Bailg Name Industrial Markt-VI
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«•* Nome Mine Workers’ Union. No. iMO. Western Federation of Miners.
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"To secure to each laborer the whole product of his labor, or an
•early as possible, is a worthy object of any good government.”—
anranam Lincoln
Address all Communications to Dally Nome Industrial Worker,
Boz 210 Nome, Alaska. Phone, Black 134
All changes In standing advertisements must reach this office at bIz
• clock each evening to insure insertion in the following Issue.
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Entered as second class matter March 1, 1911, ai the post office at
Nome, Alaska, under the Act of March 3, 1879.
Nome. Alaska, \pril 5, 11)10.
The suggestion of tho Rockefeller
Board of Kduc-.ticn that grammar,
hV.tcry, Greek, Latin ar.d the claa
ho dropped : rd that -ad. rue be '
made tho dominating feature- ol
chocl curriculums is one that has
already been agitated quits exten
sively, as well as in the United
States, in other lands also. Natur
ally anything coinocted with aj
Rockefeller Board may rightly be:
suspected of an ulterior motive, but
bore we can also reasonably believe
that the Beard has in view the in
creased efficiency of workers .is
worker-, and employers as em
ployers.
What is'an education anyhow?
Huxley has already defined what he
conceived to bo a “liberal" educa
tion and broadly speaking such a
definition may be accepted for edu
cation genefally. “That man 1
thick, has had a liberal education
who lias been so trained in youth
that his body is tho ready servant
of his will, and docs with case and
pleasure all the. work that, as a
mechanism, it is capable of; whose
intellect is a clear cold logic engine
witli all its parts of equal working
strength and in smooth working
order; ready like a steam ehgine to
ho turned to any kind of work and
spin the gossamers as well as forge
the anchors of the mind; whose mind
is stored with knowledge of the
great and fundamental truths of
nature and of the laws of her opera
tlons; one who, no stunted aacetic,
is full of life and fire, but whose
passions are trained to come to heel
by a vigorous will, the servant of a
tender consicence; who lias learnea
to love all beauty whether of nature
or of art, to hate all vilencss and to
respect others as himself”.
Naturally there are shortcomings
in that definition and the greatest of
its imperfections is tho perfect idea!
which it sets before it as attair.ahi •.
That's neither here ncr there. The
point is that according to such a de
finition mighty few of us are edu
cated and the fault is not ours but
the system which is being pursued.
It is hard to realize what a com
pletc failure the public school system
is in the United St"tos with rare ex
eeptions. And that m< ■ tlir t the
failure of the educ-tcr., blind by
ihe public is abject and real. I h it
in turn may bo the public's fault:
but the incompleteness of the edu
cational system is so real and so glar
ing that it's only a pretense to us
sumc that it's an education at ali,
in the strict meaning of tho terra.
The explanation is found or course
basically in tlio economic nysem. The
vast majority are unable to got any
any sort of an education and unless
we pretend to ourselves that it is an
education to be able to road some,
write indifferently and figure un
certainly, we can lay no claim what
ever to be educated.
It's the height of folly to believe
that learning a smattering of Latin
or Greek or German or French,
which is to bo forgotten just as soon
as we leave school, is any earthly
•use. There is a certain amount ot
mental discipline in tho process, but
the process as conduced in the aver
age High School regarding the class
ics is very slip shod, careless and
.unmethodical so the discipline miglu
otherwise obtain, is lacking. It Is
true that we may acquire a better
understanding of our own tongue by
n precise acquaintance with that of
other peoples, ancient or modern;
•we come to possess an enlargod vo
cabulary in tho language is our
mother tongue and greater case ana
grace of diction. But these results
presuppose ah earnestness of study
and a still greater earnestness ot
teaching involving In Instructors In
finite care and infinite patience and
Infinite love of Imparting such
knowledge, that under ordinary con
dition is not very much in cvldonct.
In few schools emphasis is laid
upon the elementary fact that no
knowledge of anything Is acquired
without tremendous application ,and
desperate earnestness, and that these
must be guided by intelligent
teachers whose work must tie some
thing more than routine and whose
discipline something other than the
purposeless regulations which mtict
be unintelligently obeyed because
they are regulations.
The value of learning another
language than our own is precisely
the same as that of learning the
tongue we speak, and must have a
philological basis, assisting us in de
cyphering the puzzling elements of
history and the economic basis upon
which history is founded.
Mentioning history we do not
mean that grotesque romance which
passes muster as such in the schools,
wherein great men, important batt
les and national activities are allied
with a innumerable number of dates
tending to confuse confusion and In
crease bewilderment. We mean the
actual story of the people; how they
lived, what they thought, why they
acted in that process of human ac
tivity that the scribes have recorded
for us.
On the other hand, admitting the
value of a strictly scientific educa
tion we may not fool ourselves in' >
the belief that a knowledge of tils
chemical elements or ordinary che
mical reactions, a smattering of bo
tany, physiology or biology is going
to improve us a single bit. We are
not educated in the strict sense ol
the term unless we understand tne
relation of those sciences to our own
lives, and they are of actual assist
ance to us in determining our con
duct so that we can adjust ourselves
and our actions to the natural order
of tilings and in compliance with the
laws of health and prudence and
social inter-relations.
Education is only the means to
the end of living a fuller and net
ter existence. For the vast majority
it has no relation whatever to tilts,
the only end. Where It serves its
purpose in the workshop, in the
laboratory, in the mill, it is prosti
tuted to the advancement of an
other instead of ourselves.
For most of us however our edu
cation in the truest sense of the
term begins after wo leave school.
Experience is the greatest teacher
and experience is merely the reflex
of a man’s environment upon hit
nature.
Lots of slush is written about
schools building character and so
fortn. But alt the schools c.i.i do
is to allow a man’s character to un
fold itself, remembering that char
acter depends upon heredity and
present time environment.
The schools dont lend much aid
towards the building up of character
They allow too little Initiative. And
the examples some teachers give it
anything but conducive to such de
velopment.
The great troublo with the public
school system is that it measurer
evory individual with the same yard
stick. It prods him with the same
lessons and compels him to read the
same text bookB, profcscors ace»ir.o
datlngly changing tho latter to acco
modate the publications from year
to year of the hook trust.
The woful lack of system in texi
books is a wonderful joke, did one
not understand the commercial ele
ments that have forced this upor
the country for their own profit
From year to year and from school
to school we find an endless variety
of pedagogues making effort to teacti
Latin or Greek or history or gram
mar some new way, with little oi
no progress being made and certain
ly no individual advancement result
lng therefrom.
The art of teaching, let it be aaid
does not consist in assisting brilh
ant students to greater brilliancy
but in inspring backward student!
to greater effort towards improve
ment. Needless to say the art ol
teaching is In most of the public
schools a lost art and teachers blest
the Providence that supplies their
class rooms with gifted pupils so ;
that their load is made lighter and
they can devote moie time to the
lighter side of life themselves. We
can hardly blame the teachers, rhey
have to make a living. And that
they should he themselves the vic
tims <jf a system of education laep
ing in thoroughness and the essen
tial principle that a love of the work
must be the stimulus of effort, is
what has to be insisted upon, ihev
are social hirelings with immense
demands made upon both limited
ability and limited energy. The in
evitable tendency to follow along the
the line of least resistance is only
to be expected to manifest itself in
their work, for their incentive is ndt
such as to cross very far over thei
limit of the dollar and the cent, j
paid grudgingly enough as wages or !
salaries. Most teachers self sacrificing
as many of them are, being first of
all human, bless the time when the
bell rings for dismissal as heartily
as the student, and considering that
j they, as well as the rest of us, are
i slaves of the economic system the
rare exceptions that love their work
| beyond their leisure and beyond the
pleasant social intercourse that leis
ure unfolds compellingly load one to
believe that good teachers are horn
not made- a great mistake.
Teachers have their lives to live
and their work, their pleasure, their
1 activities are first of all subordinate
| to their right to live their lives tc
> the fullest and freest extent, com
patible with the fullest and fressi
living of their lives by others.
We do little or nothing to aid
the teachers in a better conception
of things. We readily place their
shortcomings on their shoulders,
and the inevitable tendency to mane
a goat of all public servants Is no
where more forcible evidenced than
in the lives of teachers.
Now the Rockefeller Board of
Education is not going to advance
the cause of education one w!ut.
To develop the muscle of the slave
so that he will be a better hewer
of wood and drawer of water is not
the principle upon which educational
reform can come about. To provide
manual training so that the cou
tracto.r paying low wages can secure
a greater number of carpenters,
that the mills may secure more effi
cient textile workers, that the shops
may have more efficient machinists
is based upon that principle. A
man's education that tends to make
him a better profit maker for Rocke
feller or Morgan or Vanderlip or
Schwab is to prevert the system of
education altogether. It's really
not education at all. Bad as ma.v
he the wasted efforts acquiring a
classical education, the hobo that
loves the ringing music of an Iliad
the pantheism of a Shelley, or even
the romanticism of a Tennyson is
infinitely better off, wretched as may
be his lot, than the scientific slave
who has harnessed his knowledge to
the service of an economic state,
adds hierely to the riches of the rich
and the poverty of the poor.
In one of George Gicsing's wond
erful novels he mentions two broken
down college men hungry, cold and
ill clad in a London tenement slum.
The two men are comparing notes
on a Greek play and one suggests
to the other that he read it with
some words given a different meas
ure to that usually excepted, so that
he appreciate its wonderful beauty
and sonorousness.
Nothing could strike a person as
more incongruous or more typical or
the utter waste of effort in the
classical education the schools have
fostered. But such as it is, we can
hardly doubt it afforded those poor
men some solace, and we do not at
all hesitate to say their education
has intellectually, morally and
socially been infinitely happier than
the wasted science that brought no
wealth to the wage slave, but all of ;
it to his employer and master who ^
owns the filthy workshop where he
toiled.
Reform in education truly is de
sirable. But the reform must begin
with the economic system so that
the individual and society may pro
fit by it. The danger of a capital- i
ist control of education is nothing i
new b-cause it is an accomplished
fact. They would make our know
ledge increase our profit-making ef
ficiency. They want highly skilled
slaves and more of them. Fortunate
ly however that knowledge which
is essential to capitalist advance
ment is the very means whereby we
can emancipate ourselves. It’s easy
to enslave the ignorant and the
euperstitous. They are those who
accept the masters’ teaching and
hearken to the masters' voice. 'But
the man who knows is the man who
rejects industrial bondage. Well said
Isaih "My people have been led cap
tive because they had not know
Istfiah “My people have boon led cap
whlch is knowledge, which is edu
cation, shall make us free—not a
truth perverted or a knowledge that
is tainted with oily dollars, but the
truth that is pure as the crystal
spring from the fonts of Olympus
where the Gods, who are always
free, have their domain.
! LOST:—Two black dogs one with
white ring on neck, both with
white breasts, white tip on tails
One white dog with three black
spots. Owned by Mr. Bahlke,
Council. Report to the Indusrtial
Worker office.
I_
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THE WOMAN WHO
CARES
SHOULD SEE OUR WINDOW DISPLAY OF
MARVELOUS COLD CREAM
and all the other
STANDARD COLD CREAMS
To he had In the best
MARKETS OF THE WORLD
the most complete line in Alaska at
HILLS PHARMACY
We Deliver The Roods.
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IE HE INDUSTRIAL WORKER
is prepared to handle
all kinds of !
JOB PRINTING
Let us figure on your
work. Call up Black
134 or call at
THE 4Pm« ffIGE
NOTICE
We have been appointed agents 1
| for the
| Dodge Automobile
| The popular, fully=equipped,
i pleasure car that satisfies all
| ALASKA LIGHTERAGE 8 (ML GO.
rirur if »a ir 11 i
IUMISUuiSDV
FOR YOUR
HATS, SHOES,
MEDDLICOTT AND COOPERS UNDERWEAR AND GREEN
HOOD SHIRTS
AT CHEAP JOHN’S STORE.
OCR PRICES ARE THE LOWEST IN TOWN.
Store
i
Kent Transfer Co.
General Transfer & Freighting
Qoal & Qi±
Phone Main 139.
r
i
For Summit and Greenhood
Shirts, Midlicott and Stady Un
derwear and Sox, the best ever
sold for the money.
MURPHY HAS THE GOODS
-
PHIL MURPHY
ARTIC SPRING
WATER
Always at your Service.
Prompt delivery— KUzzard or
Shine at usual Rates 10
Buckets $1.00. 50c. a Barrel.
A. D. POTEET.
Phone Red 120.
INDEPENDENT
MEAT MARKET
Wholesale and Retail Dealer
in Beef, Pork, Mntton, Veal,
Ham, Bacon Poultry and Fish
Game in Season, All fresh
Stock. No old or damaged.
W. H. Webb prop. Phone M.18
A FEW SPECIALS
ON OUR BARGAIN COUNTER THIS WEEK.
QUAIL BRAND, BERRIES, Gal. Cans, 65c. per can.
QUAIL BRAND PEACHES, Gal..Cans, 45c. per can.
QUAIL BRAND APRICOTS Gal. Cans, 45c. per can.
QUAIL BRAND, RHUBARB Gal. Cans, 40c. per can.
SEA PORT PEACHES .*4.00 per case.
FORCE..... . . .1 8 Pkgs. for *1.00.
SHEEDED WHEAT BISCUITS..8 Pkgs. for *1.00.
MOLLER’S GROCERY
PHONE MAIN 8* All FRONT STREET
ARE YOU SEEKING A PATENT T
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delivery ph >ne Mate 1«1 and ttt*
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u.t ■
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