The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1886-12-30
The Afternoon Session.


There was a considerably decreased attend
ance at the afternoon session, many Of the
members attending the meeting of the 'Indi-
ana Academy Of Science The first topic dis
cussed was Education and the Labor Prob
lem" The subject was presented by A. d.
Mohler, superintendent of Huntington county,
in a very able paper. His central idea was
that the public schools, as they are now di-
rected. tend to create labor disturbances by
driving men wa from manual labor, and he
held that the children in many of the schools.
and especially in city schools, were taught 20
look down upon manual labor as degrading. In
proof Of his assertions he submitted mucn ar.
eument, and his sentiment, which at first was
thought to be too radical. at his close received
the plaudits of the association.
The discussion of the subject was taken up
by A. b. Woodford. instructor of political
economy in Indiana University. On the main
points of Mr.. Mothers address he diff
fered from that gentleman. Said he:
There is not only a need to
simply trust the true relations of
capital to labor. but the children need more edu-
cation. In instilling into the minds Of the
children the proper moral sentiments will be
found the true solution of the labor question.
All education. he argued, should tend in this di-
rection. by thus increasing the efficiency of
ONt Nv iC, We III ltSSOQ Ln6 NUM-
Der of crimes and decrease the number of
paupers of our land"
The discussion was continued by M. Letter, of
the State Normal School. who spoke extempora-
neously. THE w~orkingmen." said he, 'have a
grievance, but they do not know what it is.
The mere statement that they have n grievance
is all they can give. It is not easy to define this
grievance, though | am satisfied they have one.
1t is a disease, and the difficulty is in describing
it. The leading query is this, How shall labor
secure o more equitable share of the wealth of
the country Not far from one-fourth Of the
wealth of the country is controlled by a small
privileged class. We have men so rich that
they can erect residences that cost as much as
our magnificent State house. and never feel the
expenditures; and we have them so poor that ex.
istence is a continual struggle TO them. 1t is
true the ignorant and in6olent tend to be poor,
but among the poor are millions who
are not ignorant, indolent ana degraded;
and this in a land that produces a greater sur
plus than any other country upon the globe.
Education touches the labor problem, only so far
as it touches public opinion. There are many
causes chat have served to bring on our labor
difficulties. The use of public money in national
elections is one. Our statesmen even sell their
Y se for o United States Senator. Our Legisla-
tnre is controlled by money. The makers of orr
laws too often consult Doodle, and not the will
Of the people. The people have in a measure
come to believe that this is right, and public SEN
tIment applauds the man with the most Doodle.
This state of affairs is not chargeable to the pub
lie schools. 1t is not what tho schools arc doing,
but what they are not doing. We need
more teachers who lnstill into their pu-
pills the true tenets of religion. The man
who is educated is conscious of power. If he
does lot feel the power ne is not educated. It
is not. therefore, strange that education tends to
take men from manual labor. Higher wages
are paid for brain work than for won: with the
hands. A farm hand is paid bul $3.50 a year,
while a book-keeper gets not less than 81 200.
The farmer needs more education. and when all
IA n~n a1,,aA44 - 49, -l~-1l L. a
labor question will offer its own solution"
In the general discussion that followed quite
a number participated. Professor Thompson
was in sympathy with the ideas of Mr.. Mohler,
but did not think the schools were responsible
for the fact that labor was degraded. The
schools, he held, are just what society makes
them. and # such a state of affairs
existed as Mr.. Mohler intimated, it was due to
influences outside of the schools themselves.
Whatever dignity there is aboct manual labor
said he. scomes with the thought there is put
into it,"
Professor Mohler answered briefly the crit
cism upon his paper. and said he was thoroughly
informed as to what he was saving. Being a
mechanic himself, he knew the feeling among
that class, aud he had had it thrown up to MIN
that he was lowering his position as a teacher
by doing manual labor through a few months of
the year.
The report of the board OF directors of the
Indiana Reading Circle was presented by r. G.
NOD1Nf NSAANA - oh0 WIN
of pedagogy in Indiana University. The
financial report showed that the asso-
citation had a balance in the treasury
of 1926. The association has now Gao MEMBERS,
representing twenty-eight counties. In a
lengthy paper, Mr.. Boone set forth the plans
and aims of the circle. 1.-THE teacher he said,
lis the measure of the school OF the thirteen
thousand teachers in Indiana, rot over one third
have a proper preparation for their work. They
should, so far as possible, be authority in their
profession. The professional training teachers
need they are slow to seek, grasp it readily when
it comes. hence the reading circle. He is the
best teacher who has the best knowledge of the
thoughts of the best writers, and these may be
obtained through the State reading circle. The
number Of readers at present is nearly three
thousand. The association has been rapidly
growing since its organization, in 1884. If all
vantage is TO come from reading, It will best
come from an organized effort, hence, again, the
reading circle. Next to the reading circle, the
press is the greatest educator the teachers have,
and where they use both they are in q way to
soon be well equipped"
The circle and its work was discussed BY r
IS. Smith, OF Cnauncey, and others, who urged