Year: 1868

SCHOOLS.
To those who look below the superficial agi-


tations of European politics to the deeper agen-


cies of social amelioration, the movement for


the promotion of technical education, or the in


structon Of the working classes in the arts and


industries of life, is full of encouraging prom


ise. Both in England and on the Continent this


subject is occupying the earnest attention OF the


best minds With the advance OF ideas there


is growing recognition of the educational
deficiencies of the working classes. But the


European, system is tolerant Of incOngruiLies


and yields slowly 20 measures of Improvement


which have no other claim than considerations


of Justice and right. These considerations have


however, of late been powerfully reinforced by


others of more urgent nature; national inter


csts are found to be involved in the question.


The international exhibitions of industry which


have tnkcn place within the last twenty years


have revealed the fact that the industrial rank


and precedence Of countries is virtually de-


pendent upon the instructed skill of workmcn,


and consequently upon the provisions for their


proper education. The present European move


ment for the introduction of science and art


into popular teaching is thus found TO be close


ly linked with the growth of industry and the


advance of civilization. AS Prof Tyndall re-
marks, it is nothing less than phase of the
energy of nature, as necessary and az irresiSt-
ible as the motion of the tides or the flowing of
the Gulf Stream.


But this is by no means an Old World ques-
ton it is equally urgent and equally agitated
here. In the theory of popular education, in
It's recognition as q universal right, in its com
plcte sccuarizatiOn, and in the magnitude of
the appropriations for it, we are undoubtedly
greatly in advance of Europe; but as regards
the adaptation of our teaching to the real
wants of the people, we are not q whit ahead
of them the same question is before us,
although our circumstances favor the work.
ing it out in more efficient way. In the
absence of well organized common school
system they are driven to the necessity of
establishing agricultural and industrial col
leges, but it is evident that these institu-
tons can accomplish the end only partially,
as but few can gain access to them. On the
other hand, we have an educational system be-
longing to the people, established in their con-
fdence, capable of indefinite improvement, and
accessible to all. TO great extent, indeed,
the common schools may be said to have charge
of the mind of the country. The education of
nearly all the people is begun here, and that of
the great majority is completed here. What |
ever educational reforms or Improvements are
to reach and benefit the masses must take ef-
feet upon these institutions That the common
schools of the country are the only adequate |
instrumentality for the general diffusion of that
technical scientific teaching which is now con-
fessedly the great desideratum of the industrial |
classes, seems, therefore, beyond.dispute. The |
idea that these subjects can only be taught in col
leges is q serious mistake. The common schools |
are undoubtedly designed to teach reading writ
ing, and arithmetic but not these alone, for they
are but the means of working with ideas and
acquiring positive knowledge. The true aim of
the common schools is nothing less than the in
tellectual preparation OF the greatest portion
of the people for the work of life, and this
to very considerable degree they can be
made to accomplish. They have charge of
the children of the Republic from the ages of
five or six to sixteen or eighteen. aud to say
that 1T requires dozen years to get the simple
use OF the intellectual tools is preposterous In
deed, this Is mainly the work of early childhood
begins at home, and is there gen.
orally carried to the practical mastery of spoken
if not written English, the use of the mother
tongue, with usually the rudiments of writing
and an elementary knowledge of numbers.
There Is plenty Of time then for the study of
5he familiar objects of nature and for acquir-
ng the elements of the sciences. Some knowl