Plainfield High School - Milestone Yearbook (Plainfield, NJ)

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154 THE ORACLE all-around manhood and womanhood by calling forth skill of hand as well as power of head. These results are known to be true. Students who go to Hampton and Tuskegee from log cabins leave school no longer content to live as be- fore, but desirous of entering the world with higher aspirations and nobler ideals. They build good homes and earn their living through some skilled trade which they learned at school. The officials of such institutions as Hampton and Tuskegee keep a careful record of all who leave their schools, and it is found that these students lead pure, noble lives, and that they live up to the high moral standard which they followed in school. These are some of the advantages of hand industry. And are these not valuable? It would certainly mean peace and happiness among all citi- zens, if, while we are striving to wipe out all illiteracy, we should, at the same time, prepare every future citizen for life. When we consider that the dominant tendency in the world to-day is toward industrialism, when we consider that a large share of the prosperity and progress of our nation depend upon the efficiency and intelligence of our workmen, we can see the necessity of promoting these arts and can realize the value of this new phase of education. There is no man perhaps who has done more to emphasize the value of manual training than has Mr. Booker T. Washington. He has given himself up wholly to the work which he believes to be the salvation of his people. His is a life of unselfishness and of love for his fellow-men, for his country. From the life of one who has done so much, surely something may be learned. Even as Mr. Washington has served and is serving his race, his country, may we, too, as we enter upon our greater work, live a life of unselfishness and happiness in the service of others round about us. For that is the secret of true living. Some one has rightly said, “That man may last, but never lives, Who much receives, but nothing gives.” ANNA FRANCES BRODNAX. Jones—‘“I am a near neighbor of yours now. I have taken a house by the river.” Mrs. Golightly—‘‘Oh! I hope you will drop in some day.” “Fifty miles an hour,” yelled the chauffeur, “are you brave?’ “Yes, I’m full of grit,” replied the pretty girl as she swallowed another pint of dust—Ex.

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THE ORACLE 153 duced into the public schools of Boston. In Man hattan, industrial training will form one of the main features of the curriculum this fall. To go across the sea—this same work is going on in Ireland, and it is thought that it will greatly benefit the Irish nation. These arts have also been introduced into the schools of England with remarkable results. But far away from either of these two countries, we find this work carried on. In India we see the value of this discipline among the orphans and others made wretched by famine. In Turkey the industrial training is bring- ing forth good fruit among Armenian women and children left destitute by the massacres of eight years ago. To understand what this work is accomplishing, it may be well to give the testimonial of one who stands in a position to know the fruits of the industrial work in education. The Rev. James Smith of India, in an article devoted to this subject, says in substance: . “T believe in Industrial Training because for nine years I have tried it, and found that in general my most intelligent and resourceful pupils are those who have had a simple course in manual training in addition to their other work; because it fits my boys and girls for life; because it seems to develop faithfulness and truthfulness better than arithmetic and spelling, and other forms of mere book-work in which cramming and whispering make deception and superficiality so easy; because it makes my boys more self-reliant ; because it makes them more manly; and lastly, because working men and boys must have education suited to their future.” In speaking of the economic and educational value of hand industry, we are at once reminded of the grand work that is being done at Hampton and Tuskegee institutes. In both schools the manual arts are taught with admirable results. In both schools are found dress-making, tailoring, weav- ing, blacksmithing, millinery and other industries. As great stress is laid on these trades as on arithmetic and English. For it has been observed that this training teaches the students to think and to develop originality; it teaches them the beauty, dignity and honor of labor. It may be said here that industrial education alone will not bring about desired results among the colored people. Education of the head as well as that of the hand is necessary. One with the exclusion of the other is not sufficient. Let those who are capable and who wish, pursue the higher education, that they may become wise, intelligent leaders and teachers fitted to lead their people aright. Although this is so, it cannot be denied that industrial education has been and is the most potent factor in elevating the masses. It enables them to gain a better living. It helps to develop the

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THE ORAGEE 155 ORATIONS I THE IDEAL AMERICAN. HAROLD CHAMBERLAIN FENNO. HE year 1808 marks the beginning of a new epoch in American history, an epoch of territorial expansion; and this same date in the history of the world marks the entrance of the United States of America into the arena of international affairs as a world power. To accomplish this result, however, required the guidance of a master hand—the hand of John Hay, Secre- tary of State. From that date, that hand has never been with- drawn for a moment from the rein, nor has it allowed the foreign policy of this nation to deviate a hair’s breadth from the course mapped out for it. Indeed it has urged the nation forward along that course with a breathless rapidity which has caused aston- ishment within andconsternation without. We saw the power of Spain humbl- ed despite the murmuring of Continental powers; we saw American sover- eignty established in the Philippines in defiance of the outcry at home against Imperialism ; we saw American rights preserved in China, and Chinese in- tegrity assured to the world in spite of European desires to the contrary ; and we have just seen the aggressive treachery of Russia openly curbed and laid bare before the eyes of the critical world. All this we have seen and more, but through it all we can distinguish the shadow of the mighty intellect and forceful hand of John Hay. Not an incident arose for which he was unprepared; not a movement was made which he had not foreseen, and, foreseeing, prepared for. Neither divisions at home nor coalitions abroad changed his policy one ion. His wonderful foresight had enabled him to fix his policy against open threat and hidden deceit; and still the young nation, confident in the knowledge of its strength, pushes onward, and still John Hay holds the guiding rein in his mighty hand. But whence comes this being, who shapes the destiny of a nation, who directs the expansive energy of eighty millions? Who moulded that brain which pierces the darkest, most secret plans of our country’s enemies? Who trained that spirit of liberty? Who educated that mighty power of foresight, that ability to grasp opportunities ere they are at hand? Is it a god come to dwell among men, or is it one of the heroes of old re- turned in modern guise?