The Fargo forum and daily republican. [volume] (Fargo, N.D.) 1894-1957, 1910-04-11
EDUCATION AND
SOCIAL ORDER
FROM PRACTICAL ADDRESS De.
LivERED AT u. or NJ D.-THE
SCHOOLS SHOULD PLACE STU.
DENTS BEYOND FEAR OF GOING
JoRLEss.

Prof. Arland ID. Weeks OF the North
Dakota A. c. delivered a brilliant adj :
dress at the University OF North ia
kota at Grand Forks on Saturday on
Education and the Social order. He
said in part:
The typhoid fever outbreak at Ith-
AGA. the seat of Cornell university. was
a reproach to the university. KnovuI-
edge is to be connected with nract,ca1
needs and applied to prevent disease
and other evils. The direct control of
society Is vested in officials and law
makers. but education virtually con-
trolls society by means of suggestion
and the kind of knowledge dispensed.
Accordingly the schools are largely re-
sponsible for the evils of society.
The old type schools turned ont
graduates who did not know how to
get a living. Education should place
every graduate beyond the fear of be-
Ing without a job. The job should
seek the graduate.
The school performs a great service
as social melting pot All races. and
classes mlngle in the American schools.
Provincialism and race hatred are
plotted out. Good win, which is the
basis Of cooperation and good gov
eminent, is promoted.
Politics needs the THINKING man
Confusion and working at cross pur-
poses in politics are due to failure to
analyze public problems. The strike
Is an evidence OF poor thinking. The
place, to strike is at the polls, Even
skilled laborers resort to strikes that
IN fus1
the constitutional method of striking
with the ballot.
Rigorous training in analysis Ind
reasoning is necessary. The high
schools entertain and amuse students
and present too many subjects super
ticially. Severe training in thinking
upon abstract subjects is needed. The
use Of too much apparatus and too
many things to look at hinders rather
than helps in making thinkers.
The earnest study of vital national
questions is neglected The school his
tories are still emphasizing war. doing |
practically nothing to promote peace.
Out of ZIG illustrations i'm a certain |
school history fifty-one depicted mill |
tary scenes. Twelve showing killings |
international peace could be estab-
lished in twenty-five years if the
schools united in a programme of
peace.
More teaching Of health is needed.
The physician arrives on the scene
when the case is despers tie. A man
Toes not go to physician usually un-
I'll ill health is far advanced. BY
pointed and practical elementary medi-
al instruction vast amount of ill
1ealth could be avoided.
''The newspapers of North Dakota
chronicle a great number of cases of
'pidemics, misfortune, and money loss
lue to ignorance, 1t is the duty of the
schools to take note of such cases and
prevent their occurrence. An ambi-
ious and progressive policy should be
'ntered upon with reference to ma
ional problems and local needs.
England, as declining nation, and
nina as progressive nation, are
Examples of what poor educational
ystems will do On the other hand,
apan and Germany are examples of
reat progress based on efficient school
ystems.
by proper development American
chools may be chief factor in ma
lonal life.
under the old views of education
he teacher was a kind of governess.
he better view of the teacher is that
e Is maker of social movements and
controller of affairs. His work is
BY comparison the work
f the law maker is insignificant. The
ducator logically outranks the states
lan."