Burlington weekly free press. [volume] (Burlington, Vt.) 1866-1928, 1910-11-03

avsstlons that We a. teachers have 10 |
face to-day, ana especially with ref
srsnss - uwr dsmooratAs ihstasutions. |
reeer TO vocational ana moral edU- |
catiou
THE movement toward vocational
ID 10 be the most striking
md profound change In our eduseeioa-
u eystsm In Abe Immediate future, This
movement shsviA be wsicesned ~ AL
bf0Btessivs teachers, and . most earn
~ study of the proper relation Of vt-
eAtional education t. our present pub
lie sehsai system must be made. Here
va need for our guidance, Not the de-
strvetive popular criticism that would
vvsrtufn the iAbors Of many y0Ars In
eur ssheuls, bvt tAs strong eenstsao-
I'VE criticism u svoh leaders In sdw.
sAtienAl Thought - 0taAs ounaxnlsslou.
Of pAvld euedden Of Massachusetts,,
who. Ii bis Monograph, entitled The
problem u veoatlenai ndaeAtion.' Aas
sounded The hsv.aoss aAd hes taken
q matter that means % much 70 Amer.
loan SCHOOLS ana - American demo.
crazy; for vooatlouAl training, an
eunndsut. 10 to be one Of tho greatest
factors in the making Of a moro en-.
Client AMI ssif-rsliant citizenship. On
the merits Of this question We shall,
I trust not diflsr In great measure;
but We must work out the problem
gradually md sympathstioaily IS we'll.
both with reference TO the develop.
ment Of vocational education and with
roforcnce TO the retention Of what IL
good in our present system. which rep
rosents the educational resultant Of
tho educational forces Of so many
years of our national life.
mo question. however. SO seriously
eonfronts u In the held OF education
a. the second Of the two previously
mentioned, namely, moral education
and this too from the fact that the
prob lem 10 a much more dihcult one
Moral education lies at the root OF
good citizenship, since II Is generally
admitted that the lack Of strong moral
principle Is tho fundamental cause or
inefacient democratic government. IL
Is sometimes the case that our WORST
governed municipalities boast Of hav-
inr some Of our best school systems
Mere intellectual training can never
serve as a broad and secure founda :
ton for a democracy. Our forefath-
ara ac.ed wisely in allowing no re-
ur,ous tests for the holding Of public
ONCE. and religious instruction mas
not been and Is not to-day perm'tteu
In our nuhIic schools But here Is a
grave menace. Morality. beheVe'
must have its roots In religious IN
,truct,on, and our system OF govern
mcnt and the diversity or our rehs-
ious beliefs make religious ihs'ruc-
ton in our public schools an impossi-
bility. Meanwhile tho complaint comes
on every hand that we are not oe-
yeloping moral character In 'he
schools We may take JUST prioe III
much that we have accomplished ou'
in the matter OF moral education we
must admit that we have largely ia'-
cd believe In the public school TOT
all our people. and sectarian teaching
Ia contrary TO the Fundamental prin-
c,n,es on which our government Is
haa.d How then can moral instruc-
t,on based on religious training have
a place in our schools?
| .y, has often been suggested that on'
II lf-da
for religious and moral instruction. th'
various religion. denominations 20 tak'
charge Of this On the broad genera
proposition, this plan Is to he commend
Cd hut with 20 large per cent. OF par
ents who are neither church MEMBER
nor attendants upon religious services
the difficulty OF securing the attendance
NJ their children Mt any religious exercis
is at once apparent. In fact. the boys ant
sjrls who. generally speaking would b
in the greatest need OF moral and reiig
ions training. would not receive II
Again. legislation TO enforce such aten
dance would be an impossibiiity' TOT
would be contrary to the spirit or on
| institutions.
"The only possible solution OF thi
problem is to be found. In my judgment
IN some sort OF cooperation among Pro
, testants, Catholics and Jews J mentio
j specifically these bodies. as REP
resentins nearly all oui relia
, lous ORGANIZATIONS. There Is
question that moral teaching has lego
E right In our schools The difficulty tina
confronts Us when we endeavor to Civ
r this instruction Is due TO the fact ths
= morality is based upon the laws Of Goo
: and we find II impossible to avoid sec
/, tartan religious teaching. or at least In
o possible to avoid coming into conflit
I with tho cherished beliefs OF some PAL
r Of our people. Can we not. Protestan
Catholic and Jew alike. find some con
4 mon ground on which we can stand. an
n make this the basis Of moral instructio
h in the schools? Are not the Ten Con
h n,sndments as fundamental to morali,
n as the MULTIPLICATION table Is to artti
b metic? We boast OF our progress
y education; and yet. as the years go b.
l. II seems a. II our boys and girls. Il
. citizens OF tomorrow, know less and LEI
# Of that book, which has been the II
d spiration and stay of so many Of II
10 worlds greatest men and women. "
a need Ideals to-day more than an
e thing else. Where can We find Il
j. proper ideals TO set before Of
n youth? Has not tine history Of the pa
- 10 centuries proved that the only idea
- that can stand the test are those set b
q fore US In the Book Of Books? Can We
l. 4 democracy. based on Ideals Of hi
j. and noble character. afford to neglect
of the education Of our boys and girls tho
things that most surely make for ma
n hood and womanhood. while the CORFU
1t ton In high places and the indinere
n success of our democracy are in eviden
ID on every hand7 To neglect the MOI
T. education Of our youth 10 to neglect I
ID very foundations on which our instit
~ tions must rest. II they are to endure.
10 "Our task has only begun, We 6
v working out the greatest problem In &C