The Norfolk weekly news-journal. (Norfolk, Neb.) 1900-19??, 1909-02-19

the Geld of science, second. to IN
and to interpret the history and tho
civic relations and third, TO cause ..
individual to know himself In the fed
of literature
The other is the more tangible aud
unitarian phase, which views the In
diyidual in the light of his vun... .
and rockons with him as A produce
Is 1t not possible, in the light OF uur
experiences, so to combine our edu-
Cltional processes in elementary in
structiOn that the same form of cduCa.
ton which fits for livelihood will bring
also education for l'Cn
Frankly now, have we not spent o.
money, our time and our energy IN I've
education of the minority, in getting
the few ready for higher education
and higher life? Have we not neglected
the majority who drop out even before
the elementary education is complete?
The majority of those who drop out
must become common laburers. When
pupils leave the schools bcft re finish
ing, they do so for one or m,ne of the
following reasons: First. We fail TO
interest them second, they see no
practical value In the work they are
pursuing; third they are taken out to
become wagc-Carners; .Uurth, they
lack faith in the schools to be of great
service to them.
We should so organize the course of
study that those who complete the Gle.
weutary schools may be able to take
up the employments best suited to
them and go forward with rapid and
intelligent progress.
Our system of schools has other
serious faults. Our courses of study
are badly overcrowded and are not
constructed in the light of modern
psychological Development. We at
tempt to give food for the develop.
ment of the reason at a time when
the mind needs far more the food for
the development of memory and inn
agination. Proper pruning of our pres
ent courses will produce superior fruit
age. The recognized course will give
practically one.fOurth of the time to
the industries.
With proper pruning or reduc-
ton of literary courses, one hour per
week could be spent on industrial lines
in the first and second years of the
elementary course; two hours per
week in the third and fourth years,
three hours per week in the fifth and
sixth years and five hours per week
in the seventh and eighth years.
There are various lines that may be
employed in producing deXterity in the
manual arts Paper cutting and past
ing, clay modelling and pottery, sew
ing, basketry, sloyd, domestic science,
bench work. iron and tin work and
agriculture.
There should be regular work in the
gymnasium. Our conditions demand
education in manly and manual arts.
There is too much strain on the aver
age child in the primary departments.
We need more outdoor play, more in
dustrial employment and greater re-
pose for every child coming through
elementary schools.
The large number of defective chill
dren in every school would be dis
covered and their deficiencies over.
come. The deficient child neglected
becomes the delinquent child; and this
produces our criminal class
A manual training school can be
equipped for 100 pupils for $3.50 for
tools and benches. The financial prob
lem is not great. The work of manual
training should be correlated carefully |
with the work of every other depart |
ment
| have observed that in communities |
where railroad shops are established, |
the boys who leave school in the early |
part of the high school course go into |
the shops and, in a year or two, are |
able to draw full pay sometimes as
high as $1,000 or $1,000 per year There
is strong inducement in such a com
munity to take up industrial phases.
The vocational school organized |
upon this basis safeguards the three
important points in education; first,
the acquisition of skill is subordinated
to the acquisition of scientific prin.
ciples; second, the formation of char
acter remains the paramount issue;
third, the craftsmanship serves pre-
eminently as an element of culture.
In these reOrganized schools We are
not working for mechanical proficiency
but rather for enlightened deXterity.
Let us, in our schools, endeavor so
to build that the product which comes
forth may be an active product. Let
it be creative.
Discussion Follows.
The discussion which followed the
paper, while limited by the late hour,
was participated in by number OF
the school people present. DR.. Thomas
paper was strongly endorsed and its
direct application to Nebraska fowls
was brought up. DR.. Thomas admitted
that it was not a problem which could
be worked out in a day.
Attendance Small.
Three factors united in emitting
down the attendance at the second
banquet: the pOstponement from a
previous date by the first blizzard, the .
fact that the threatening weather Of .
the morning had caused President
Conn of Columbus to send word to
Fremont and other points that the
banquet could not be held and the
condition of the Sioux City
line which kept away at least twenty
school men and women from Wayne
and other points.
A Musical Program.
Following a banquet, which did
credit TO the OXnard and the banouet