The Helena independent. [volume] (Helena, Mont.) 1875-1943, 1890-06-29
TECHNICAL SCHOOLS,

Baltimore has recently celebrated it's
sixth anniversary. AS the pioneer in
this department of public school work
and the only absolutely free school Of its
kind in the world, its results lay claim
to our interest and consideration. Open
ing in 1884 with sixty pupils and four in
structors. it has extended its sphere of
usefulness until the staff at present
numbers fifteen and the pupils $40,
while the erection of a fine new build
ing further attests its growth. Manual
training is admittedly the first and
chief object of the establishment and as
a consequence the usual studies in the
advanced grades of the public school are
here side tracked in the 'literary de-
partment." This departure alone serves
to distinguish it from many other
schools which have inaugurated tech
meal department, but have relegated it
to the position of side-issue. The reg
ular curriculum occupies three years
and there is in addition, preparatory
two years course for students who have
not been able to follow out the ord-
nary school system. Carpentry, wood
turning. forging, pattern making, mold
ing, soldering, vise-work, each in turn
receive careful study and attention and
the practical results are visible in dyna-
mos, a printing press, spectroscope, all
the work of the pupils.
All this is highly laudable and credit
able to the school and it's system, but it
may fairly be objected that this is but
another coat in the veneering process
that seems to characterize too much of
our modern school education. There is
scarcely any subject that the school
graduate has not smnttering of, but
thoroughness seems to have departed
from school-liie. In aiming at too
much, we secure but little. We study
so many different languages and ologies
confused undigested mass over which
we have lost all control. 1t may be wise
to doubt the wisdom of spreading over
still more ground an education that al
ready merits the accusation of shallow
ness.
There is no doubt of the popularity of
the movement, but popularity is not
always the best test of merit. The idea
numbers many advocates who would
gladly see it grated on our public school
system in general. 1t may be admitted
that school life spent in such pursuits is
more pleasant than if devoted to the
study of Greek or double entry, and
that the student in the technical school
has better time than his confrere in
the Office or the factory. 1t may be
granted that every man ought to have
some tincture of mechanical knowledge
sufficient to enable him to dispense with
outside assistance in many little mat
tiers. 1t may be granted that the brain
will receive as good training from the use
of tools as from the study Of the dead
languages or the live sciences. We may
grant all this, and we may still hesitate
ito believe that the object of public edu-
cation is to make children good work
men. Should it not rather be it's main
purpose to put them in a condition to
become such: No one will question the
desirabllity of the technical school at
the proper stage of development, but
many will be Of the opinion that it is
proceeding upon mistaken lines when it
practically usurps the place Of general
education, that an edifce, however lofty
and fair to view, is not likely to stand
the tests of time and weather, if IL has
no abiding foundation to support it.