The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1897-10-10
NAP OUT BIG WORK
LOCAL SCHOOL UNIONS WILL EN-
DEAVOR TO BROADEN THEIR
SCOPE CONSIDERABLY.
HOME STUDY OR THE CURFEW
TO BE CONSIDERED WITH REFE5-s~.
ENCE TO THE EVENINGS OF
CHILDREN.
ECONOMY of MECHANIC ARTS,
That Is Also One of the Topics
Which 1t Is Proposed to
Take Up.

Inc second annual meeting Of the
local unions of the city will be held
In the assembly room of the Central
nigh school tomorrow evening under
the auspices of the officers of the CEN
traI union. In addition to those who
nave already Joined the local unions
ana who are expected to be present
all others interested in school mattars
and educational progress are invited
70 atteno. There will be the annual.
reports of the officers, showing what has
peen accomplished in the first year of
active work, and Prof Edward Scar
ing, principal of the Mankato normal
VIII deliver an address on Couture and
Happiness.
Inc syllabi that have been prepared
Tor use in the meetings of the local
unions VIII be given out to the officers
Oh those which have not yet received
them. These have been prepared with
care by members of the central board
and adopted after consideration. criti-
clsm and revision by the full board
They are intended to be suggestive
merely, hints to start thought and call
out discussion, instead of being in the
nature of brief treatment of the full
subject. The following have been
adopted, and others are in course of
preparations:
SYLLABUS OF INDUSTRIAL, EDIrCATIoN
l. The age is utilitarian and is marked by
discoveries and inventions. Note that until
recently industrial education has been en-
t1rely neglected in the United States
e Show that industrial education is di-
rected upon utilitarian lines. Illustrate the
TACT that the competition of modern nations
is INDUSTRIAL 19s rather than political
o. why are we at a disadvantage In the
prouucuon OF MANY forms of wealth? In
yestigate the connection between Industrial
schools and the supremacy of France Ger
many and England in most wares and fabrics
and in the useful arts IN general
f. Should it be an object of public eduea-
uon to ut boys and girls for some useful
occupation in after life?
o. what would be the social economy of
TINS? How would society be benefited by it?
.. what would be the intellectual value
of such a training? What would be its
aesthetic vIaue? What would be it's moral
value?
T. Show that manual training is the first
step in industrial education. Illustrate by
the Mechanic Arts high school. Should not
the domestic arts have a large place In
such schools. for the better education of
girls?
8. Could a school of trades be added to our
community?
9. If no theoretical contention could be
enforced against such proposal. what prac-
teal opposition would like be developed?
TO- Would it be possible to turn such OPP
position into support? If so, by what argil-
ments or what expedients?
H. What scope should such a school have? .
should i,l 1t teach the various trades fully, or
only the groundwork of principle and prac-
tice common to all the mechanical callings?
r. We already have the free technical
school in the State university. Would it be
a matter OF social equity to Introduce the
10. Is public opinion now prepared to favor
this extension of public education? If not,
should the desirability of it be urged on
patriotic and philanthropic grounds?
SYLLABUS OF HOME STUDY.
l. Is it necessary for pupils below the high
school to do any home study in order to
properly complete the common school course?
2 If home study is necessary should arith-
metic be studied at home?
B. Is it necessary for the parent to super
wise at home the progress of the child?
f. Are parents in general fully acquainted
with the course of study?
s. Should the course of study be fully
printed and distributed to all parents?
g. If it is not necessary to study arithmetic
at home what should be studied at home to
keep the parents in touch with the school
work of his child?
Z. Can parents be influenced to accept new
methods through their children?
8. II home study is recommended, should
IHe parents take up the exact Work Inat the
pupil is doing in school or work supplement
airy to it? If supplementary, would it be well
to arrange, for example, course in literature
adapted to each grade?
g. Is 1t well for the parent to assist his
child in the preparation of what are purely
school duties?
10. Should parents make regular provis-
ion for hours of quiet for their children's
home study?
II. Is 1t advisable to recommend regular,
ity of study hours and relaxation?
-. Should anything be said in regard to
interference of society with reference to
study hours?
10. Has the parent who pays no attention
to his childrens home study the right to ex-
pect the same results at the end Of the year
as the one who does? =
a. Some parents object to home study
Ought such parents to be convinced of the
wrong they are doing their own children and
society in general?
10. Does home study imply self-sacrifce on
the part of the parents?
&c. In a community with home study we'll
what would be some of the prac-
teal results?
IT, Ought the teacher to follow home study
and ought she to impress the pupils with its
necessity?
IS. Would home study eliminate all neces-
sity for the curfew?
SURROUNDINGS ON CHARACTER.
/. Is character building an essential feat
ure of the public school education?
2. Influences of home surroundings. Can
they be overcome by school surroundings?
8. are good pictures and other beautiful
things useful in the school room and home
rs aids to character building?
f. Is good taste in the arrangement of
school and homes of value in devel-
1ping the childs moral character?
s. VIII good taste and neatness in dress
help in the same way?
g. If it is true that things seen are tenn
ooral while things unseen eternal, what
will be the effect on child character of con-
TACT with parents or teachers whose instruc-
ion and appearance in outward form may
De correct, but whose real character is de-
'ective?
T. Can teacher parent make up to a
,hild a lack of spiritual atmosphere by sup
Ling haaIltifIII and irlstriictirn thir,rc