Mathematical philosophy, a study of fate and freedom; lectures for educated laymen, by Cassius J. Keyser.

12 MATHEMATICAL PHILOSOPHY
It is plain that this conception stands in sharp contrast with the central idea of industrial education. For
humanistic education has for its aim, as I have said, the
attainment of excellence in the things which constitute
Our common humanity. On the other hand, industrial
education is directly and primarily concerned with our
individualities. It might, therefore, be more appropriately called individualistic education. It regards the
world as an immense camp of industries where endlessly
diversified occupations call for special propensities, gifts,
and training. Accordingly its aim, its ideal, is to detect
in each youth as early as may be the presence of such
gifts and propensities as tend to indicate and to qualify
him for some specific form of calling or bread-winning
craft; then to counsel and guide him in the direction
thereof; and finally, by way of education, to teach him
those things which, in the honorable sense of the phrase,
constitute the tricks of the trade.
What are we to say of it? The answer is obvious.
Industrial education, rightly conceived, is essentially compatible with the humanistic type; it may breathe the
humanistic spirit; the two varieties of education are essential to constitute an ideal whole, for human beings possess
both individuality and the common humanity of man. Industrial education, when thus regarded as supplementary
to humanistic education, is highly commendable; but when
it is viewed as an equivalent for the latter or as an ideal
substitute for it, it is ridiculous, contemptible and vicious.
For the fact must not be concealed that a species of education which, in producing the craftsman, neglects the
man, is, in point of kind and principle, precisely on a level
with that sort of training which teaches the monkey and