Ever since our War for Independence, we have prided ourselves on the fact that we have been a democratic nation. The Colonists felt that taxation without representation was a wrong principle; that it was the inalienable right of the taxed to have a direct voice in the government. This latter principle was one of the dominant factors in precipitating the war and has been our most cherished privilege since that time.

In the Declaration of Independence, one of the truths enunciated as self-evident was "that all men are created equal." But the spirit of democracy goes further than that. All men should be given an equal opportunity to prepare themselves for their respective places in society. The only way in which we can obtain such a condition is to adjust the public school system to meet the needs of the community and the individual.

We have been wrapped up in the close net of tradition ever since the first attempt at education was made in this country. There is nothing more difficult than to rend asunder the bonds with which custom surrounds a national institution. There is always a vast number who will continually put forth the argument that what was good enough for them will be good enough for posterity.

If we could but eliminate our educational traditions and face the problem of how best to educate the youth of this country so as to best fit them to make an honest livelihood and take their proper places in society, we would be better able to understand the present needs of our educational system.

"A modern democracy of the industrial type demands both an extension of educational privileges, and a departure from the traditional methods of instruction in order to fulfill the conditions necessary to prolonging its existence. The democratic view of education is just beginning to rise above the pedagogical horizon. Free compulsory education is not democratic, if it is of the kind and character which is valuable chiefly to the professional man, or to the man of leisure; nor is it democratic if it merely aims to increase the efficiency and speed of the employees in our great industrial establishments.84

84 F. T. Carlton, "Educational and Industrial Evolution," Int. p. 8.

"The former overlooks completely the dynamic view of the world; its eyes are turned backward toward the past. It magnifies the desirability of disciplinary and purely cultural studies; and on the other hand it minimizes the value of, and often sneers at, the practical and concrete. * * * * On the contrary, the partisans of the practical studies are prone to forget the lessons of the past, and to see only the immediate monetary value of the training which they advocate."85

85 F. J. Carlton, “Educational and Industrial Evolution,” p. 74.

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29. Hinsdale, B. A., "Horace Mann and the Common School Revival in the United States," Charles Scribner and Son, 1900.

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38. Roark, Rurie N., "Psychology in Education," American Book Co., 1895. 39. Row, Robert K., “The Educational Meaning of Manual Arts and Industries," Row, Peterson & Co., Chicago.

40. Rush, Benjamin, “Essays," published by Thomas and Samuel E. Bradford, Philadelphia, 1798.

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42. Thorndike, E. L., "The Elimination of Pupils from School," Washington, Government Printing Office, 1908.

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MISCELLANEOUS

49. Annual Report of the Committee of Manual Training, Boston, 1904, School Document, No. 12.

50. National Society for the Promotion of Industrial Education, Bulletins Nos. 3, 11, 12, and 13.

51. Report of the Commission on Industrial and Technical Education, Mass.,

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52. Report of the Commission on Industrial Education, Pennsylvania, 1887

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53. Reports of the United States Commissioner of Education, 1879 and following.

54. Proceedings of the N. E. A., 1875 and following.

55. Manual Training Magazine, Manual Arts Press, Peoria, Ill.

56. Report of the Maryland Industrial Commission, 1908-1910.

57. Report of the New Jersey Commission on Industrial Education, 1909.

58. Report of the Commission on Education on the Subject of Manual Labor Academies, Harrisburg, Pa., 1833, bound in Educational Pamphlets, Vol. 2.

59. Industrial Education in the United States; Special Report, 1883, United States Bureau of Education.

60. Report of Public Schools, 1907, Fort Wayne, Indiana.

61. United States Statistical Abstract, 1911.

62. School Science and Mathematics, Vol. 11, 1911.

63. Journal of Education, March 7, 1912.

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