The Republican journal. [volume] (Belfast, Me.) 1829-current, 1907-09-05
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relationship of education and industry
was created and how it is maintained"
In the same report, pages 143 IA, the
German Emperor is quoted as follows:
"The course of training in our schools
is defective in many ways. The chief
reason is that since the year 1870 the
classical philologists have been lodged
in the gymnasium as beati possidentes,
and have laid the chief emphasis on the
subject matter of instruction-on learn
ing and knowing-not on the formation
of character and on the actual needs of
life. * x The demands made in the ex-
animation show that less stress is laid
on practical ability than on knowledge.
The underlying principle of this is that
the scholar must, above all things, know
as much as possible; whether that
knowledge fits the actual needs of after
life is a secondary consideration. If one
talks with one of these gentlemen and
tries to explain to him that the youth
mus. in some measure be practically
equipped at school for actual life and
its problems, the invariable reply is
that such is not the mission of the
school, that it's chief concern is the
training of the mind, and that, if this
training of the mind is rightly ordered
the young man is placed in position
by means of it to undertake all the nee
essary tasks of life. I think we can not
60 on acting from that point of view
any longer. : Our schools, and
speak more especially of the gymnas-
ium, have undertaken a task beyond
human strength, and have in my opin-
ion, caused an over-production of high
ly educated people-more than the ma
ton can bear. The expression "aca-
demic proletariSt," which we owe to
Prince Bismarck, is true one. The
whole body Of so-called Hungerkandi-
daten," especially those gentlemen who
write for the press, are danger to us.
How far these criticisms of the Ger
man gymnasium apply to the average
High school'in this eastern country is
left to the readers judgment to deter
mine, but it is a pretty obvious fact
that the average High school aims at
preparing it's pupils for college rather
than at giving the majority who cannot
go to college essential information tend
ing to fit them for their life work.
What this country needs is more pub
lie industrial schools of serious purpose
offering subjects that are vitality con
cerned in the industry of each particu
lar region. A good example of what
might be possible for all communities
is the Lowell Textile School in Lowell
the center of the textile industry Of
| America. Here this school furnishes
to the ambitious youth of the Merrimat
valley, whether he comes from the
neighboring town of Tewksbury OF
from the distant isles of Greece, al
opportunity to perfect himself by even
ing study in whatever branch of textile
work he may happen to be employed
during the day.
With due regard then to local con
ditions every region should have its in
dustrial school, semi collegiate in its
standards, yet partaking enough of pub
lie high school methods to be withir
the reach of all. With such usefu
school within their reach boys would
continue their education beyond the
grammar and rural schools and girls
would not predominant as they do il
the graduating classes of the higher
secondary schools.
At first glance such scheme of in
dustrial education, ignoring in its cur
riculum to great extent what are
known as cultural subjects, may seem
unidealistic and more mindful of i'm
mediate returns than future welfare
but moments thought will correct
such an impression, because many boys,
for the very reason that in general only
cultural subjects are offered-prepara
ton for college-fnd nothing in high
school course to suit their requirements
and the result is that their formal edu.
cation ceases.
Now if the high school curriculum
contains courses in science that have a
bearing on specialized and localized in.
dustry, the chances are far greater,-in
my estimation-that the boy may be in.
duced to continue his education through
the high school, at least, and he will
enter upon the study-probably volun.
tarily-of pure science, economics, soci-
ology, government, literature and phil
osophy,-that is, cultural subjects
with far more enthusiasm than if those
subjects had been approached from the
opposite direction.
This method by relating at once at
the opening of his independent intel
lectual career the life of the boy to the
life and interests of the community in
which he dwells will gradually but in.
evitably lead him to consider and study
these matters relating not only to his