The news-democrat. (Providence, R.I.) 1906-1909, 1906-07-10

CONTINUED from Page one)
At the morning session in MarquanS
chapel Walter E. Ranger, commission
er OF public schools. of this state
spoke on 1.-THE Significance OF th'
Report OF the Massachusetts Commits
sion on Industrial Education
MR. RANGER'S ADDRESS.
In tho course OF his address Com
missioner Ranger said:
s,rhe report on industrial education un'
der consideration is another evidence .
the continuous change III euucationa
beliefs and aims that has been tahlis
place in a progressive civilization. In lls
statements OF facts. the report SHOWS
that the public school. In its enlarged
function, has assumed more and more ol
the educational duties OF home, farm,
offce and workshop; In It's revelations OF
Individual and social needs. II discloses
the dependencies OF the public ON its
schools TO meet those needs ana the op-
portunity for larger service BEFORE the
school; In its suggestions OF ideals, IL IN
spires a trust In present tendencies anu
a larger belief I'm the public's response
bility for the education OF all
The report honors the Industrial aim
tn education IN its true relation with eth
icsl. civic and social ideals. While the
tlfcorist governed by tradition rather
than the interests OF the coming genera.
ton, may ridicule this as the bread
parent ordinarily sends his child 10
sc3lool with the faith that thereby he Is,
among other benefits. 10 be the better
prepared 20 earn his living. He knows
that learning will not feed anyone, but
that labor added 70 learning will while
he realizes that awaiting his offspring
somewhere In the future is the stern
duty OF providing means for his physi-
cal existence. For the end OF good citi-
xenshp there Is a unity In the true aim
OF the ,.~cator and the wish OF tho
parent for his child.
''The ability of "A citizen 10 support
himself and family and To contribute
something to his time and generation Is
the very basis OF good citizenship ana
social order. The public school Is main
tanned 90 promote not only Intelligent
citizenship. but also aesthetic and ethi-
cal citizenship; not only citizenship for
the purposes OF government. but also
commercial, Industrial or productive.
professional and domestic citizenship.
''In democracy education must be OF
and by as we'll as for the people. School
education is for the good OF our children
OF the next generation-for the better
ment OF the race. Tradition may offer
suggestion. bu. the interests OF the indi-
vioual and society are To prompt educa-
tlonal thought. inspire educational sentl-
ments and dominate educational effort.
ii IL is TO enrich and elevate the life OF
the race. the school must be a part OF
the Industrial and social life of the peo-
pie. from which II is TO receive It's own
enrichment. guidance and inspiration.
While IL is calmly 10 conserve its own In
tegrity. II Is 10 take the hint from the
dissatisfaction of parent. citizen or en-
ployer regarding the results OF its work.
''Such hints In the report Enthusiastically
indicate that the public is 10 require OF
its schools I'm the future better instruc-
tion In the principles and practice OF
modern Industry, better training In the
efficiency of labor. and a more practical
education In the actual activities OF men.
toward which youth Is constantly NOV
ing.
'Modern sciences and other modern
subjects have, against protest, won their
places In school and college. Urged for
their vocational values. they have been
honored most for their cultural values.
Drawing. manual training and domestic
arts. prompted by public appreciation of
their practical value. knocked at the
door OF school. and were admitted when
Il was seen that they had disciplinary
value. But gain In educational theory is
shown when II is recognized that culture