Part 2 (1/2)

Each epoch must have its institutions With the work of the past as a background, the present must constantly reshape the institutions which the past has bequeathed to it These modified institutions, handed on in turn by the present, ain be rebuilt to h each succeeding age

III Keeping Up with the Tiress is so rapid that even the row breathless with atte tiressive moveroith tradition, and blocked by oblivion and decay The rapid advances of the nineteenth century, challenging the quickest to keep pace, forced upon n to their bent and scope

Nowhere is this more true than in the case of the educational systee of individualized industry and governurated socialization of industry and an iovernment control

The new basis of education lies in the changes which the nineteenth century wrought in industry, transfor for the skilledthe unskilled worker The hteenth century made political institutions, and were content with deovernment as it stood, built up a new industry The society which we in the twentieth century must erect upon the political and industrial triumphs of our forefathers, can never be successful unless it recognizes the fundamental character of the issues which nineteenth century industry and eighteenth century politics have brought into twentieth century life

Is it too nition of change, when it is in the school that the ideas of the new generation are moulded, tempered, and burnished? May we not expect that in its lessons to the young our educational systee of the twentieth century rather than that of the eighteenth?

IV Education in the Early Home

Before the modern system of industry had its inception, while the old hand trades still held sway, at a time when the household was the center of work and pleasure, when the fa, tools, and utensils,--in such an atmosphere of domestic industry, Froebel wrote his famous ”Education of Man” Note this description of the way in which a father may educate his son ”The son accoarden, to the shop and to the counting house, to the forest and to theof s, and piling up of wood; in all the work his father's trade or calling involves”[17] In another passage he calls upon parents, ”uidance the child ripening into boyhood is confided),”

to conteuidance;”[18] and he prefaces this exhortation with a long list of illustrations, suggesting the oose-herd, the gardener, the forester, the blacksmith, and other tradesmen and craftsmen, in the education of their sons Any such e of two or three and teach him some of the simple rules of his trade How different is the position of the son of a workman in aFroebel's discussion would not conceive of it as applying in any sense to him, or to his life

V City Life and the New Basis for Education

The very thought of city life precludes the possibility of horeat shop or factory, on the one hand, prevent theon his trade near his family; and on the other hand, make it impossible for the father whose work lies far frouidance”

about which Froebel writes

The syste the closing decades of the eighteenth century, and which secured a foothold in both Ger the first half of the nineteenth century, has revolutionized the basis of our lives The workshop has been transplanted from the home to the factory; both men and women leave their homes for ten, eleven, or even twelve hours a day to carry on their industrial activities; great centers of population collect about the centers of industry; the fararden, the forest, and the blacks, and other necessaries of life--forreat factories; and the city home, stripped of its industrial functions, restricted in scope, robbed of its adults, presents little opportunity for the education of the city child

Standing on the threshold of his , this child of six looks forward to a life which must be based on the instruction provided in a public school system

The country boy still has his ten-acre lot, where he may run and play

There are flowers and freckles in the spring; kite-flying, fishi+ng, hunting, and trapping in sueneral farm is a storehouse of useful information in rudimentary form From day to day and from year to year the country boy may learn and enjoy

The city boy is differently situated His playground is the street, where he plays under the wheels of wagons, autoround in company with hundreds, or even thousands, of other children Even then his activities are restricted by city ordinances, monitors, policemen, and other exponents of law and order

The city hoin to supply the opportunities for growth and development which were furnished by life in the open Where else, then, does the responsibility for such growth and development rest than upon the school? On the farests, at the hands of his father The father of the city boy spends his working hours in a mill, or in an office, where boys under fourteen or sixteen are forbidden by law to go

The city home is unavoidably deprived of the chance to provide adequate recreation or adequate vocational training for its children The burden in both cases shi+fts to the school

A hundred years ago practically all industries were carried on in connection with the home The weaver, the carpenter, the hatter, the cobbler, the miller, lived and worked on the same premises Then steam was applied to industry; the machine replaced the man; sereat nuether in factories to spin thread, make bolts and washers, weave ribbon, bake bread, manufacture s now done in factories The change from home industry to factory industry is well named the Industrial Revolution It completely overturned the established and accepted

The industrial upheaval has changed every phase of modern life Industry itself has replaced apprenticeshi+p by a degree of specialization undreamed of in primitive life From the superintendent to the office boy, from the boss roller to the yard laborer, frorapher, the work of rown up as a logical product of an industrial system which centers thousands, or even tens of thousands, of workmen in one place of employment The city home differs fundamentally from the country hoes now going on in farnificant than those which the nineteenth century witnessed in riculture Old ht into question

Intensive study and specialization are widespread The tiricultural bulletins or papers To be successful, he must be a trained specialist in his line, and the school and college are called upon to provide the training

No individual is responsible for these changes They have co series of discoveries and inventions New methods, built upon the ideas and methods of the past, have created a new civilization

The civilized world, reorganized and reconstituted, rebuilt in all of its econo which shall relate ed conditions of life This is the new basis for education,--this the new foundation upon which must be erected a superstructure of educational opportunity for succeeding generations It ree and to remodel the institutions of education in such a way that they shall meet the new needs of the new life