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

Frankly speaking, the higher insti'
buttons of learning have been, in
the past, rather opposed to vocation
al education. Such training was view
ed in the nature Of an innovation and
inconsistent with established educa-
tional ideals. The end sought was
considered unworthy an art that so
long and so exclusively had minister
ed to the hereditary governing class,
more especially for the defense OF
the church and the services OF the
state. However, in more modern
times the learned professions and the
leisure GLASS desiring an education
for education's sake" became the ben
eficiaries in this country. The high
antiquity of formal education with Its
traditional formulas and symbols, af-
ter which we patterned, naturally pre-
cluded the introduction. OF unitarian
subjects that should train men Tor
vocational efficiency.
Not until the passage Of the Morrill,
act of 1862 did the Illuminating dis
cussions, preliminary to its enactment
awaken the public to the fact that
no collegiate training existed in this
country for the higher education of
the industrial classes as such, and
likewise that no elementary vocation
al instruction was provided for Amer
lean children. Nor was this lack OF
oversight on the part of the educators
and educational institutions. Voca'
tional pursuits were not deemed OF
proper rank to aspire to general or
special educational training. The
founders of our educational system
patterned quite largely after the Gre
clan ideal, which was cultural, rather
than after the Roman, which was
practical Indeed, the severity. har.
mony, and poise of the Greek ideal"
says w. II. Payne, In the Universal
Encyclopedia, "presupposes an almost
entire exemption from industrial pur-
suits, and seem adapted to beings
leading a purely contemplative life.
In order that arithemetic may serve
its highest purpose, Plato expressly
states that it must not be taught for
commercial purposes, or to shopkeep
ers and merchants. This type of edu-
cation has persisted through the ages
and has a clearly marked place in the
schools OF today.
1.-The classics, the belleslctters,
history, music and art are humane
studies and the general pursuit of the
sciences is best defended on the
ground Of their cultural value-they
interpret nature for purposes OF con-
temptation"
The incidental needs of "A man as
a workman or instrument had but lit
tie significance among the Greeks
where slaves performed the manual la
Dor. Accordingly, building SO exclu-
sively upon the cultural type of edu'
cation, when courses of study were
established for our common and Sec
ondary schools, the purpose was to
lay the foundation for the higher or
LIBERAL education rather than to pre-
pare pupils, even in a measure, for
industrial occupations. In general our
public schools have been consistent
with the cultural or humanistic idea
and held persistently to courses OF
study adapted to the requirements OF
the Learned professionals
Economic Changes.
During the last half century, how.
ever the social and industrial condi-
tons in the United States have un-
dergone radical changes. Doubtless
because of these industrial changes the
purpose or mission Of the public
schools, in certain localities, has un-
dergone changes no less radical.
The establishment of evening in
dustrial schools in many of the large
cities and the endowment Of numer-
Gus private institutions, such as the
Ohio Mechanics Institute of Cincinn-
att, and Copper Union Institute OF
New York gave the first real impetus
to industrial education. The large
patronage these school enjoyed and
the obvious benefits they conferred
upon young men ambitious to better
their condition, even though but little
technical training was offered,
should have resulted in the earlier
general introduction Of vocational
training in the public schools. The
demand for hand work. as we'll as
head work" in the schools, how
over, grew steadily stronger until
manual training was introduced in
to many of the secondary schools in
the larger cities. The propaganda for
industrial education which thus gen.
orally assumed popular form was
the result of private initiative and
philanthropic endeavor rather than
a spontaneous movement on the part
of higher institutions of learning.
In many states, the practice of the
public schools is still behind state
legislation on the subject. Profess
sor Elliott of Wisconsin,, observes
that: "Were speculation permitted, 1T
would be to express the opinion that
the further development of public in
dustrial education is dependent upon
the state initiative and state subsidy.
The problem of education for indus
try calls for more social power than
the average American community is
able to contribute" In other words,
many influential educators are not
even now in hearty sympathy with the
propaganda for industrial education.
Washington University.
Washington University, st. Louis,
was first among the prominent higher
Institutions of learning to recognize
the importance of industrial educa-
ton. This progressive institution
onened classes thirty years ago and