The Telegraph-courier. [volume] (Kenosha, Wis.) 1888-1946, 1908-07-09
AIMS CLEARLY SCI FORTH
Value Of the New Education to all
Glasses of Pupils is Shown and
What it is Expected to Ac-
complish in the Future
LBy E. E. Betzerl

IHGO 'Cut ldGGGI d IGC1G HOI0 Iul1y we
Ffnd it not so new to many foreign
countries. and even to parts of our own
country
Though somewhat reluctantly, we are
compelled to recognize that greatly op-
pressed and hampered nation, Russia,
as the founder of this so-called new
education. 4as es4 so 'a
This as far back as 1868 when the
first school for tool instruction by labor
atory process was begun by Victor
iiRella-V os. director pof the eaImperial
Technical School at Moscow. A little
! later the same kind Of school was
established at st. Petersburg.
These schools were separated from
the mechanical workshops which were
in existence at this time and in which
orders orc from private individuals were
filled.
This separation was made, firstly,
that instruction could be given in the
elements of tool work in the least posi-
BILE time in a systematic way; secondly,
that increase in the supervision of the
graded employment Of the pupils might
be made; thirdly, that it would give to
the study of practical work the charac-
ter Of sound systematic acquirment
Of knowledge; fourthly, it would help
to mark the progress of every pupil at
different intervals. 1t thus became sep
arated from the factory influence and
became method OF development for
the pupil.
Sweden was the next to adopt this
fmethod of education as a part Of her
instruction and Herr Salamon estab-
hshed at Mass a school of world wide
These schools did not teach a trade
but gave instruction in the use of TOOLS
In the year 1876, an exhibit of work
done at Moscow and ST. Petersburg was
made at Philadelphia, which attracted
the attention Of the people Of this
country and for the first time in the
history. Of, eur educational system, the
educators saw the mistake of all Book
learning with no physical training.
1t did not catch the educators by storm
and sweep the country as all fads do,
but{ they saw ,in it the fundamental
foundation upon which our educational
system should be- based, viz; to prepare
its students for future occupations, to
fit them to- obtain food shelter. and
clothing
| It is Aof a5new idea, as itfgvas mani
Tested in the, Kindergarten establ ished
| by sFroebeI who said: @The end and
aim Of all our work should BE the har-
monious growth of the whole being"
Bacon, who was "a university man
said; HThey learn nothing at the uni
yersity but to. believe"
Il Pestalozzi saida Education is the
generation of power
| Comenius said: "Let things that have
to be done be.learned by doing them. -
| So we see that though these ideas were
not manifested in "a system of manual
training, yet the principle was in the
minds of these educators. 4
In medieval times education consisted
almost entirely of literature, the study
OF languages, and philosophy, and the
moral teaching of many1great men, such
as Seneca, Plutarch, Marcus Aurelius,
and others. a
| But while they taught, emperors and
people alike Toasted their eyes on the
bloody orgies of both men and beasts,
and scenes Of the most horrible barbara
ties. fet6i e .fel - a4ai {.
Sc we see that training the mind
Ealone does not produce the finer truer
and most desirable sensibilities that 90
to make up we'll rounded out life.
| The training of the mind alone pro-
duces selfshness as it is "a pouring in
process, while the tone who is training
both mind and hand to act in unison
is not only doing something for him
self, but is doing something for his
fellow beings and is learning to re-
spect the laborer and the labor.
This is a very essential part Of the
training of the young as labor and
capital are too far apart.
The capitalist, who too often does not
know labor from experience, does not
appreciate the real dignity of toiling
with the hands. Manual training helps
to bring the laborer and his employer
nearer together for here the rich .an6
the poor alike labor. together. side BY
side, each striving to accomplish some
| definite result, while each is learning
the real dignity of labor. -
| We said that manual training could no
pc spoken of as entirely new, but The
blending of SfnanuaT training and men
tai training may be spoken of as the
new education. Without technical ed
ueatlon, or manual training, the lahore,
cannot hope to rise above the grade Q:
piece of automatic machinery.
/ Our schools must give both manua
and intellectual training as each is
II OF m a ~ ~