The Washington herald., 1913-10-28
MAKING EDUCATION PAY.
BY GRIDLEY BEDE.

through continuation schools get more
skillful hands and q better trained
brain.
Problem Is Mathematics.
The problem is huge All the forces Of
nation and State, all the faithful educa-
tors who really desire to aid life, all
genuine parents-these bound together
into one purpose are none too powerful
for bringing about this final and paying
evolution of our educational system.
The problem is stupendous. Upon its
solution depends the efficiency Of the
United States in the battlefield of world
commerce; for we can not turn out mill
lions of inefficients with wasteful years
ahead of them without failing to make
OF the Transformation of our resources
something less than our greatest rivals.
Nor can We hold back the joy OF useful
ness from the lives OF millions without
robbing our nation Of the spontaneity and
eagerness in labor which shall through
efficiency dignity every task, no matter
how humble.
The Duty of Congress.
This long plea to those who feel deeply
has for It's excuse the fact that the Sixty
third Congress has so far failed to ap-
propriate the pittance of 1880 asked for
by such friends OF vocational training
Hoke Smith of Georgia This $1,000 Is
to be very practically applied 1t is TO
cover secretarial and research expenses
for nine unsalaried men for a few
months. in order that they may report
their convictions as to just how the
Federal government can reach out a
helping hand to make vocational training
more general throughout the States. It
Is to help Congress decide as to whether
fhA far rhf A. - i0yRa
change most or whether the city child.
away from the praeticaIities and mutual
service of the countryside, Is most in
need, or whether both should be aided
together.
Through nearly twenty pages Of re-
cent number OF the Congressional Rec
ord, Senator Smiths joint resolution. ia
vored by the Senate. and reported favor
ably to the House. was discussed. What
was the chief argument or plea against
getting nine educators to act as an ad-
visory, commission to Congress in this
matter? That the men In, coAgress were
fully fitted to cope with the question
without any advice from the outside
Against every plea of the real friends of
the child in Congress. this argument was
made and repeated until Time itself
drove the matter out. The hostile eeun-
/ ter-proposition was made in the face of
its place here, and also. that even COM
mittee hearings are scarcely ever attend
ed by all committeeman. II now, in re-
lation to things political attendance Is
| slack, how could the attendance Of nine
Congressmen for months at a time be
counted on in relation to q subject so
technical as that under discussion?
We should Demand Results.
We. as a nation. are paying out each
year something more than 81, 900 in
teachers salaries alone. We are pay
ing out a greater total than Germany.
the nation that has carried vocational
education to the highest development.
Out Of the good average teaching what
are we getting in the way of material
to meet the needs OF intensive farming,
or the opportunities that are offered by
the Industrial development Of the nation?
So little that country youths flock away
from real independence, and they, with
the youths who have no idea Of where
they are going or why they are here.
make that depressing. struggling mass
who crowd for unskilled jobs and, only
after the lapse of years. come anywhere
near their own place.
Vocational training involves, hrst q
very much more definite training for the
teacher who has the child under obser-
walton more waking hours than any one
else. Second, it involves a much clearer
call to parent-teacher cooperation
Third. II involves following the child
after school with the thought Of its be-
ing a valuable national asset.
That $4,000 should be appropriated
Novsmber The Bill. in Committees