The Fargo forum and daily republican. [volume] (Fargo, N.D.) 1894-1957, 1911-11-02
The EDUCATIONAL
PROGRAMME OF LATE
TUESDAY AFTERNOON

The programme at the first general
session Of the convention at the Ma
sonic temple yesterday afternoon was
bright and interesting. soon after
the splendid ADDRESS or President Mac
donald. James w. Foley OF Bismarck.
poet-laureate Of North Dakota. who
was in the audience, was called upon
to give the teachers a few of his
readings
Mr.. Foley very kindly responded
though II was somewhat inpromptu
as he not anticipated being singled
out and called upon to furnish a part
or the afternoons entertainment. He
read a few Of his well known poems
which are so familiar to all North
Dakota readers. His brief programme
included the well known Him and Me
Is Chums, which was appreciatively
received. Mr.. Foley followed with
several other Of his prairie breezes
which never fail to please.
superintendent Public Instruction
Taylor OF Bismarck then gave a splen-
did address after which superintend-
emit Hoover Of Fargo was heard in one
of his characteristic talks on Educa-
tional Progress of the Year.
Superintendent Hoover's Address.
Mr.. Hoover said IN part:
There are those who have set
themselves in opposition to the hui
manistic notion in eduaction and who
recite with some JUNCTION of soul, that
1t Is priest conceived; that 1t is OF the
middle ages, and therefore, now, UNI
timely. This statement In respect to
origin, Is true. the established sys-
TENS Of education Of the present time
had their origin In the renaissance
But it is impelling to note that out
of the revival OF learning came an
other great force to influence the
equalization Of opportunity through
education. In their enthusiasm for
the charm Of letters. men came to
know. also. that in the olden time the
hearts Of men had been filled with a
great love for the beautiful things
In nature, such as they recognized
In their own souls. and through a
slow march Of intellectual progress
nature was re-discovered.
1T is obvious that the hurnanistic
and the realistic notions in education
had their sources in the same events,
and both have come down to us with
rich fruitage. 1t ID true that the
humanistic notion has controlled to
within a half century, but before, and
ever since Pestalozzi gathered the
children to the farm and
shops Of Neuhof there has been grow
ing, steadily. the counter theory with |
such oncoming momentum that 1t
cannot be stayed Its recognition is
due to the evolution OF social and In
dustrial ideals and Its argument is |
the democratic principle Of equal OPP
portunity for ali.
"The Fftchbnrg high school co.
operative plan, which has been In |
operation for some four years, Is q
notable departure Under this plan /
All students Of the high school III the
Industrial department pursue purely /
academic courses during the first year,
and during the three upper years they /
DO part time academic work In the I
high school and part time apprentice /
work I'm the shops and manufacturing
plants Of the city. receiving credit for
both kinds Of work towards gradua-
Ion and pay for time spent ait shop
work
The Rochester factory school was
established under an act OF the state
legislature, and it's programme pro
tides half time in regular school work
or boys Ia the grades, and half time
or trade practice, under specially pre-
Jared teachers and Instructors from
he shops of the city selected bv the
manufacturers themselves.
The MiiWaukee school OF trades.
which ii Incorporated as d part of the
lubiic schools system Ii likewise NOT
Ibie, and marks distinct advance i'll
he idea Of making public education
onforna to meet the needs of ali. 1T
'ffers the following trades: Pattern
Making naclintst and tool making. |
arpentry and wood working. plumb
ng and gas lifting. ana ii developing