The Monticellonian., 1903-02-05
SOUTH ERN
 EDUCATION
TECHNICAL SCHOOLS NEEDED.
They Will Assist With Greatest Profit the Development of
 Our Varied Resources.

It we would develop with the great
 est profit to ourselves and the world
 any small part of he large and varied
 resources of this vast southern em=
 pire of nearly a million square miles as large as Austria. Germany, 1 France. Spain. the British Isles, ani the New England states combined.
 and much richer in natural resources then we must not only educate all
 our people in general way, but they must be given specific knowledge and
 skill to do particular kinds of work We must have few great polytechnic schools, and many technical and
 trade schools for teaching the theory and practice of every industrial art, from the intense cultivation Of the soil and the care of forests to engl- neering and the manufacture of the finest fabrics and the most delicate machinery. And there must be com merical schools, such as all the great commercial countries of the world are establishing and maintaining.
 Germany. France. Switzerland, Den mark, England, the New England and northern states have their hundreds of such schools, on which they lavish millions of dollars, every million re-
 turning its ten millions. It is these schools and the knowledge and skill gained in them that have made Den mark. with it's few acres of sterile soil and it's northern climate, the see ond country in the world in per capita wealth; enabled the Swiss peasants and mechanics to deposit in their saw inos banks 2o0,000 ,o00-about S15 per capita for the entire population;
 helped the German people, burdened with an immense army and double system of royal governments, to wealth, power and industrial and commercial supremacy; enabled France to pay war indemnity other wise ruinous and leave her people un- impoverished; assisted England in re- gaining her place. which she was rap idly losing, at the head of European nations; and enabled our own manu- facturing states to compete success fully with European countries within their own ports and territory. Brains
 
 chinery. and to control the forces of nature count for much in the produc- tion of wealth.
 Nor is this kind of education valua-
 ble alone for the increased power of production it brings to the individual and the community. It gives real cul- ture of mind and heart as well, in- creasing beyond measure the power to
 see straight and think to definite pur-
 pose, and giving q firm and sur. foun- dation for morals. Not hearing alone
 but doing gives the roek-frm founda-
 tion that resists the floods and storms. Froebel was not far wrong when he asserted that this working
 out with the hands the images of the soul, the thoughts of the mind, the desires of the heart=this busy, pow erful activity-eonstitutes the real kingdom of God on earth Mir. Page.
 in the Worlds Work for June, 1901,
 says the wonderfully rapid develop ment of technical education and the rapid extension of manual and indus trial training as means of mind cub
 ture as well as hand culture are the
 most striking facts in present educa-
 tional progress. 1t seems to have
 been clearly demonstrated that pupils | who are taught 10 do things with | their hands do better work also with their minds than those who do not have manual training The most note | worthy movement in educational l work in the near future seems likely
 to be based on this fact. It is d move
 mem straight towards common sense and toward the strengthening of | democratic character And again lie says. "The race has found its develop
 ment by doing things. By doing
 things 1t has learned it's wisdom and
 built it's institutions. Common sense expressed in action that is he Amer
 ican character as it has been the En- glish character behind il for q thou
 sand years"
 Some States School Taxes.