Daily capital journal. (Salem, Oregon) 1903-1919, 1906-08-22


fects in our scheme for educating tn,
masses, to the effects that our public
schools do not--excepting few
school for manual training-giv,
young men a training such as vii
enable them to fit into a place II
our new industrial life.
Matthew Arnold in his report as
chairman of the parliamentarian
commission on higher schools and
universities of Germany goes to the
root of the evil:
English employers of labor are
just now full of complaints of the
ignorance and unreasonableness OF
the class they employ, and of sug
gestions, among other things, for its
better instruction. 1t never occurs
to them that their own bad instruc-
ton has much to do with the mat
ter Brought up in schools of in
ferior standing, they have no govern
Ing qualities, no aptitude for the
ruling OF men; brought up with bol-
low and unsound teaching, they have
no science. no aptitude for finding
their way out of difficulty by
thought and reason, and, creating
new relations between themselves
and the working class when the old
relations fail.
Our educated and intelligent
classes, in their solitude for our
backward working class, and their
alarm for our Industrial pre-emi-
nence, are beginning to cry out for
technical schools for our artisans. |
Well informed and distinguished |
people seem to think 1t only is nee
essary to have special schools of arts
and trades, as they have abroad.
and then we take a clever boy from
our elementary schools and put him
at once into a special school. A
study OF the best continental expert
ence viii show them that the spe-
clal school is the crown of a long
co-ordered series. designed and
by the best heads I'm the
country. A clever boy in a Prusslan
elementary school passes first into a
or higher elementary
school, then into a modern or real
school OF the second class, and final.
~ after all these, into the special
school. A boy who has had this pre-
is able to profit by a special
school. {
These foreign governments which a
We think so extensively arbitrary do 1
II least take, when they administer !
'ducation, the best educational onin. I
on oi the country into their coun-
els and We do not This comes l
'artly from our own disbelief IN a
government partly from our belief {
II machinery, Our disbelief I'm gov II
rhment makes IL slow to organize a
o'ernment perfectly for any mat d
OF our belief in machinery makes II
Is 'hink that when we have orea- .
lled department. however inn.
ertectly It must prove effcac,ous
hd self-acting, a number Of grave
'a''ers Affecting public instruction II
'his country-our system Of
'mp'utlve examinations, our reru.
'uon OF studies, our whole school
'slslation--are at the present mo
tent settled one hardly knows how n
'r'ainly without any care for thelC,
Est counsel attainable being srst
ken TO them. g.
Ihe other obstacle is our bi,b m
l'nlon OF our own energy and pros. -
'r''y This opinion Is just; but IL A.
possible to rely on Il too Ion. and Al
strain our energy and our prosper
too hard, AZ any rate, our energy
Id prosperity win be more truithn
~ SS'e the more We add inteuI.
nee to them Here. II anywhere
an occasion for applying the words
the wise man; III the iron be
unit and man do not whet the
'ge' then must he put forth more
rensth; but wisdom is profitable 10
rect" ''' W
We are up TO European conditions
''fe Is longer the unoccupled west
which the newcomers, the discon.
n5ed' or the one who has failed 10
g as OF old The wedging In pro.
s. mas begun. We grow wise ana
IproNe our civilization by givins
cry person the training which viii
aole hin TO make a living. a her.
''''sen' more intelligent citizen
an his competitor. In the mann.
''aFins industries OF foreign conn.
es.