268 INTERNATIONAL CONGRESS OF EDUCATION.
schools ; to look broadly and closely through the underlying principles
and processes of many callings, and finally to focus upon one the light
that shines from all others. Such a course prevents an unwise conserva-
ism and stimulates invention. I have said, and I here repeat, that the
age of invention is just dawning, that manual training is the very breath
of its nostrils. Hence I have no fears for American industries, even
‘hough we have no trade training in our elementary schools.
3. A third objection to early instruction in special industries is found
n the fact, that it necessarily ignores special tastes and aptitudes. I need
10t elaborate this point.
4. Early special training is at the expense of versatility. No one should
hang all his chances for life and complete living on one thread. To
change the figure : The properly trained boy or man—or woman—always
comes down upon his feet—tariff or no tariff ; silver or gold, or both ;
strike or suspension—it is all the same.
5. The plan for purely general instruction in elementary schools is the
plan of freedom. The idea of predestination to a particular calling by
external conditions—whether pattern-maker or preacher, baker, banker,
or blacksmith—is obnoxious. First develop the individual boy ; then let
him discover himself, and finally the demands, opportunities, and possi-
vilities of the world around him. He then may choose kis work advisedly.
[t is our duty to assume that every boy is going to make the most of him-
self ; that he is to be a working factor ; that he is going to earn his own
living ; build his own home ; buy his own books and pictures and pianos
with the money he has himself earned. We must fit him most efficiently
to earn his money as well as to spend it. I believe that the highest
good to the individual always leads to the highest good to the State. It
will be noted that I have not discussed the content of elementary educa-
tion. That discussion comes at another time. I assume that it is harmo-
nious and broad. I have only maintained that it should not, for local rea-
sons, be narrowed and cramped by what may appear to be local demands.
[ also leave to others the discussion as regards race characteristics.
WHAT SHOULD BE ADDED TO THE ELEMENTARY
BRANCHES?
3Y ALBERT P. MARBLE. SUPERINTENDENT OF SCHOOLS, WORCESTER. MASS.
(1) Thesis: “ What should be added to the essential branches of the elementary
course of study to meet the industrial needs of localities or race characferistics ? For
>xample, should city schools introduce branches relating to commerce or manufactures,
or should rural schools introduce agriculture, chemistry, and botany ?”
(2) IN this brief discussion it is assumed that the essential branches
are those enumerated in the preceding thesis, namely: Morals, language,
