Bismarck daily tribune. [volume] (Bismarck, Dakota [N.D.]) 1881-1916, 1910-10-20

| lAoH ID 6CllCl any u. Auu WuCll
we ever do agree the time is ready,
believe that the people Of the state,
and the legislature will join hands
with us in this matter because it is
a noble cause"
The suggestions of President Smith
found favor with his hearers and his
remarks were loudly applauded.
Mr.. StockweII Introduced.
Mr.. Smith then presented to the
members of the association and the
, visitors present, Hon. w. L. Stock.
we'll, superintendent Of public instruc-
tion. After a few Introductory re-
marks, Mr.. Stockwell plunged into his
theme, "The Educational Development
Of the State" The full text Of Mr..
Stockwelps address appears on page
3 of this issue.
Mr.. Stockwell was frequently inter-
rupted during his address by hearty
applause, which bore testimony to the
appreciation accorded it by the essen.
blage.
Violin Solo.
Mr.. Donald Mcdonald then favored
the association with violin solo, as
sisted by Mr.. Carl Peterson at the
piano. The young men were particu-
larly fortunate in their choice of a Sc.
lection, and the number was we'll re-
ceived.
Dr.. Ladd Introduced.
President Smith then introduced
Dr.. E. F. Ladd of the North Dakota
Agricultural college. DR.. Ladd was
given a hearty reception and his ad-
dress was splendid one.
New and Old Ideas contrasted.
Prof. Ladd in his addres "Educa-
tional Progress of the Year." spoke of
the new tendency in education to con-
slider the needs OF the every day man
in contrast to the old ideals, which
were that higher education was for the
few and that they were to profit from
the ignorance and toll of the many.
He stated that with new political con.
ditions forced upon us as we develop
ed from the period of the single home
worker to the day of organized capital
and specialized labor there came
demand for changing conditions in our
educational methods. In meeting the
needs of the changing conditions
where the people have had a voice in
shaping the policy of the schools
where the spirit of democracy was the
strongest, where the people were he
freest and the least trammelled there
we find the greatest progress in the
solving of our educational problems.
Enormous Changes Have Occurred
He quoted the following from the
Atlantic Educational Journal:
Enormous changes have taken place
in the conditions of civic life and have
evolved readjustment in every field
of human activity, including, of course
the work of education. Once schools
were intended for the higher schools
only. Then came public schools
which were practically charitable in
stitutions intended for those too poor
to pay for educating their children,
and finally there developed the dem.
ocratic ideal Of universal education by !!
the state with schools that would fur
nish the best possible education for
all classes of people. The public |
schools have by no means realized |
their ideal as yet, but they are work
ing towards it with increasing clear
ness of vision. The education of an ;
early day intended for gentlemen was
naturally prepared to profession or
Influenced by the special culture needs
of the man of social position. At the :
present day it is natural that they
should be an insistent demand for de-
finite recognition in the schools of
the needs of the vastly larger mum.
Der who may be what may be called
the Industrial class, including in that
term the engineer and the manufac-
turer as we'll as the humblist work.
er."
Present System is Criticised.
He stated that our system of public
schools is not so articulate that from
the kindergarten to the college or
the student is prepared for
that which follows or for that which
is higher. There are some who have
dared criticise such systems as being
unjust to the great common people,
who feel that our elementary schools
should do more for our pupils who
are not going to the college or uni
1t is claimed in the business
world that when our students go out
from the common schools to their
work, they have been found lacking
in ability to do anything definite in
4 very satisfactory manner; for they
have all been trained for the college
when less than five per cent will
never go through high school and less
than one per cent go on through the
college or university.
Why should the great American
school system be maintained for fit
ng the one per cent to reach the
inal goal set for them so as to make
hem effective workers, and all the
others through ineffectual schooling
md training become less satisfied
With their conditions of life? The
luotation from the U. s. commission