The Fargo forum and daily republican. [volume] (Fargo, N.D.) 1894-1957, 1911-06-06

that perorm this important part OF the
worlds work.
Accepting, as we Americans did,
Grecian culture as our educational
model, and hence too long our educa-
tional ideals led our children away
from the industries of life, instead of
toward them. We as devoutly wor-
shipped culture as we ignored utili-
tartan training and studies. True,
the Importance of education was early
recognized in our country and its gen.
eral diffusion provided for, yet the
public schools and higher education
took no cognizance of agriculture and
the mechanic arts, as vocations, and
meanwhile gave but scant emphasis
to the sciences upon which the indus
tries are founded.
Indeed, the serenity, harmony, and
poise of the Greek ideal presupposes
an almost entire exemption from in
dustrial pursuits" says Payne, "and
seem adapted to beings leading a
purely contemplative life. .... The
classics, the belles-lettres, history
music and art are humane studies,
and the general pursuit of the sciences
is best defended on the ground of
their culture value-they interpret ma
ture for purposes Of contemplation
To adapt the courses Of study in the
public schools more closely to voca-
tional needs, in order to relate the in
struction offered to the lifework of
the great majority Of children, how
ever, became an issue half a century
ago. At this early date, 1t was real
lied that too much emphasis was be-
ing given to preparation for college
and too little attention given to sub
Jects that relate to country life or to
manual occupations. Hence the first
step toward the emancipation Of agri-
culture from the bondage of tradi-
ton lay in the direction OF the schools
Somehow, the powerful aid of educa-
ton must be enlisted, but how? Our
education was earnest but narrow In
its application to the vast pupil popu-
latfon, insofar as 1t related them to the
community life of which they were to
become part.
The Importance of re-directing the
country's educational energies, how
ever. appealed more strongly to con-
gress than to conservative educators
which resulted in the Morrill, Act OF
1862. This act provides national aid
for type of education calculated tt
emancipate the fundamental vocations
from the mediocrity of apprenticeship
and thus raise agriculture and the In
dustrial arts also to the dignity ot
learned professions. That law was
enacted none to soon. In the langu-
age Of Dean Davenport, OF the Uniyer-
sity Of Illinois:
mo man can study for moment
the entirely new conditions and prob
lens that will confront our people III
the immediate future without reaIiz
ing that the establishment OF agri-
cultural colleges and experiment sta
tons was the largest act or foresight,
ed wisdom In recorded history, no,
can he fail to realize that their ade.
quate maintenance and fostering sup.
port is not only the first duty, but one
Of the highest public privileges of this
commonwealth of our day and time"
This new type of education find:
expression In the curricula OF the col.
leges Of agriculture and mechanic arts
which. emphasizing the physical and
natural sciences. provide education
and training, both practical and cul
tural. and especially adapted to thu
needs OF the industrial classes.
These colleges not only aim to max,
labor honorable and efiicient, but t
prepare an educated leadership for tn,
encouragement and uplift Of our DO.
nestle industries. In . word. they pro
vide for a hitherto neglected, but mos
worthy class or children the means b
preparation for LIES struggle and TO