Omaha daily bee., 1908-11-06
he nation requires that the rural classes

the nation requires that the rural classes
should thrive.
An intelligent rural population is neces-
sary to the finest character and integrity
of the whole people, for the richest de-
velopment of common sense, sincerity, large
views and patriotism. These qualities seem
to spring from the land. They are found
in cities mostly because brought there. The
strongest Instance of them are not indi-
genous to towns. Town life would soon
grow sickly alike in moral ana physlcal
regards, but for the incessant Importation
of blood and character from the land, 1t
is a matter of common knowledge that
nearly all the men and women OF COM
handing positions In society, business,
politics, literature and life were born and
reared in the country;
the education and upbuilding of the rural
classes, some might accuse me or talking
politics and bidding for the farmer vote:
| My thought is much more serious, and It
is based on the most fundamental and
rock-ribbed economic reasc ming. The high
welfare of men in the. long future is bound
up with agriculture. As agriculture shall
fare in time to come so human civilization
itself must fare, the interests being one
The other generic supports of mems In
dustry, minirg, the forests and manufac-
turing, are fast nearing their term, which
means that fruitful toll by human beings
Is to be inevitably thrown back more on
the land, its sole adequate and final re-
source. But the land itself will fail save
as the filth of it is placed IN Intelligent
hands. The demand for q better educated
rural poPulace is but she undertone OF
Sentiments recently uttered by DIR. a. S.
Draper, If correctly reported in a New
York Times editorial July 8, 1905. seem to
In alleging lack of sufficient articulation
between the educational and the Industrial
think. in saying. that Our elementary
schooling trains for no Industrial employ.
merits" They, in fact. lay the basis for
all employments; Reading, writing and
ciphering are such basis. DIR. Draper must
admit this. True, our common schooling
leads to no particular calling. 1t is gen.
remain. We may be forced to devote
fewer grades to the foundation work, per-
haps encouraging youth who think they
must specialize thus early to enter voca-
tional schools or courses-agriculture OF
some mechanic art-so early as the end
of the sixth grade. But these schools, as
domestic art studies of the earlier grades
should be germane to the system, not
on to what has preceded, and, in a way,
to the parallel work of the pupils who dc
not thus specialize, so that, at the END a:
that he Is perfectlng himself for the serv,
ice OF his kind. Manhood, citizenship, so.
~ciality15that Is; after all more vital thar
to let his high and splendid ideal be
trenched upon or overshadowed by sense
PLY divided already. TOO many a man Il
for his set. his guild, his trade. Recip
tents Of public education must stand foi
breadth. public spirit, humanity.
What we desire is not a substitute fol
the good, old. common school,, but only tn,
[ old thing in up-to-date form, differen.
gifts with the same spirit; improved meth
, DDS. enriched courses, relatively NOR,
study of things and OF nature as compared
with mere books. From the beginning
of the seventh grade you may Introduce
{ vocational specialities, preferably through
separate schools. 1 urge clrcumspectior
{ even In this, believing that 1t will b.
i found best In the main to nOSfDOnP COa
I cializing to the high school period when
3 all agree. 1t may be given fairly free reil
2 trade high schools in town-agrlcultura
high schools on the land. But let the sys
. tenn In every stage, phase and breath Of
be one, unitary, self-consistent, a publ
and general affair, broad and liberal Il
E spirit rather than technical, narrow, di
visive. This condition is not difficult L
fulfill. You can teach blacksmithing wit