The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1899-01-23
PRACTICAL EDUCATION.
Some Views Suggested by "a Defeated
Legislative Measure.

To the Editor of the Indianapolis Journal:
The defeat of the Governors bill relating
to the teaching of agriculture in the public
schools is not discreditable to him. The dis
cussion of that bill was not creditable to the
Legislature. AS to the details and as to
the pedagogical possibilities of the Gov
ernor's idea with our present school meth
DDS, that is another question. The spirit of
a part of the discussion of this bill GER
tainly indicated that it was the thought
that the practical affairs of life should be
kept out of the schools. Even Mr.. Meals
resolution on that subject is against the
spirit of the most advanced educational
thought at this time, when it says: THE
great object of the school system is not ri
marily to fit men to follow any trade or
profession, but the building up of strong,
sturdy American character among our peo-
pie" No one will question the force of the
latter part of the above sentence. On the
other hand, one may well question as to how
we are to build up this sturdy American
character without dealing with the practi-
cal affairs of life in our schools. If our
school system is not equal 10 doing this, it
is the fault of the system and not of the
idea. There is no calling more in need OF
direct, practical education, of gainful
knowledge than that of farming. And there
is no greater machinery conducive to the
general spread of knowledge on all subjects
than proper public school organization. If
the schools have not the capacity to do this,
the fault is in their organization and not
in the idea itself.
The teaching of the practical affairs of
life in schools need not be discussed as
theory, but the results may be presented as
facts / would place the teaching of agri-
culture through the medium of public insti-
tutions on exactly the same plane that
would place the education of lawyers, doc
tors, engineers, architects or any other
gainful operation. Why not study farm
methods as we'll as music and drawing?
Why not study the present as we'll as the
past? / would arrange the public school
system on such basis that a boy or
girl need not leave school in order to learn
to make a living. In considering this sub
ject shall not confine myself to that which
relates to the teaching of agriculture. 1t
was only a few years ago when a good in
termediate education was certain to give one
a good living, to make one independent.
Now this is all changed. Competition is
stronger. The demands of our times are
for practical education. Furthermore,
through the medium of a practical educa-
ton believe that boy or q girl will learn
more of arithmetic, chemistry geography
time and energy than by the present alb
stract method. For that reason ] believe
that a certain large part Of the work of our
schools as now organized is time and money
thrown away. How and why? Through
failure to give the work Of the schools prac-
tical direction What does practical direc-
ton mean? ] will give a typical example.
The farmer boy goes to school. Does he
learn to apply directly and absolutely his
school knowledge TO his farm work? Not
so. Nothing farther from il. His school
knowledge is placed before him as some
thing abstract. 1t has no definite relation to
the work which is before him and
the work to which he will always have TO
apply his education If he stays on the farm.
A farmer boy when he goes to school
should get such knowledge as will
lead him to get more money from
the soil and from his cows and
stock and do II intelligently. IT should be
of a character TO interest him in the work
which is before him. He will get none the
less of general culture Of a knowledge of
history. of languages If we please and OF
the common branches through being able
to give practical and definite direction 10
a farmer boy does not do his work any more
from his having gone TO school. His arith-
work, his school does not make his farm
labors more interesting. He imagines that
his general education fits him for some
thing better than agriculture. He has not
been taught TO give his education practical
direction. Having received 8 kind of COM
mon school education. he goes to the town
or cities TO join the army of the incompe-
tents. We find him behind counters. driving
hacks digging IN the streets. and ali for
the want OF giving his early work definite