8io THE POPULAR SCIENCE MONTHLY. 



co-operation, too generally prevails among individuals and all kinds of 

 human organizations. 



That all education should be industrial, and that everybody should 

 be industrially educated, we believe to be a perfectly tenable proposi- 

 tion. For one to be industrially educated he must be in possession of 

 the following elements : 



1. An industrial disposition, which leads to a cheerful and even 

 happy devotion to some chosen employment, as the avenue through 

 which to make his contribution to the world's wealth. 



2. Industrial knowledge such general and special knowledge as 

 will put him in possession of the best human experience in the direc- 

 tion of his chosen vocation. 



3. Industrial power such a development of physical, intellectual, 

 and artistic power as will remove as far as possible the chances of 

 failure, and, by giving a just consciousness of strength, will enable him 

 to work always with the hope, and expectation of success. 



Will not all admit that it is at least desirable that such education 

 should become universal ? 



In the brief time at our disposal, we can scarcely outline the place 

 the public schools should occupy in the development of such a scheme 

 and in the accomplishment of such results. 



How can the industrial disposition be fostered ? How can indus- 

 trial knowledge be most economically and efficiently imparted ? How 

 can industrial power be developed ? How can the different classes of 

 the world's workers be brought into intelligent sympathy? 



These are the great questions pressing for solution upon society in 

 general, and upon the teacher in particular. Probably no friend of 

 industrial education would claim that farmers, mechanics, or artisans 

 of any kind, as such, should be fitted for their special work in the 

 public schools, any more than that these schools should undertake the 

 training of physicians, lawyers, painters, sculptors, statesmen. The 

 public schools should rather form the road leading up to the base of 

 the mountain of industry and art, thence branching to the various 

 heights of the special industries, each special height having at its base 

 a special school to fit its students for its climbing. 



As all classes of our people are to be citizens of one common re- 

 public, popular education must extend sufficiently far to prepare for 

 the one great common industry of citizenship. The power to read, 

 write, and cipher, may be destructive or helpful to good citizenship, 

 according as it is or is not guided by an intelligence suffused with con- 

 scientious regard for the rights of all men. This intelligence and re- 

 gard can be developed only as the work of the schools is based upon a 

 sound platform of principle. We believe this platform can be made 

 so broad, so catholic that its inherent naturalness and divinity shall 

 be so readily apparent that men and women, who desire to make 

 united effort for the good of all, can easily stand upon it. 



