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Show HALF-DAY SCHOOL IS OPPOSED BY A LABOR LEADER Editor Standard: The heads of our schools, have acknowledged the system sys-tem to be at fault and they advocate a school day divided equally (?), between be-tween the class room and the 'world's work." That lets the worker into the discussion without further parley. From the very beginning, the citadel cita-del of learning is besieged by econo-, raic and industrial forces which insidiously in-sidiously dispute every step of progress, pro-gress, A compulsory education law is supposed to check voluntary desertions, deser-tions, but the wiles of the enemy are such that very few qualify to enter the high school. I cannot bring myself to believe that classroom instruction could be bo raw as to require the heroic treatment treat-ment prescribed by our educators. Many students work during vacation and do chores and football and basketball. bas-ketball. They are far enough advanced ad-vanced to appreciate the value of an education, The place to get an education is at school. The students should rally round the high school pennant and hold the fort. Education is the training train-ing of the head and hand, the development, develop-ment, of the tool using animal. To that end. if the telegraph, the wireless, wire-less, the linotype and the lathe are required, get them. I don't think the operators will kick this time the railroads are filling their places with telephones. No one objected when the school raised a few vegetables. The purpose is not to recruit strikebreakers strike-breakers but to train head and hand together. The educators of Ogden should try again before they strike their colors anu maKe it optional with the students stud-ents whether or not they barter their precious time for a mess of pottage. t There are not enough jobs to go round as things are. Labor is a commodity com-modity on the market differing from other commodities in that it must sell itself or perish. The high school labor bureau may place the students but it cannot regulate the conditions or quality of labor. If the educators are ready to confess con-fess that the industrial field of child labor, adulterated food, strikes, white slavery and competition constitute 50 per cent of a high school curriculum, there is indeed something wrong. It is quite, if not more, necessary that girls as well as boys should have manual training. Outside of school what is open to girls but the canning factory or the lunch counter? As a worklngman and a student of the labor question, I am opposed to the half-day school. I believe in manual man-ual training and amateur work. The amateur works for the love of it and" need not be a bungler or a novice as the sporting editors lead us to believe. be-lieve. (Signed) E. A. Battell. |
