San Antonio daily light. [volume] (San Antonio, Tex.) 1886-1907, 1894-07-19

An agreement to disagree is
about all that can now be looked
for in tariff adjustment.
The political tinkerers in this
county are putting all their solder
ing irons in the fire.
The trouble with the cranks OF
this present is that they have no
reversible motion.
There is to many lobsided indi-
viduals in this country. All round
men are needed.
kindergarten and Manual Training.
What shall be done with the
children ? Educate them for work,
for action, for industry; cultivate
their powers for creating and or
ganizing, and then the desire for
doing and accomplishing will take
the place of the desire for having
and getting. State education must
teach the children of the people to
work, without which they never
can become good citizens. The
many must live by labor, and the
school should help them so to
live.
Wendell Philips says: "Seven out
of ten who come out Of our public
schools will be obliged to make
their living by the work Of their
hands. Hundreds leave school at
fifteen years of age, wholly unable
to do anything for which any man
would or could afford to give them
dollar. The boy who is going to the
university has two or three years
more of education given him to fit
him for his future. Why should
not the city and state extend to the
children who prefer some mechan-
ical trade, equal favors, parallel ad-
vantages, the same amount OF
training for their future, that the
university boy has for his? The
discrimination against those who
prefer to work with their hands is
very unjust" Education should fit
a boy for the life-work he expects
to follow. There is no degradation
in labor; if performed with moral
qualities it eXalts character. Labor
is honorable. The wealth Of the
world, the stores on which we live
lie hidden in the bosom of nature,
and they must be drawn from
thence. 1t is production that must
support the race, and there can be
no production without labor, and
without, to large degree, hand
labor-manual labor. Work makes
the man. The greatest and most
illustrions men the world has ever
known, have had trade. European
princes are taught trades. Our boys
and girls should have the oppOr-
tunity for finding out the best that
is in them. Industrial education
winnows out the faculties and gives
them scope. Every human being
is volume worthy Of much study.
This work of finding out what is in
the child, should begin just as early
as possible in life. Practice should
go hand in hand with theory from
the very start. This educating the
head, heart and hand is the great
need of the nation today. Admit
ting the above to be a fact, / con-
tend that the kindergarten is the
only true foundation for industrial
education. The kindergarten is
the best agency for setting in mo-
ton the physical, mental and
moral machinery Of thelittle child,
that it may do its own work in its
own way. 1t is the rain, and dew,
and sun to wake the sleeping germ
and bring it into self activity
and growth. 1t is teaching the
littlel child to teach himself.
Kindergarten devotes itself more to
ideas than to words; more to things
than to books. Children are taught
words too much, While they fail to
catch ideas. Give a child ideas.
The world does not need fine rhet-
oric-valuable as that is-haf as
much as it needs practical, useful
| ideas. A noted inventor advises q
young man, thus: "Study to have
ideas, my boy, study to have
ideas. | can express an idea on a
piece of shingle with pencil, and
can always hire draughtsmen to
work out the idea, but | cannot
hire ideas" The man should be
the master, not the slave of his
learning, and whether he is the one
or the other, depends very largely
on the way his knowledge has been
gained. 1t is better to be master
| of a little knowledge, with the ca
pacity to use it creatively, than to
be the unproductive carrier of all
the learning in the libraries.
Study to have ideas. Life will
| Give no end of OpDOrtunities for