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Show 92 the duty of the school to assist the home. it can do this by training the pupils to special usefulness in home duties and to such general usefulness in society as will help to sustain the home by adding to its re sources or income. When this kind of training is suffi ciently fostered by the schools, the purely cultural phase of edcation likewise receives its full share of attention, as is plainly The efficiency shown by the actual results. of ordinary school work, instead of being weakened by this practical side of educational training, is strengLhened by it, for we find that the common school subjects are better mastered through bringing together the cul tural and the practical phases as essentially Our judgment Ls that the truly harmonious. cultural is practical, and the truly practical 1s of the highest cultural value, since it finally results in the development of char We acter as the aim and end of education. recognize in the present industrial movement in education a factor of great value; it is only in the part assigned to it in our phil osophy that we differ' from the common view. We agree that industrial education shall be incorporated into the school, but hold also that the educator must first seleot, with the view of its educational value, those parts which are truly humanistic, social, and broad ening as home duties, rathe than those which fit the child for any economic activity in certain technical or industria'l fields of labor. We believe that the economic or indus trial factor must receive -the consideration of the school; but we feel that in selection of that ducational material which incorporates industrial results, the teacher must first estimate these results in the light and worth of the child as part of the social system. A question which of the members periodically of the ,Salt Lake seemed to worry City some Board of Education |
