The Washington bee., 1909-01-30

tinaation schools have come into ex-
istence. Night schools have been es-
tablished in many parts of the coun-
try, where young men and women
may learn the trades. Most of these
schools have come into existence to
meet the demand for higher training !
of those who are already working in |
some one or other of the trades. |
Many of the large manufacturing
companies have established trade |
schools in order to fit young men and |
women to perform work that requires
skill and special training. All this |
is industrial education, and the fact /
that these schools have grown up to |
such an extent spontaneously and in
dependently of the common school /
system is an indication of the extent
of the need.
There is one other phase of indus |
trial education which I should like
to touch upon before I conclude this
paper. In recent years I have OBJ
served that from time to time there
has been considerable complaint to
the effect that in the schools the
moral and religious training was not
what it should be. A great many sug
gestions have been made as to how
this fault, if it exists, may be rem
edied. 1t has long seemed to me that
the ordinary training that boys and
girls get in the school puts too much
emphasis on the merely intellectual
side of education More than once
it has happened at Tuskegee, for ex-
ample, that pupils to whom we have
not felt justified in granting diplomas
have gone out into the world and
proven by their actions that, in all
the practical qualifications of life,
they were better equipped than many
of their other classmates whose stand
ing was higher in the purely aca-
demic studies. Several of them have
undertaken, either as teachers or
leaders of their race, to perform
kind of service that was of the very
highest Importance. / have felt at
such times that in placing as much
emphasis as we did upon the merely
academic training we had made a
mistake. In several such cases we
have sought to rectify this error byi
granting diplomas to these students
some years after they had permanent
ly left school
My experience is that the best way
to keep man from doing something
bad is to set him to work doing some
thing good. Mr.. Rudyard Kipling
tells story somewhere of little
kingdom he discovered in India in
which there was one unruly subject.
This unruly subject, as it turned out,
was a native who had some Irish
blood in his veins. The ruler of this
little kingdom had found this man so
valuable in many ways that he did ,
not want to part with him, but he
was anxious that he should not be ,
continually in a state of insurrection.
When Kipling visited the kingdom the
king, regarding him as a very wise
man, put the case before him for his
advice. Kipling went to see the man,
anil after talking with him sometime,
learning something of his history and
his ancestry, he went back to the king
and advised him to make his insubor-
dinate subject commander-in-chief of
his army. The king took this advice,
anl not only was he no longer trou-
bled by INSTRUMENTATION on the part
of his new commander-in-chief, but
perfect peace and order were main
tained throughout his whole realm.
The trouble with most of our moral
teaching, I fear, is that we are con-
stantly impressing upon our pupils
the Importance of not doing some
thing. Human nature is so consti-
tuted that when you tell anyone not
to do a thing that is usually precise
ly the thing that he or she is most
disposed to do.
1 have always thought one reason
why we have had comparatively so
little difficulty in controlling the raw
material that comes to us at Tuskegee
is due to the fact that when they
come here we set them to work. Un-
der the direction of their teachers
they plough and plant the land, milk
the COWS, care for the mules, saw the
lumber, make brick, and erect the
buildings. All this time they are CO.
operating with each other, with their