New-York tribune., 1916-07-06

crisis IN modern history.
heretofore the role OF education
has been TO serve the nation as the
nation has defined It's service. Here
after. n education is TO become cf-
fcctive IN impartinE ideals which will
preserve and advance the higher in
tereSts of civilization, II must lead
over all other forces. Education
should become tho essential agency in
the restoration Of civilization.
The new task involves tho putting
forth Of national ideal in cduca-
uon. The American public school
needs an official spokesman. ma
uonal Department of Education.
which can speak with authority The
office Of Commissioner Of Education
should be coordinate with that OF a
cabinet position. and as the Sccrc-
@ry OF state Is surrounded by a
group OF legal advisers. so the Sccre-
tary of Education should have his ad-
visory staff"
Mr.. ClaXton said that United States
senator who was preparing a compul-
sorry military training bill for Congress
recently asked him for information
which would support the measure. 81
am servant Of the government and
gave him what he asked for" the Com
missioner said. "hut also told him
that II he wanted real preparedness
IN this country he ought to appoint a
commission TO devise national system
OF education which would be demo
cratic. flexible and practical"
Speaking on THE War and Educa-
ton. &. Stanley Hall. president Of
Clark University, Worcester. Mass g.
az the European conflict brings mem
berS OF common country together
physically, mentally and morally. la
Dor and capital. colonies. fcminism -
all suspend antagonisms and fall in
line, realizing that the state is only
their larger self" he said
Hall Tells How 10 Prepare.
Preparedness involves keeping our
selves in the highest physical end
moral condition, 10 strive for n higher
personal purity and social righteous
ness, a life of justice. integrity. and
controlled appetites and passions. Thus
the war calls on each individual 10
examine himself and 10 be sure that
there is peace, harmony and poise
within, and that neither within nor
without energy is lost by useless fric-
ton"
Other speakers at the afternoon ses-
sion were James Y. Joyner. Superin-
tendent Of Public Instruction OF
Raleigh. y. c.; Carroll Pearce. presi-
dent Of the State Normal School, of
Milwaukee. Wis; O. b. Martin. Of the
United States Department Of Agricult-
ure. and Fred VI. Hunter. Superintend
ent of Schools in Lincoln. Neb.
Many OF the women delegates at
tended a reception given from TO 6
y. m. at the Hotel Vanderbilt by the
Women's City Club Among those who
received were Mrs. John Dewey, Mrs.
Ella Flagg Young. Miss Lillian VI.
Wald, Dean Virginia Gildersleeve of
Barnard College, Dr. Katharine y.
Davis. Mrs. Helen Hartley jenkins and
Mrs. Miriam Finn Scott.
Secretary Redfeld began his address
on industrial Education" at the even
ing session by assuring the delegates
that his emphasis on vocational train
ing was not intended 10 depreciate in
the slightest degree the spirit. the pur-
pose or the work of academic educa-
ticn.
"Out of the service that education
has rendered springs normally the call
for further education he said. The
trained mind is well. and because II IS
well. il is also we'll that that trained
mind should guide trained hand. il
10 be the spirit of academic education
% preserve for future ages the riches
cf all the ages past, II is the high ideal
of vocational education 20 absorb the
fruit of the ages and 10 fertllze the
field Of labor so that each successive
age shall produce more and more that
which shall bless the age yet TO come.
The cry Of children to-day is. Teach
us TO work and 10 know why we work
as we do and how 20 work well and
effectively. Vocational education, then,
has no narrow horizon. The whole
broad field of knowledge is its own.
THE apprentice in a machine shop
will be none the worse but rather the
better. for a knowledge of metals
and the principles OF mechanics II he
builds or repairs automobile engines
something about hydrocarbons VIII do
him no harm. The truth is that IN
dustry to-day reaches out into all the
sciences 50 fast and far that the helc
for thought is large and free and tas-
cinating. and the inspiration of lnteIll-
gent effort is an incentive 10 larger
living.
Vocational education. then, is the op-
ponent Of things narrow and cramplng.
l. looks with impatience on the boy IN
the machine shop who knows how 10
run drill press, but TO whom planer,
the shaper and other machines are
sealed books Il would take a boy and
make him q mechanic knowing the why
and the wherefore of mechanics, the
reason why each tool does what II does
as well as understanding the way IN
which it does il. It would open TO
boy and girl the recesses Of knowledge
ont Of which modern industry has
sprung and on which II depends. IL
would make them reasoning workers
and not automata Its purpose is 20
make men and women flexible in their
working powers and TO take the Iigld-
itv out Of toll J.. is a human force,
svmpathetic and virile, leading the
mind 10 express through the hand the
character and spirit of the worker.
Gains Of Vocational Training.
"First and foremost, among the
things TO be gained by vocational edu-
cation, / should put its human value,
the bringing 81 a greater symmetry
TO life. IL is the motto safety FIRST
wrought into the fabric Of the artisan s
home Second among its values /
should put the bringing Of power 10
industry. Too much our factories nave
been run as schools operated IN thelr
productive processes by masses of un-
taught. Too much has the time of
foreman and superintendent been gwen
TO work of instruction instead of 10
leading production. Peace and pros
peritv would indeed be within our pal
aces Of industry if il shall come TO
pass that within each great mill all
WORKERS know their work"
inc la IN