The Ely miner. [volume] (Ely, Minn.) 1895-1986, 1935-05-03
weakling. Education. they say, has

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failed!
"There is probably considerable truth
in such assertions; but they are rather
all inclusive. We need but compare our
situation with that of those who enjoyed
the past of two or three centuries ago.
/ would not accept their ignorance, and
superstition, and bigotry, and provincial
ism-to say nothing of their utter lack
of ordinary comforts in exchange Tor
the standards of living enjoyed by the
rank and file of today. Never before
has it been possible for nation to ride
lover the hill to the poor house" with
the grandiose trappings that we enjoy.
I am not going to presume upon your
patience to the extent of going into de-
tall but, comparing present day de-
pravity with ancient skulduggery, am
at loss to know where we could as
semble a crowd for real high class
performance featuring lions VS.. men
and Illuminated with human torches.
Who would go to witch burning, or
set forth on a journey to buy himself
few high grade slaves? How does 1t
happen that sweat shops are diSgraceful
they used to be inevitable why
are we concerned about child labor?
How did it come about that we have
shown concern for hours and conditions
of labor-that housing, sanitation, living
standards have become items OF public
concern? Whence all this inteerss IN
the other fellow that charcterizes our
day?
1T is due to legislation, they say
social legislation. Where did that idea
come from? I submit that legislation
never did any pioneering; that legisia-
tive enactments have merely set the
stamp of approval on we'll formulated
opinion Long before our state houses
reached the preliminary whereas" the
minds of the electorate had been
shaping along definite lines and specific
demands were being voiced. And edu-
cation has been potent factor in the
training of the voice!
To-day, there is a demand for edu''a-
ton to prepare youth for new order
new social order. There is no such
thing! Society does not shed its old
garments and don new raiment. Every
day is a new day-every day brings new
order. Each rising sun finds a new
world with ever recurring and ever new
problems to face. The attempts to solve
these problems, the methods Of attack,
the results obtained become matters OF
controversy and, out of it all, we secure
small change. which we call progress.
Old traditions finally give way and
humanity gradually moves on to what
we believe to be better things. Errors
result in setbacks. Those who cry out
| in criticism have become impatient.
They would effect immediate change!
Would that it could be so! Unfortun-
ately, we have to he satisfied with less
than we desire and continue our efforts
in spite of diScouragment.
1--WE firmly believe that understanding
problem is a more sensible approach
than rafting a saber-there is well nigh
universal agreement on that point; but
they still rattle the Saber Of inter-
national conflict-they even swing it.
This same attitude persists down
through every level of human relation
ship until you reach the individual. OF
course, education should change that
Well, at least some good may come out
of recognizing that education is so i'm
portant. 1t may be that by insisting
that we do the job, our critics may also
insist that we have the means and
personnel for doing it. They may
recognize how fantastic it is to expect
girl with one or two years training
beyond high school to clarity, in the
minds of youth, such questions as those
which have sent some of the best minds
in the world scurrying for cover and, at