The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1903-01-25

Tribute to the Man who Brought
Manual Training to America.

Chicago Letter in Boston Transcript.
Prof. Gabriel Bamberger is dead In
Chicagos West Side Jewish quarter ''the
mourners go about the streets and the
people in sorrow endeavor to comprehend
the change, which seems SO vitality connect
ed with their interests. The children of
broom peddlers, junk collectors, pawnbrok-
ers and secondhand clothing dealers look
at you with awed glances, for Professor
Bamberger was more than teacher: he was
benefactor and friend.
This educator brought manual training
to America. He brought original ideas for
the modern application of principles gained
from close study of the work of Y. Amos
Komensky. whom both Bohemians and Mo-
ravians claim. A picture of the seventeenth
century educator hangs in Professor Bam-
berger's private office, where it has served
during the twelve years that Professor
Bamberger has been at the head of the
Chicago Jewish Manual Training School as
object of reverence.
Professor Bamberger came to America
twenty-five years ago as an unknown
gogy. Felix Adler had then arrived at the
conclusion that the poverty Of our cities
might be greatly leSsened by some form of
practical education for the poor. He be-
teacher from Germany through a letter of
Introduction from DR.. Goldmark. whose wife
had been a former student of Professor
Bamberger'S. He told Professor Bamberger
that he had already started a kinder
garten class according to ideas of his own;
but the question which perplexed him was
what to do with the children when they
should leave the kindergarten. He was dis
satisfied with the theoretical education of
the public schools. He made the startling
statement that IL had been his intention to
E,nrOnp and from a
gogue TO another until he found one that
could solve the problems that presented
themselves TO his mind.
He found In Professor Bamberger a man
trimming with educational ideas for the
poor, and one who readily undertook the
labor of developing scheme of study
which would unite theory and practice. 1t
was not aimed to teach the poor certain
trades. but TO develop the most conspicuous
talent of a pupil in whatever direction.
presented a comprehensive plan that was
accepted by Professor Wood. dean of
Stevens Institute; Dr. julius Sachse, di-
rector Of the Collegiate Institute at New
York. and DR.. Mary Putnam jacob. The
Workingman'S School and Free Kinder
the direction of the Ethical Culture So
ciety with a single class, Professor Bam-
berger in charge. This was the first school
in America that embraced the principles of
manual training as a general educational
force. The school was permitted TO de-
velop naturally. new class was added
each year until an eight-grade school re-
suited. To-day manual training schools
OF many methods are in operation. but the
schools which have sprung directly from
Professor Bambergers ideas are UNIQUE
in their position as philanthropic agencies
/ called by appointment at Professor
Bamberger's home one evening. and also
on one or two other occasions at his school
The impression that remains with me now
from those visits is that ii was my priv
ilege 10 interview a devoted chief of a le-
voted people. On the occasion of my call
at his home found that, although IL was
evening and company being enter
| tanned, he was busiy engaged In his office.
| was conducted through rooms where his
| family and their guests were ENJOYING
| themselves good-naturedly. He welcomed
| me with a cordiality that seemed 10 say.
| Keeping me from the evenings enter
| tainment? Not so; not That is their
| ENJOYMENT This is mine" He seemed hos
| pitably conscious of the assembly; but he
| had a bigger duty than that OF Immediate
| host His affections reached out and in
Guided a larger family-the poor of the
| Jewish district over the river His home
was only portion of his patriarchal es-
| tate The interests of all had to be looked
after: none could be sighted that he might
| indulge his own personal pleasure.
| He was surcharged with earnest enthu-
| siasm In speaking OF his early struggles
| TO convince educators of the value of his
| method, he told how opposed his ideas We're
at first In 1851 he attempted TO secure
| space he said, for an exhibit OF some OF the
work OF his first pupils of the New York
school at the National Teachers Associa-
| ton conference. After many evidences of
| indifference on the part of the management
| he succeeded in having small corner re-
served But his displays at that early time
were crude, and attracted little attention.
During the sessions. however. Colonel Fran