The Appeal., 1910-03-05

erCy, eQudICy
and justice as something high and sacred stirs
in the childhood of the restless, changing pro-
fame metropolis those fine, almost unspeakable
feelings to which the national flag may appeal
when even the study of American history fails
to arouse the imagination?
But it is not wholly on psychology that the
modern public school and it's methods depend
for Justification
The old style public schools, aside from drill
ing spelling, arithmetic, grammar, geography
and history into the minds of children princi-
pally by stern memorizing of the words of text
books, were conducted on the theory of prepar-
alton for high schools. The truth is that not
one public school pupil out of ten in the coun-
try enters a nigh school. The high schools
were largely preparation for college, But not
more than one high school pupil out of ten
completes college course, even in New York,
where collegiate education is free.
It will be seen that only one out of a hun
dred of the entire school population, in New
York. for instance, has the MEANS inclination
or ability to pursue the academic course even
at the public expense.
If only one child out of a hundred can take
advantage of collegiate education, are the re-
naming SO to be left to face the struggle for
life with only the three Rs or perhaps smat-
tering of Latin and the higher mathematics?
Germany has risen to power and riches
nical and trade schools.
In the development of mechanical invention
we have forgotten that the machine is not
everything. Already the labor unions have re-
stricted the apprentice system until American
industry is put to it's wits ends to find substi-
tutes for highly skilled artisans.
The public school teachers of the country
and those who train and direct them are ap-
parently fully awake to the magnitude of the
WI chanp ind rio1
have thrown upon them. Teachers, principals
and professors alike talked to me of Germany's
great success through her technical and indus
trial schools
This keen consciousness of the modern
school problem, shown alike by slender young
misses and by gray and wrinkled veterans, was
one of the most significant and impressive
things encountered in the public schools.
The challenge of Industrial Germany is to
be answered by American pedagogy.
DR.. Thurston of Cornell university has de-
clared that in order to bring the American peo
pie up to technical and industrial equality with
Germany, this country needed at present Il 100
university professors and instructors and II 900
students studying the highest branches of tech
n1cal work; there should be 1000 college pro
fessors and $4,000 students in technical schools
studying for superior positions in the arts; and
10000 teachers engaged in trade and manual
training schools, instructing pupils, 100000 in
number, preparing to become skilled workmen.'
There are more than three female teachers
to every one male teacher in the public schools
of the United States, and yet I found in all
schools the same virile thought, that, aside
from writing, spelling, arithmetic. grammar,
geography and the rudiments of history, the
first great duty of the teaching profession in
America was, by manual training and other cul-
ture outside OF the three Rs, to develop the
whole intelligence of children, to accustom
their bodies and minds to work together, to as
sist them in gradually discovering what their
true vocation in after life ought to be, to ct
them for it, and, from the kindergartens