New-York tribune., 1905-02-27
gcpO0L 4yD FACTORY.

A CORRESPONDENT takes us TO task for suggest
ing in the course Of an article advocating strcter
child labor laws that in some places matter or
capital Importance was the Improvement OF
SCHOOLS to give such training to the Children
that they will really benefit rather than suffer
by exclusion from the factories" Our corre-
spondent asks why the exclusion from fac
tories now without waiting for the training
would cause the children to suffer, and also
what would he the character of training neces-
''sary to make this exclusion beneficial"
The Tribune did not say that the children
needed to be trained precedent to exclusion from
factories as our correspondent evidently thinks,
and in fact misquotes us as saying in another
part of his letter. We merely called attention to
the fact that in some parts Of the country schools
were so poor that child might actually be bet
ter off in a factory. There are undoubtedly some
factories that are better than some schools, so
far as education and morals go, and our object
was not to defend factory work for children
but to urge the necessity Of providing every
where for the children TO be excluded from the
factory something better than the surroundings
which invite to the truancy and vice which are
worse than wage earning for the rising genera
ton.
Every child should have school opportunities,
but he should also learn to work. Under old
conditions of industry. the farm, the kitchen and
practical training along with their school work.
Our life has been transformed by city condi-
tons and factory development and the use OF
machinery. yet to a great extent our schools are
conducted on the theory that every child will at
home be fitted for industry. The result Is that
our country is filed with young men and women
who have learned TO despise hand work. but who
have neither the natural capacity nor the ac-
quired knowledge for anything else. We have
altogether too many loafers conscious OF their
eligibility to the Presidency. We need schools
whose training is adjusted TO the fact that nine
tenths of the pupils who attend them VIII some
day be under the inevitable necessity Of earning
their bread by the sweat of their brow, If they
are not to recruit the ranks Of the vicious and
criminal.
We may be accused Of seeking to break down
American ideas Of equality. Perhaps our CORE
spondent will call this a manifestation OF caste
spirit But it is not We are simply concerned
to adapt education to the real needs OF the edu-
Gated The boy who has mastered craft and
its possibilities Is more Of a man and has more
chance to rise in the traditional American fash
ion than the boy who comes out OF school
ashamed to labor and not knowing how TO make
a living even If he wants TO. BY all means let
our schools inculcate ideals Of equality and lib-
erty, but let them also teach the dignity of
labor and show their pupils how TO labor SO
that they may easily find opportunities for
work take delight in their work and be able TO
utilize those larger opportunities in life which
come from work well done.
We have in this country an industrial civiliza-
tion. Our business life IS organized on a basis
of Industrial efficiency. The railroad president
holds his place because he has mastered its re-
qulrements Just as the engine driver does But
our schools are managed in great part as If they
80, a
ancient Rome Now adaptation to the time
does not mean mere practical" study and the
loss of breadth. but it does mean tLat discipline
Of hand. eye, brain and character which will
make up for the present day absence of home
training and fit our children TO be efficient mem.
bers Of society and be not the slaves Of the work
which. sooner or later they have TO do. but
masters Of It, with that joy ana freedom which
only mastery can give