The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1885-09-18
SUGGESTIONS.

introduction of Industrial work into
our schools, the solution of all difficult
ties, and the attainment of the desired
end. Have not the most deplor able
deficiencies in education already come
from sacrifice of poaoer to technical
skill. OF intelligent action to mechanical
action, OF expressions of real growth
to outward expressions of expected re.
suits? Since " evolution" today is not
the frightful word it was few years
since, there are continually being add
eu numbers to those who recognize a
growth in all directions, according to
educational principles, toward a atr1;tu
OF Poaoer; and that it is not so much
the work of the educator to follow in
detail the expressions of various ac-
tlvlties as to furnish food to that in
herent force from which all these sep
arate expressions of activity are evolv-
ed This development of all faculties
is education. The.true student of this
great art learns that there is u mathe.
NAUTICAL principle, which, given the
proper objects, under direction toward
this end, the child, unconsciously at
first, and consciously afterwards, will
make a mental fixture It may not
serve him so we'll in the solution Of
catch" problems, which by some are
considered tests of intellectual capacity,
but it will serve him always in it's
practical application, because in this
way it has been gained.
There is a principle of beauty, and
the little one, furnished with right
materials first. by direction toward
symmetry of form and harmony of
color, soon learns to love these eX-
pressions of beauty so we'll that a
strong desire is kindled to create. in
dependently, new ones; and this princ-
pie of beauty in form and color once
fully awakened, and the power of
actually creating the pictures of i'm
aglnatiOn acquired, he has the KEY
which opens to him the door of dis
c0very in Nature and of invention i'm
Art and Mechanics. There is a prin-
clple OF physical activity, one phase of
which shall call the principle of in
dustry. To possess that for which we
work is always an incentive to action.
But that possession is doubly dear, if
it represents great practical value, and
at the same time is an embodiment of
our own ideal thought. So when chill
dren learn to put in tangible form,
the more practical the better, their
own mental creations of symmetry.
they have not only found the princi-
pie OF industry, but they have harmonic
ed at the outset the two seemingly con-
fiicting elements of use and beauty.
And once possessed Of this principle
OF industry, not any power on earth can
stay its working out in the field of
thought or matter. And when this
principle in both has not been evolved
and years of life have been counted,
there is no power can call it up; for it
often happens that only love of gain
or fear of suffering can rouse to tenn
porary action. There is o moral prin-
clple, too, strengthened and made active
by processes very similar; and in this,
as in mental and physical growth, the
work of the educator is, not to deal too
much in detail, but to be sure that the
impelling force is in the right direction,
and details will take care of them
selves. For it must be conceded that it
is grander work to try to make good,
true men and women, than to use ones
energy in trying to make Presbyteriaus
or Methodists or any other denomina-
ton. So in intellectual and Industrial
education it is better and more last
ing work to give exercise and strength
to faculties according to some princi-
pie, than to try to train them toward
a certain result. The little girl who
seWs the allotted task of patchwork
seams does learn to use her needle. and
does make the quilt, but another who
gives permanent form to the invention
of her own thought by use of her needle
does more, and gets more, and will
make a quilt just as well, and better.
The boy who hammers and planes and |
saws for the sake of learning to do |
these things, though he have the best |
materials, all his own, does not get as |
much as he who hammers and planes
and saws in putting into beautiful and
useful form picture of his magma
ton. though the completed work be |
taken from him. Neither does the
world get as much from his effort.
The cook who learned how to make
beef soup one day and the next day
cooked pork steak in exactly the same
way lacked something. The pupil who
has finished Arithmetic and Geometry
with honor, and cannot compare, in
his practical application of their princi.
pies, with the boy who never reached
seventy-fye per cent in these branches.
or who never studied them ut all.
proves something wrong in his study.
There is a class of educators, who.
reasoning from observation, and actual
knowing that an average
of not one child in IA large number is
ever surrounded by circumstances
favorable to gaining from actual con-
tact with things such practical informa.
ton, knowing, too, That this wisdom
which IS experience. cannot b. tackled
On midway OF at the end of any course
OF instruction, look to the very begin
ming of education for the application
Of these higher principles and their
working out to truer, better results
than have yet been seen. But indus
trial result, or intellectual result, or
moral result or any other result alone
IS not the aim. 1t is that unity of
power which will make all these re-
suits the very best possible, and which
s sureSt promise of the greatest per-
lection in any particular line of action ]
md OF tie greatest degrees in more than
,ne. Military drill does not make the
great General, for he is master of the
irlil. and it is only one of the incidents
% his power. Neither is the boldest.
pest drilled soldier always the best
soldier. 1t is he who has the truest
of the duties of soldier.
md who acts accordingly. who will do
,est service under all circumstances: v
md this is equally true in any other
yocation.
The friends of the kindergarten, in
Is genuinenesS and simplicity, believe Z
able to SO exemplify these principles
f education that many more shall be
Won, and that no barrier shall long ex- !.
st to their farther unfolding in our free 8
But principles can neither
e borrowed nor copied; and results
ouavnr affroafiuo n,adnr ~x-LoA.