Daily globe. [volume] (St. Paul, Minn.) 1878-1884, 1882-12-29

was first taken up for consideration, the
discussion being led by an address by Prof.
G. ". Levens, superintendent of schools Of
Freedom county.
Educational conservatism was not, he
said, entagonfstic to the interests of true
education; if education shall ever become
a science it will be owing to conservatism;
results were the only true test of theories,
hence the conservative of to-day is often
the radical of twenty years ago.
There were extremes in all things, and
it was an accepted admission that extremes
were dangerous; it was the mission of in
telligent conservatism to avoid extremes
and seek the golden mean; education in
Guided the best in every
department of human skill;
knowledge VS.. mental discipline, informa-
ton VS.. formation, art VS.. nature, artifi-
cial vs.. natural, text books VS.. objects,
words VS.. ideas, force VS.. moral suasion; in
all these things there was tendency to-
wards extreme but edt .tional conserva-
ism sought the golden mean in all.
The speaker then illustrated the charac-
ter of the old fogy, whose varied idyosyn-
cracies were happily taken off. The new
fogy was also graphically described; it
was his forte to go to the other extreme;
he wanted perfection. Out of these came
the conservative; he recognized perfection
in the abstract only; this was his grand
ideal towards which all effort was directed.
The school was but one of the four active
agencies, including the home, church and
society, which contributed to make the
perfect education; the why and the how
were vital necessity. The new togy had
hobby in trying novel methods; he be-
leved that all that was old was bad and all
that was good was new and in this he was
on level with the old fogy who believed
that nothing new was good.
There was nothing so terrible as activity
without insight. The speaker then refer
red to the harmful hobbies of both old and
| new fogies,and quite an interesting disser-
tation was given of the chimerical
theories of both. He deprecated
the system that looked for results from
mere clatter of school machinery and the
modern system of examining abstract the
cries. Corporal punishment was alluded
to and he thought that school was most
conservative where there was the least use
for it.
The peculiarities of the old and the new
fogies with regard to their methods of
teaching school were spoken of at
length. In conclusion the speaker thought
that will power, energy, self-reliance and
continued effort were the factors that
went to constitute the true forces in educa-
ton.
Upon the conclusion of the address q
young man who occupied seat at the re-
porter's table, in the interests of a twi-
light concern, on Third street, asked if re-
porters would be allowed to speak, and
upon being answered in the affirmative, he
emitted a few sparks on the subject of con-
servatism.
INDUSTRIAL EDUCATION.
President Edward Soaring, of the State
Normal school, Mankato, proceeded to de-
liver an address on the subject of Indus
trial Education. In commencing he eaid
he should probably present the conserve
tive side of the issue; he was a believer in
labor; in honest energy and industry. He
did not believe, however, that industrial
education should be made q
part of the intellectual system.
The great majority of children were in
school but few years and the question as
to what shall be the course of study and
the methods was the paramount question
to be discussed; many of the children re-
NAMED in the schools only six or seven
years; he held that reading, writing,
arithmetic, grammar, spelling, ETC., etc.,
were absolutely necessary in the course of
CONN., n school study. These things must
be studied and ought to be reasonably we'll
mastered; it was impossible for the ma
jority of children to more than reasona-
bly, master these studies; it was no small
thing to acquire such knowledge of the
English language as to be able to
read and compose properly;
it was big thing to get really good,
sound common school education; the
speaker was a friend of drawing and
of reading in tho public schools, but he
was inclined to think that too much atten-
ton was sometimes given to these branches
He believed in a system of frugality,
and thought saving bank should be started
in connection with the school system.
such a system would teach the pupil the
value of money; he did not believe there
was any need for industrial schools in
connection with the public school system;
there were mechanics and tradesmen
enough surely to look after the industrial
interests of the community; if the speaker
wanted his watch repaired, an addition to
his house or his horse shod, he could al
ways fndwilling and experienced workmen;
he could not see the need then of engraft-
ing on the public school system an unnec-
essary and burdensome addition, in view
of the magnificent devel. pment of all
branches of mechanical industry.
The speaker, in conclusion, referred to
the growth of the railroad monopolies,
characterizing the evils connected with the
system with great zeal and vigor.
Prof. Daniels. representing the national
society to promote industrial education,
was the next speaker. He said he didn't
believe there was any antagonism between
his society and the association; the idea at
the bottom of the system was not merely
to supply good artisans, but the theory
was that brain training, the fundamental
law of industrial work, was on the highest
plane of life and reason.
Time was when our predecessors learned
industrial training in the woods, barnyard
and cornAeld; there were debating and
spelling schools, and all these went hand
in hand together, and the result was tho
broadcast kind of culture. The speaker
then compared the former methods with
the systems of to-day, when machinery
executed all the work which used to
be done with the hands; the