft It On to the common,
expressed such opinion. ain treated to a series
Of assertions and epithets, Of which the follow
ing are among the choicest; Ignorant"
" champion OF inertia, p" Il clOd,'' !" representa-
tive OF resistance to educational REFORM -
firely misapprehcnds the subject matter Of the
Ike a orae wet ne snS
opposition offered By stupidity 10 the spirit ut
progress" !" displays al Ignorance Of the SUBJ
5est So profound prot Us to excite CONTEMPT
may not, according tn the standard which ono
sets up; bur even you yourself will hardly
venture to call it argument. am very
well aware that no attempt is nutie
Ill the proposed schemes of industrial education
to teucn any particular trade. The attempt is
carry my such attempt to fruiuon. put my
questions in the shnpe did. SO rs tu bring the
absutdlty OF any such attempt It's tividiy as
followed out the thought to its remote con-
sequences
Now we are in n condition t. inquire: Is it
.E0t
sentative tools? How many trades will those
selected have any bearing upon. How nany
t,:1des upon which they will have no bearing
whatever?
1t is easy. enough to suy "The thousands Of
fo"s used in 1he arts are & put noiicntions OF
scarcely more than half -tlt1cl, in luulbcr.''
That may be admitted. and yet such an asser-
ton is hardly in tho nature Of positive prouf
scoos M"ua ps Seneicia or % m 9ur
able in any way. suppose grant that the
tools used BY II pr"ctic"l jeweler are but tnodih-
knowledge of the use OF the latter be Of any
assistance to a boy who wishes to become a jew
eler: - Whit practical henett would the
wcavcr. IL halter. In short. not to carry the up
plIcation to all absurd extreme, what prcpar;t-
ton would boy huve for entering trade
WHICH thrce-1onrths OF our lads do not pick up
by the age Of II!
1t seems to u,e the scheme assumes that boy
approaches trade with such profound iguo-
80, - N1@>s - o,'~' HSt N'4n" saG
between saw and plane. The
use Of machlnery has SO divided
tho tho+ >. M outes :l oi mecnnmca. ne industries
class of services,-we cannot cull them tr7ldcs,
such rs pointing y pin. piercing the eye of
''eeuc' cut'tns lue tart:au oH tne Hhe scieW OF
fnauut acturing estAb bshments are very numcr-
t. - - , - e " uet - ~ nccua'i4esll
n ;asui b, .i.'. y a. ;11 . !!tve
pare FOR special trades. Set up schools, if you |
. =. ~ WY sate slttetpt'se ~ test tuo
t f lof LIS Is as ye no,n' more tnan theory
pnruens '.a 1nah tney at5e1y oeat Ihere IS a.
,o ,T 7n'p t;ti, an u tSr i nietnaus.
the % schools are I'M in,ended to ue accomnlisb nna
~, ,.a,t ,s.11 " uoFe 1n te4tlEent.
~ rta ~ ~ tno uulect VI tno
tI nt.ai ~, @ y ny, ps'ary 20 IN
W. W. ps't,s at, =" nc 1A Iah cH.rAoruinary
=. nLI hi T, =; ~ . ~ snuW " ure' alAls
s Itct;cs ny ~, Ss a-"n'cn inaeeo'
=. sos , snuul saow ~ taaI pe1ore Wc haa con-
nou scnoQ1s incn uu not make living, that the
t;t M t!",,o' M ~ ~ ane p:one VI ln'3se hatons
" salen nave 20 scnool system hnd IL Impossible
% make nvlnt;. and should 20 farther back
anu snow tnat before tne Invention of the
a4 II ahG nass o. naneina stArvea
.4lat ~ we're u1iablc u tuake !lVtnS,-iL "oulu
NV NV oeeu !nolE " Tue pollt. hh'c never rs
=. ~, .Su; -, anu & snIh H.. ~ not 10 pe loollso
= M " s H., .ne n
, ~: @ a Ete'te ano at!i Au ~ enaphs men
Sa'm ~; .!e tneans t ol living eoinioFtaDlv. but
III ali's ~ .lot ls pIilnary obJect do assert
@ nueea. Incasuali, Ill tlle same issue ~ "hica
our hftlt'le appeared. seems TO imply that edu-
bond t1,s encnteci M scnttcman tna ,a
n", Tho I. .1rttfo,s , - tue uupa-
hoice series wbct be- nanes '' There a. nuthinr
,,ore utterly foolish than thf, at1e,nn,s mnie r.
,rnvc 1,ronnsitinns hv etots3 fr1, ~ iane w. "
nutisria. ~ o'o'''A'e' AAo414 tne pcl'-
., ..,-,.- |
o oucu statlstlcs are entlrely useless except in
tc !; - nat!us M y. those Wno nusc inAdc STUDY OF
~ nenn ILL., aau xt'o" ~ ~ ing nootncallons WHICH must
y ,nuue even WHICH, Tue 6tatlstlcs are most Care
yIynnin pcnifc,1iary, ..nf IN conxi..ts iva.
iS1hs }ttif t1ttc,uf,1i 1r,ht srff,nt f1f cnrrso
l,cy had it would h. tiitt1,it tn find n chilu IN
ur older States who hu, not attended uubli.:
chool But how long? Three eunuthsa siY
,o,r2 %n,, ,.,,,r.. II.,,- -. ]