The Green Forest tribune., 1911-04-14

WAdI lo SC1Sl dily lCl lllSO ClNlllLceIiCli' This light spread to the westward, and with it man became better and better equipped for the struggle of life. He became better qualified spiritually, mentally and physically. He recog- nized his specific nature and his su- periority over the balance of crea- tion. And from his spiritual feeling he realized that he was rapidly acquir- ing knowledge of things the posses sion of which characterizes him as the highest and noblest object in the ami mal kingdom.
 The light of knowledge flooding the world, however, is just like the tidal wave as it approaches the shore, fill ing first the crevices on the outer side Of the rocks, then as It Tecedes those on the side toward the land. It seems to be somewhat beyond the control of human desire and is rather a matter of coincidence.
 This light travelling from the east brought happiness to mankind. It taught nim the value of nature to him; taught him that by fostering nature he could enjoy many pleasures not before known to him. But in few dark days of times past the light of learning fiickered only in certain se- cluded spots. A little learning had hands of some men. Knowledge of the powers of might led large part of mankind astray, and even today government by influence holds sway in certain quarters rather than gov ernment by knowledge of the needs of the people.
 This light of civilization, I say, trav- eled from the east It invaded Flu rope, England and the Americas. But examine if you please, the results.
 It is said that civilization was born in Babylon; that Egypt once had civ ilization which fourished upon the fertility brought by the Nile from the interior of the continent; that Pales- tine was once a land of milk and honey, the promised land of a chosen tribe; but for long time these coun- tries have been the home of wandering Arabs and curious tourists. They were great in their day. They fur nished happiness to their people by developing human knowledge, but the tidal wave left one crevice in the rocks unfilled-the crevice of indus trial education.
 Reaching Europe, the wave of knowi- edge brought prosperity to the people there, and in due time the learned professions became more highly devel oped and there was something better for every man to look forward to. But again crevice was passed by, the nook which should have been filled with that knowledge which teaches the aristocracy of industry.
 Reaching America, our tidal wave is now going to be deflected back over the route it has been travelling for centuries, and, as with the traveller who turns to review the road he has just covered, we find presented diE- ferent field of vision.
 In America the mingling of indus trial education with the triumvirate of law, medicine and theology has oc- casioned some anxiety on the part of some educators. Along with the old style liberal education the learned professions have been primary ob- jects with most students. These seem to have coupled with them both the idea of well-being and that of easy living. But, alas, overcrowding any profession or calling makes living difficult.
 The question is asked, what, then, must be done to correct the defects of our educational system? The all swer is, to fill in the Looks and cor ners which have remained empty so long; to develop that form of educa- tioll which places industry on a level with all fields of activity and to teach mankind the true relationship of hand iwork to mental energy.
 The anxiety above referred to has special reference to the manner in which a subject should be taught so as not to crease class distinction As regards education in agriculture we hear the warning note not to es- tablish separate schools, as such q procedure would tend to peasantize the farmer, But in liberty-loving America peasantizing the farmer is an impossibility. In Europe the peasant schools probably tend to keep country people always peasants. That in itself is a good thing if we are permitted to use the term peasant" somewhat anonymously with the word farmer If they tend to keep the peasants a subservient class, though, they are menaces to progress. In either case, however, teaching agriculture tends to make the country people freer, as only government by influence can hold one class subservient 10 another.
 In America one approaches the peas ant type only through his ignorance of things in general. If he is edu- cated in his calling in such a manner as to understand the underlying prin- ciples of good living, then he is in good position to be self-thinking and an independent man.
 One debate in America is over the establishment of separate secondary agricultural schools and the introduc- tion of agriculture into general high schools. As stated by some, many schools of few subjects vs. few gen eral schools of many subjects" That is to say, secondary agricul tural school would be a school of one subject; high school with agricul ture introduced into it would be one of many subjects. Of the former type we would need many to reach the peo. ple of all industries; of the second