The Montgomery advertiser., 1908-12-28
INDUSTRIAL EDUCATION
 RECEIVING ATTENTION

The following paper was contributed fo the Magazine Club by Mrs. Minnie Ledyard and read before the Motners Circle on Reciprocity Day;
 The time was when the study Of the eIassic languages was the centre of hu-
 man learning and the chief means or education, and properly so, since no other line of Knowledge presented sueh carefully formulated and accurate re- saits Proaciancy in these branches fneasured largely the standing Of in- etitutions of learning.. Later, the physical sciences came to be recog- ntzed as an important and ever neces- sary part of the training of such in- stitutions, and now, as time goes on, and our industrial civllization develops and becomes more complex, there in- creases mora and more the need for in- dustriai, knowledge. for the power to grasp and understand the condition of things. There ia widespread and in- creasinE interest In this subject among all people who are interested in edu- cationai and social improvement, and, as a vision of 6 new school, where the children are living real lives, is grad ually unfolding before us. we are com- Ing to see that even here the three Rss" should be considered as tools for the accomplishment of real work. We are coming more and more to under stand that the ideal condition Is ob- tained only when there iB education of the head, the hand and the heart in perfect balance. This Is the problem that confronts educators of the pres ent day. and they are slowly but sure ly coming to a more complete solution of 1t.
 The fact, Is patent to all who consid- CT the matter, that the progress and happiness of the people, the strength and boise of the nation. alike make 1t necessary to give to the wage-earning masses, ana to the common industries, such equivalent as we can for what the present schools are giving to the wealthier classes. and to the profess sional and managing vacations. Good citizenghip, and the thrift and morals of the country are quite as dependent upon the mass being trained to skilled work with their hands. as upon a class being advanced in scientific knowledge or in professional accomplishments The successful workman is a happier man and a more reliable citizen a much larger factor in giving strength and balance to his country, than the unsuccessful or half successful profes- eaonal man. And 1t makes little aadi- tIon to the strength of q nation that some of the people have the highest learning. if the masses have not love and capacity for growing things and making things.
 There is nothing which now appeals t0 the popular fancy in America so much as Industrial training" The au- 4horitiss of charitable and of penal in- stitutions are trying to install if. school boards ars all in favor of it. But the great question is How snail it be accomplished2" Confusion and uncertainty as to policies and plans are widespread. Up to a short time ago, the conception of industrial train ing in the American mind was very different from what It is In the minds of other peoples It was here eonaid- cred as an aid to industrial or engt- neertng leadership, something thet will lift one to place above that Yof the ordinary workman. The falfacy of thia Idea was recognised by Germany thirty years ago, and then b,igan the ssarch for the remedy. whfgh in her ease has proved 50 suceessf'L Tn 1890 the young Emperor said tff the Berlin Conference on Secondary Education: 'arhe course of training our schools is defective in many lays. .l instead of on forrnatlr of character and practical abIlitys he chief defect of our schools is . of national basis for the instrur ion. Our schools have undertaken q kSk beyong human strength and havs An ovsr-production of highly educat people. more than the nation can bear." These words might be very /operIy applied to ex- lsttng conditie' in the schools of our own country. krhe Emperor was not beiittling libs Al education. but he was trying to b hg industrial power into vital reIatt As with it, and this he has been able 6 do most successfully.
 There Tho other great nation where education lis at once so scientific. so balanced, so effective. Its entire edu- catlonal system H1s come to be a pyra- mid with induBtrialism at its base. German schools are provided for every conceivable purpose in life, nothing excuses from attendance. and the schools keep possession of the child up to the 18th or 17th year.
 England and France have trades schools of all kinds and in great mum. berEs but in neither country Is the sys- tenn 90 good or so effective as in Ger many.
 Tn 1904 Germany sent an educational commission to the St. Louis Exposition. with instructions to study the school exhibits and to investigate quietly the