The San Francisco call. [volume] (San Francisco [Calif.]) 1895-1913, 1895-09-22


should be combated. Belief in equality is
strong social force, but unfortunately one that
interferes with the establishment of such good
adjustment 1t makes bad jewellers out of
good blacksmiths, bad surgeons out of good
butchers.
But not only is the community injured by
being inflicted with bad work at the hands of
men who might render excellent service to it
in other callings. These individuals them
selves are also injured Their bad work cam
not bring them in satisfying remuneration;
and, more important still, the mere sense that
they are not fitted for their work, and that it is
badly done, is constant dull distress. There
is no happiness greater than that of the skill
full workman at his interesting task; nothing
more dispiriting and humilating than the
consciousness OF lifetime of ill-done work.
In order to correct this insidiously evil NAL
adjustment and avoid its consequences, in
place of equality, individuality must be taken
as our National watchword. Do not encourage
men to mimic the most successful in attempt
ing 10 perform work for which they themselves
have no capacity. This is to teach them con-
tempt for the capacities which they have.
Rather teach them to respect their own capa-
cities, to train them and employ them in the
calling in which they will be most effective.
Believed equality lures men into callings
whose results are most attractive, whether
actually obtainable by themselves or not
Sturdy individuality assures man that what
he can do best Is worthy and best to be done.
word now on the choice of calling. Most
plumbers here come, believe, from mistaken
attempts to rise above ones parents. For on
reflection it certainly seems strange that the
generation which knows most definitely of the
strong resemblance in aptitudes of children to
perentS should be most strenuous in diSsuad-
ing the former from following in the latters
footsteps. l venture the suggestion that this
should be reversed, and that, IN default of
strong evidence to the contrary, a boy should
be presumed best fitted to follow the calling of
those among his successful ancestors whom he
most resembles.
have its work done by men of unframed capac-
ity Careful training OF ali kinds is necessary
il it is TO compete successfully with rival COM
munities. Our public schools, however, give
other lifework they foster the ambition, mis-
taken though it be in the majority of cases, to
enter the professions and other so-called higher
walks of life. AS Nation, we believe that all
men are equal, and demand that in matters of
schooling they shall be treated alike.
The fact is that our present industrial sys-
TEN, with all its rich inventiveness, has devised
no substitute at all adequate for the training
afforded by apprenticeship. Before tools gave
place to machinery as the chief agent of produc-
ton young men learned their trade under the
personal supervision OF some past master in the
craft To-day the corresponding occupations
are almost as truly crafts, require almost as
much skill and cunning. But owing to the
greater completely OF modern indus try with
the consequent nigh degree of specialization,
and owing TO the large number of employees
under any one master 1t Is no longer possible
to combine in one man the functions of en-
ployer and teacher. The class of teachers has
become differentiated from the class of en-
lion. For under the old system young man
did not merely acquire dexterity, but also be-
came learned in the traditions OF his craft He
was informed with an ideal OF excellence. Did
he live up to 1t, then he was respected and hon.
ored by those skilled TO Judge; did he fall below
it, then he earned the disrespect of his fellow
workers. The apprentice system kept alive an
esprit de corps which seems now 10 have per-
ished from off the earth, except in the army
with its uniform and flag. And without such
esprit de corps, and the pride of occupation,
Nyl,i or ~ Ia jS SafA tn hot
genuinely good work cannot be expected 1t
is much TO be regretted that labor organiza-
tions so LITTLE realize its Importance:
But turning again to the more strictly educa-
| tional problem, it is evident there is much
| need OF special training-schools. Our gram
mar and high schools, largely through the
fault OF university faculties must be admit
| eu are little more than college preparatory
! schools. our high schools, as Professor Howl
son very convincingy maintained in recent
address, are OF one type. They should be OF
many types, as many as there are groups or
! closely allied occupations. 1t is not advisable,
| for the reasons indicated, that many should
have university education, properly so-called.
| Mostanust follow distinctly practical occupa
! tions, and the bulk of their school time should
| be given TO n thorough training therefor.
] Manual training-schools should be established
/ i'll every community, and should be supported
| or at least supervised by the State with great
! care. Their scope should be much extended,
and their curricula are certainly capable OF q
| great deal OF improvement. Technical schools,
mechanical, agricultural, viticultural, en-
| gineering in its many departments are indis-
| pensable factors of any effective community.
| These might well vary from community TO
community, depending on the industries for
| which each is best fitted. The enviably we'll
governed British municipalities have recog-
| niZed this, and there are to be found many
excellent training-schools for the industries in
which they severally excel. California has rea-
| sonably well-ftted agricultural and engineer
| ing schools, though too few avail themselves
! of these advantages, owing doubtless to the
| unpopularity of the careers 10 which they
| lead and 10 the wellnigh irresistible attrac-
| lions of city life. great need, however, in
view of our unsurpassed seaports, is tor d
school where shipbuilding and navigation in
| all its branches might be learned, Every mod
ern community should also be provided
with genuine business schools when many
| things should be taught besides bookkeeping
and the tourishes of Spencerian penmanship.
| In fact there should be school providing
! training for each group of closely allied occu-
pations. Unless such are established we must
needs be Worsted by our better trained COM
petitors: Sucn schools need not indeed should
not, be free; but in all probability the state, by
partial support or supervision, will be called
/ upon to come to the rescue OF the private en-
terprise that has so far quite signally failed.
! One other suggestion: These schools must be
| places for downright hard work, and plenty of
| it. They are not only to turn out skilled in
| dustrial mechanics, but they are also to train
! their scholars TO a firmly founded habit of
| great energy and alertneSs, for in practical life
| these are quite as indispensable as steam is to
an engine. Universities and their preparatory
|
cautious special investigators and men of cui-
| ture, who by their breadth of view and calm
ness of judgment preserve the community $
balance and sanity-these must give more
| leisurely training, which will allow students
| opportunity for calm investigation and habit
OF caution that takes in broad scope of con-
| sideration. practical workers decision had
best be quick, even though it be wrong. But
| the small minority must decide right as nearly
as possible, even though it take much time.
| Obviously the training necessary for cultlvat-
! ing these widely different habits of mind must
| needs be very different and cannot con-
veniently be given in one and the same insti-
| tuition. Schools for liberal and scholarly train
| from schools for practical training.
| Now, however, let me say in conclusion that
practical schools cannot neglect the liberal fac
| tor in education. An individual is not merely
called upon for efficient self-support; he is also
| a citizen and must actively support the gov
eminent and assist in improving 1t. modern
| self-governed community is vastly intricate
and the opportunity for blunders is great One
! of the great difficulties with our present
| societies is that the working classes are suff-
| ciently intelligent to recognize abuses, but so
| ill-informed as tosupport neutrality-suspicious.
| remedies. Education cannot do everything,
| but it can and should do much. And all high
schools, those for technical training as well as
others, must give at least so much liberal train
| ing as will persuade their graduates of the
| difficulties Of political and economic subjects
| and of their own ignorance. High school