Evening star., 1936-06-26
Follow Mechanical Instructions When Making Desserts
earning
Work Good
Education
Fundamentals Mu S t
Be Taught Younger
Generation.
BY ANGELO PATRI.

WORK educa'es the worker The
demands of the job call out the
intelligence, the skill, endurance and
will of the worker. Every achieve
ment adds power to the worker and
that power is his ability to hold his
own among the workers Of the world.
what can you do?" is question
each of us is asked. and the answer
marks a crisis in life. II have done
this, can do that" assert right to
live. to be respected and justly hon
ored A man can fight for his rights
If he has a feeling of power. Without
that feeling there is nothing to fight
for and he Is out.
This is not an appeal for child
labor. There are enough grown men
and women to do the factory work
and the other jobs that make chill
dren old before they have tasted the
flavor of their childhood. 1t is plea
for honorable and thorough work in
learning the job that will in time to
come warrant child to take mans
place in the world Our children are
for the most part being given book
education and nothing more. Many
OF them grow up without ever seeing
q real piece of work as something for
them to accomplish by their own ex-
ertions.
occo,afioI fn al1Irotinr1 ca
IS WORK. Books bring ideas and their
attendant emotions into consciousness.
Once that happens the student should
be permitted, directed, ordered. to do
something about the idea. and the
emotional feeling stirred in his mind.
If that feeling is allowed to pass un-
marked by any action there is
waste of potential power that is
tragic. That waste goes on unheeded
day by day.
What can students do? They can
learn their trades. their passports to
maturity, in whatever form their gifts
and talents and handicaps allow. If
schools we're fitted as they ought to
be. with rooms where all sorts of
experiments could be carried out,
where all sorts of informed teachers
could meet interested students and in
struct them in the knowledge they
needed at the moment, the potential
energy of our youth could be saved by
putting it to work.
More of such possibilities than We
dream of lie under our .:saads. All
We need is the community conscious
ness of the need alfS he value of the
work. DID you ever think how much
school students could find to do by
reading the morning newspaper intel
ligently? If that were done. if the
students who we're interested could
read the paper, discuss its contents
with an able and informed leader,
and then see what they could do to
help. or hinder the activities indi-
Gated there, believe they would be
doing more for their own education,
and for the salvation of their COM
munity and their country, than they
do by going over the prescribed read
ing for college entrance It seems to
me that 1t is more important for a
boy and a girl to know where their
milk supply comes from, what condi-
tion the milk Is in, how its price af-
fects its use, than to know why Silas
Mariner lived lonely weaver's life.
Yet. I believe in cultural literature
provided it leads to understanding of
vital. everyday situations that con-
front and will continue to confront
youth of today. Let's offer them ac-
tivity allied to their lifes interest,
vital to their trade, which is manhood
and womanhood, and then in their
leisure time. if they like to read the
prescribed books, perform the pre-
scribed experiments of the course.
Some Of the present courses are cob
webbed, dead and waiting to be
buried. Yet they persist.
(Copyright. 1850