Pittsburg dispatch. [volume] (Pittsburg [Pa.]) 1880-1923, 1889-02-16
BRAIN AND MUSCLE.
The New Ideas of Prominent
Educational People i
ARE LOGICALLY ADVANCED
At An Interesting Session of the
Teachers Institute.
EI-PRESIDENT r. B. HAYES SPEAKS
Mammal Training in the Public Schools
L.
ARE LOGICALLY ADVANCED
EI-PRESIDENT R. B. HAYEssPEAKs
Mammal Training in the Public Schools
Advocated by Him.
A TALK ON THE EDUCATIONAL FORCES.

An interesting, session of the Pittsburg
Teachers Institute was held in the FRS
Presbyterian Church on Wood street las
evening. A very large audience was pres
ent and the subjects discussed will no doubt
create no ideas in the minds of those tc
whom the education of the child is one Of
the duties of their lives.
DR.. Kearns called the meeting to order.
The institute was opened by chorus from
the Liberty School rendering the "LOrelei, -
German ballad. Rev. DR.. Robinson then
lead in prayer. The Chairman of the in
stitute then made a few introductory re-
marks, and then introduced Hon. Ruther-
ford B. Hayes. The ex-President of the
United States was greeted with applause as
he stepped on the rostru1n. A brief report
Of his address follows:
The friends of industrial education believe
that the time has come when the American
public school shall supply a more practical
education than is now furnished. / beg of you
to remember that if 1 speak with enthusiasm
IL is not due TO the enthusiasm Of a new con-
vert. The germinal principle which is at the
bottom of 1t was given to me when a boy.
Almost SO years ago at college, Dr. McGough,
in an address, said there was wide difference
between a wise man and learned man. AS
an illustration, he cited the learning of Dr.
Samuel Park, of England, who was peevish,
nl-tempered and arrogant man. He did moth
ing worth remembering. He is a specimen of
learned man, but not a wise man. The
Indian chief Tecumseh could not write, but
Enpw n an fha
He was
A NATIVE DEMoSTHENES,
and the English were not mistaken when they
made him Brigadier General. Said he: STE
cumseh was a wise man, if not a learned man."
Does the American public school fit a man
for the battles of life? We test public men
and pubic actions by the results. The people
of America have risen to such a position that
they can be depended upon in the time of
peril. The American public school and col
lege are the causes, and would not disparage
or belittle them.
They are of human origin, and naturally
there must be defects. 1t has been the pride
of its supporters that the American school is
constantly improving. There has been great
advancement made. Il is not my wish TO take
anything away from the school, but to add to it
this new department, manual training.
The many thousands who are pouring into
our schools make it necessary for new de-
partment, the spending of an hour or two each
day in the study of the skilled labor of the
country. IL you were to ask young man In
college to-day whom he envied the most in this
country to-day, it would not be the man of one
talent, but the man of many.
Chauncey M. Depew says he thanks his kind
old Dutch father up in Peekskill, who made
him work when young man; for if he had
not, Chauncey would be keeping store up in
Peekskill to-day.
William Mather, of England, says the effect
OF the pubic school system in the United
States is to give the pupils good general edu-
cation in literary pursuits, but that it tends to
unfit them for manual labor. Is he rightf
Think of it.
oMINoUS SIGNS OF THE TIME.
Carl Schurz says we may regard as signs of
the time the many young men who are raised
on farms and come to the city in order to get
rich; young men stunning manual labor and
obtaining wealth by speculations This is a
distemper which is spreading.
Rev. DR.. Haygood, of Georgia, says he counts
it one of the most hopeful signs of the time
thathand training is coming to be recognized as
one of the elements of good education.
He who has learned to despise hand labor
gets into habits of vice and idleness, which
lead down to paths of crime and wickedness.
Ihave found that self-made meu have always
gained their first lessons in life by manual
labor.
What may we expect as result of work?
Fine bodies; good health. How many bows 90
from college to the life of an invalid7 have
no fault to find with gymnasium or field sports;
but it is work, skilled work, which gives the
best result
After ali, what is education? What is its end,
1t is character. One of the subjects which has
interested me lately is that of the suppression
of crime. If you wish to reform a criminal
you must put him 20 work. There is large
percentage of men in convicts' cells today who |
can read and write; but few who are skilled In |
trades.
We undervalue skilled laborers. Put all our |
boys and girls in schools where skilled labor is
respected, and they will not look down upon |
the laboring man, as many of them now do. |
The speaker paid a eulogy to the works
of Abraham Lincoln and Charles Sumner, |
and pointed out the difference in the lives
of the two men-one of whom had the best |
of educational training and the other had |
none. He then closed his remarks with
another appeal for the support of manual
training in the public schools.
The Liberty school chorus then sang sew
eral selections. Miss Annie Asper con-
Quoted the singing.
Hon. NJ. A. Newall, Superintendent of
Public Instructions of Maryland, made an
address on the subject of Educational
Forces" He said:
FOUR GOOD INSTITUTIONS.
In the olden time, when went to church
more regularly than do now, and then the
preacher divided his sermon into parts. / will
divide my address into four parts-Home,
School, Church and State.
With home there must be love and obedience |
The home must provide amusement for the
children. The boy who learns from stern
father that he must steal his fun or lose it
altogether has taken his first lesson in stealing
as fine art. The girl who finds more pleasure
at any place but home stretches her hands forth
for Dead Sea fruit Love well directed will |
save the young. The home must also provide |
A good deal of the formal in
struction given to children is thrown away / |
child words which cannot be comprehended by
him.
Next to the home is the school A good
school is continuation Of a good home. II
The home is bad, the teacher will have a hard
time; but II the home is good the pupil will be
the same As the home is the entrance to the
school, SO is the school the vestibuIe of the
church: not so much for religious training but
for moral instruction. speak not now Of any
but of all. This is a tendency
10 which the Americans will not lead. Tbey
regard their schools with as much veneration |
rs their church Our schools are daily stigma
tized as ungodly. 1 refute the imputation. |
Our schools teach us reverence, obedience and
punctuality.
The State-whst has the State to do with |
public sehoolsf Under the word State 1 in |
clude all our social institutes. The school laws
the foundations for entering all the positions
In life.
The session was closed by the chorus rem
iering other selections, and the pronouncing
Of the benediction.
|
Wealthy Gentiemau's Fuueral.
Il