Norwich bulletin., 1910-02-24
INDUSTRIAL EDUCATION.
Magnetic Address by Prof. J. c. Mona ghan of New York, Who Inspired His Hearers.

Magnetic Address by Prof. J. c. Mona
 ghan of New York, Who Inspired
 His Hearers.
 Stating that it was through the courtesy of the Knights of Columbus of this city that the board had the privilege of hearing the next speaker. it gave his great pleasure to present Prof. J. c. Monaghan, principal of the Stuyvesant Trade school of New CTS and thoroughly inspired them with his enthusiasm and command of the situation regarding the subject. that they listened to his magnificent ad- at his suggestion of stopping there were cries for more. 1t was a great treat and he received the enthusias- tic and long continued applause of the through. though it was Ills when he closed his address His was a rapid fire delivery which he maintained with seemingly no effort and showed his deep and sincere interest in his sub ject, to which he has given years of study and work, as was manifested by his words
 In his speech, Prof. J. c. Monaghan began by saying, T always tell an old story whenever I get hold of a new audience, and this one is appropriate. The teacher of the arithmetic class said to Johnny, Now, Johnny. suppose your father owed one hundred dollars and promised to pay twenty five dol lars every three months. hoWoIpuch would he still owe at the end Of the year.? One hundred dollars.ss7 said Johnny. Sit down, said the teacher. You are a stupid boy and don't know Johnny, T do know my lesson.+ the trouble is you don't know pa
 If anybody has been making any promises about a lecture. let me tell "a nr nj ff at all, but l am going to talk on Indus trial Education, Industrial Art, and. let me also add, Technical Education. I hope to differentiate in the very be- ginning.
 Manual Training.
 I wish you to differentiate between what constitutes Technical Education. Industrial Education. or Industrial Art and what is known manual training. Manual training has become such a part of our educational sys- tenn that we could hardly dispose of it better than we have already done. It has become 6 part Of our so-called cultural studies, but the unfortunate feature is that it is misunderstood. Manual training is an essential ele- ment of what we call our cultural studies. It is often confounded with what we call industrial training. Ev- cry boy and girl going through gram mar or high or other schools, is ex- pected to get more less of it. Whether it is right or wrong. I am not here to discuss. But, if you want my opinion, I think it is good, I do not look upon it as a fad. but as one of those helpful parts of cultural study that is good in every way. Time was when we lived in the country where we got manual training and that is one reason from the boy from the country is the best worker in the world He has learned to work not alone with his head. but with his hands. If he worked in the furrow. things stuck, or did not go right, he had to work and pull and haul until he could make it go right. Work on the farm in the old days. the spinning and weaving and household work of the women the work in the barn and and the hands side by side.
 The United States an Industrial Ma
 ton.
 We have become very largely an in dustrial and commercial people. We are leaving the farms and coming i'm to the big cities. Many states are for long time were agricultural. In dustrial education, industrial art, or technical training are distinct from manual training. although, let me make it plain. the largest part of what we call industrial education or indus trial art, depend upon manual train ing. That is. you cannot give indus trial training or industrial art train ing without manual training. Hence, hope there will not be any confus- ion in this connection. I think our opportunity for improvement lies along the line of what the Germans call Ge- werbe Schulen. the Industrial school. Art school.
 Vocational Schools.
 The crying need of the kind of edu- cation being advocated is as old as history. It was concreted in the cry of Dr. Eliot of Harvard in now eel misquoted address All saw what he saw, but no one as high up as he was had the courage to call out Peter Cooper saw the need in his day. hence saw how helpful such education might be made Hence the Pratt institute Others equally interested and interest ing. thought not so well known, lent their names and gays their money to the great cause. Robert Fulton Cut ting Is busily engaged in building in to larger proportions the Manhattan trade school for boys. In Philadelphia Theodore c. Search. for many years president of the manufacturers asso- citation of the state, started what is now the greatest textile school in the United States aided by MT Miller and MT. Lernt In few years they were doing so well that they found
 
 behind them ready to respond to ey- cry appeal. And yet, when Search broached the subject he was told to get $5O.000. before opening the doors. He got $35,000, which the committee refused to accept He then went at it in his own way without any money to accept. His success in the north is second only to Booker T. Washing toms success in the south. Born in slavery, his breakfast cornmeal mush alsd two spoc1fuls of molasses. Wash in Aton had a hard road to hoe. After the war, he worked in West Virginia coal mines till his black Nanny by washing and ironing, was able to help herself He then went to Hampton, graduated, taught till he built up Tus- kegee, one of the worlds educational wonders.
 Here Professor Monaghan went in to the story of Booker Washingtons work. He ted of his phenomenal suc- cess. of his method, and ended by say- ing. What was possible to the poor,