Bismarck daily tribune. [volume] (Bismarck, Dakota [N.D.]) 1881-1916, 1910-10-22

has spread quite generally to the
high schools and. in many instances.
to the elementary schools of certain
communities.
For many years, it will be seen
from the foregoing that vocational or
industrial training was confined to
manual exercises after shop work"
and was largely patterned after the
trades schools OF Germany and other
European countries.
The evolution 0f vocational train.
ing though gradual, has, neverthe.
less, grown steadily and broadened
with it's growth. 1t js in reality a pro-
test, on the part OF the working class
against "corrioula" Of the elementary
schools which lays its chief emphasis
on subjects Of general cultural value,
none of which touches In any direct
way the industrial environment Of
the pupil, 1t was not expected. by
those introducing Industrial subjects
that the vocational training offered in
the public schools would turn out a
finished product, but that it would
turn out the material for finished
workmen, or at least start young men
toward productive instead of nonpro-
ductive pursuits. Fundamental prin-
ciples were to be taught instead Of
trades. The public school was to
start the boy toward the shop or farm
instead Of away from them.
The Past immateriaI.
In this brief outline bearing upon
the rise and growth of industrial edu-
be elaborate or to enter into details.
The phase of the subject at best Is
immaterial. Today we face the pres
ent and future. and the serious ques.
ton that confronts us is rot so much
what has been, but what will be our
attitude toward vocational education,
in North Dakota?
Right here l shall take the liberty
of departing from the specific subject
assigned me and discuss a phase Of it
which, to my mind, is infinitely moro
important.
What forms of vocational education
are adapted to the needs of our state?
This question should not be diff
cult to answer. A state so over.
whelmingly agricultural in it's char
acter should give relative emphasis to
elementary agriculture in her public
schools. And in view of the universal
importance of the home, domestic sci
cnce also should have a prominent
place, while manual training should,
in addition, be encouraged, especially
oil nj crhnn1c Ennh chOIl11
receive attention in proportion to it's
prominence as a factor in our social
and industrial system.
Elementary Agriculture.
The propaganda for the Introduction
of elementary agriculture as voca-
tional subject is of recent date. This
comparatively new aspirant for rec
ognition in the public schools, both
elementary and secondary, is daily
growing more popular in those states
and localities where it has been in
troduced and taug.l by competent in
structors. Its Introduction in the
course of study is considered a sound
social and economic movement. Any
state, especially any agricultural state
that neglects it, must be regarded as
a back number in educational pro-
gress. We have too long been edu'
eating in the interests of those en-
gagged in the distribution of wealth
and neglecting education that has
bearing upon the production of wealth.
"While states, cities, and individu'
ais haye contributed scores of millions
of dollars in the past decade or two
to the creation of general schools and
colleges and to the establishment OF
libraries, only trivial amount mas
been expended on the education OF
those hands and eyes which have con-
tributed the larger portion Of the coun-
try's growth in wealth and general
prosperity
Herbert Spencer said truly: "The
acquaintance with the laws
of phenomena which has through sue
cessive ages enabled us to subjugate
Nature to our needs, and in these
days gives the common laborer COM
forts which few centuries ago kings
could not purchase, is scarcely in any
degree owed to the appointed means
of instructing our youth. The vital
knowledge, that by which we have
grown as a nation to what we are.
and which now underlies our whole
existence, is knowledge that has got
itself taught in hooks and corners;
while the ordained agencies for teach
ing have been mumblng little else
than dead formulas"
A Statesman's View.
The vital necessity for emanclpat-
ing the great business of farming
from it's lack of comprehension led
Ex-Governor Hoard of Wisconsin to
ask: "What can we do to get the far
mers of this continent to see the ne
cessity of more intellect on the farms?
How can We contribute as force to
help in the emancipation of the farm
from the wasteful effects of ignor-
ance, and help put in it's place the
energizing influences of knowledge?
In other words, what can we do to
promote wise legislation to this end?
What can we do to arouse public
opinion and the great educational
forces of this country to the import
ance of teaching the elements of agri-
culture in the primary schools of the
land?
"Our common schools recruit the
academy, the colleges and the univer-
sity. and they in turn recruit every
profession but farming. Our young