The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1901-12-27

for miles and see no one. He compares
this with the brilliant. crowded streets, the
light streaming from lamp and shop-win-
dow, Of which the stir and hustle and
excitement form a memory that is like
some enhancing vision OF dreamland, and
in his dreams he forgets the many beauties
OF his surroundings. the beautiful fields,
the ripping brook, the bubbling spring.
the fresh pure air, the fragrance of the
rose, the beauty of the lily, the abundance
OF room, of healthful food. many OF which
are not known in the city. even where
the exterior is most inviting.
THE going away from home to school
was the equivalent of bidding farewell for
ever 10 farm and trades. Nothing but
some of the professions was in view. The
false notion was entertained that by means
of an education. and that followed by one
of the professions. the young man would
become prominent in the affairs of the
world, and wealth would flow into his
hands.
REASON FOR ENCOURAGEMENT.
ITO such an extent did his idea prevail
that no little of the encouragement given
by parents to children to attend school
was that they might make a living without
working so hard; and no sacrifice was too
great on the part of parents that the chill
dren might complete a course of study
Young people being thus educated without
any of the responsibility of providing the
funds. necessarily came out of school, feel
ing that they could secure a competency
without work. Thus the very purpose of
the parent and the college was thwarted.
This principle prevailed to such an extent
that the changing conditions in the vari-
Gus departments of life were overlooked.
The introduction of machinery, the settling
of the great prairieS, the establishing of
great factories, all called for the very best
element of rural life. Opportunities were
offered to all who were willing TO make the
effort for rapid and remunerative advance
Marvellous
incredible discoveries were made in the
various industrial departments, but no one
seemed to think that there might be some
thing done which would make life on the
farm more attractive. The only wonder is
that existing conditions are as satisfactory
as they are. and that urban growth has
not been much greater. 1t will not be
questioned that the preparation which the
young person needs for agricultural pur-
suits or for the trades, is the prepara-
ton requisite for the scholar, and what
ever makes the scholar makes the farmer,
the professional man, the citizen. What
can the schools do toward remedying these
evils? Many things, but L shall not at
tempt TO follow out in detail any Of these,
and shall be content to call attention in a
general way TO but two: First the placing
within the reach of every boy and girl the
opportunity to obtain an education at least
equal TO that of our best high schools; sec
ond, the establishing of agricultural and
manual training departments in our public
schools.
That however, which will do more than
all else to change the conditions of the
farm will be to have in every school. in
every normal school, In every college and
university, a department of agriculture.
Here is the greatest opportunity for elevat-
ing the standard of agriculture and carry
ing untold blessings to the people. and IL
would be the greatest possible source of
creating new relations between the farmers
and the educational institutions, thus in
creasing the desire for higher education to
such an extent as would overtaX the pres
ent capacities of these institutions, even
though they offered the most extended
courses of study.
Another branch of study which is sup
elemental to all other branches is manual
training. 1t gives me pleasure to know that
many Of our high schools have already in
troduced it, and others are preparing to do
so. Since this subject will be discussed in
the further proceedings of this meeting it
will receive but brief consideration here
When reference is made TO manual
training there is a sort of feeling that 1t is
a kind OF mercenary training, that it is
intended TO help on in the trades or the
industries only and that it detracts from
what are usually considered culture studies.
The fact is that its purpose is just the OPP
posite Ii does not lessen in any way the
value of other studies, but supplements
them. 1t equaliZeS, completes the education
of the child. 1t is intellectual study as
fully as literature, Greek, Latin or mathe-
MATES. complete knowledge of it re-
quires as extensive a college or university
training as any other branch. 1t is in every
sense a thought study. 1t teaches exact
ness, honesty, perseverance. Some eminent
scholar has said that manual training that
does not inspire thought is not manual
What does manual training do for the
child? In the first place, it rounds out his
education and prepares him not only to fill
position in the industrial world, but with
equal credit for the learned professions. II
prepares the boy and the girl not only for
all work now prepared for by the schools,
but also for work in many other avenues
IN life"