The Old and New SchoolsBy Florence Elberta Barns(From “Social Aspects of Industrial Education” in “Education”—a monthly school magazine.)
By Florence Elberta Barns
(From “Social Aspects of Industrial Education” in “Education”—a monthly school magazine.)
The master of the old school looked askance at the master of the new school, and the following conversation is recorded:
“Young man, in my day, in your day, in the present day, and in the future day, the three R’s were, are, and will be, the necessary and most efficient training for our school children. Can you deny the evidence of generations trained in this way?”
“Nay, my master, I do not dispute that the three R’s are a necessity to the mental development of the race, but my contention is that besides this literary culture, and theoretical knowledge, a training for thehands, and practical ability should be fostered, and included within the curriculum of our schools. Can you deny the evidence of the present day, testifying to the need of efficient training in all branches of industry and business, as well as in the professions and arts? How, dear sir, are we to meet this pressing need, and prepare our people for a life of useful labor, if we do not begin to train them from the primary class?”
“And so, sir, you would join the ranks of those who are commercializing all the fine arts, who are forgetting all else but money in capital letters?”
“You do not understand, my master. Under the great economic pressure of the times, waste-labor must be avoided, and training is the only means of avoidance. Think of the mass of immigrants that flock to our cities, to be amalgamated with our race. It is a laboring class, and self-preservation demands that we provide suitable living and working centers for it and its posterity. And our own people demand the same consideration in view of the fact that the great majority, poor, middle-class, and rich, are employed in some art, industrial or fine. All fine arts, they, if we provide efficient training for skill and fine workmanship.”
“I am grieved that one of my former pupils should so forget the ideals of education. If you must, build schools for those who wish industrial training, but keep our cultural schools undisturbed.”
“Ah, that would not be democratic, my master, and neither would it be effective. Our idea is to develop both the brain and the hand—in this wayopening the door to the life work which appeals most to each individual.”
And the master of the old school answered, “Well.”
In the above we find the prevailing controversy between the old and the new, a controversy which must cease with the progression of thought, and understanding of the times.