The Sedalia weekly bazoo. [volume] (Sedalia, Mo.) 187?-1904, 1883-01-09
Continued from Second Page.

Continued from Second Page.
Constituting, as the University does,
with its various departments, Including
the School of Mines and Metallurgy,
most important part of the Public School
system OF the State, and desiring to see
that system maintained and strengthened
in all its parts, together with the Normal
Schools and Lincoln Institute, created
by statutory enactDents OF the General
Assembly for the education Of the cOlored
youth OF the State, | have deemed it
proper to make to your bodies the fore
going suggestions and recommendations
For a more detailed statement of the wsnts
of the University and its various depart.
meuts, including the School of Mines and
Metallurgy, of the Normal Schools and
Lincoln Institute, l commend To your
careful consideration the recommendations
which will be made to your body by the
respective Boards of these Institutions.
SCHOOL OF MINES.
The School of Mines and Metallurgy at
Rolla is in . Hourishing condition. 1t
fills q vacuum in the educational system of
the State which no other school or college
could: rs it makes the education of the
Young in Geology and Mineralogy q spec
ialty. The rich mineral Developments an
this State and in all the Western States
and Territories have caused demand for
mining engineers; and those who have
gone forth from this college have been we'll
qualified for the duties of their profession,
consequently have generally received lucra-
tive COMPENSATION Ii is situated in a
locality we'll adapted TO such an institution,
and should receive the most generous en-
enlargement from the legislative bodies of
che state.
MANUAL EDUCATION.
desire to call your attention to a new
feature in the education of boys, develop
ed BY the Manual training School of Wash
ington University, St. Louis This school
was established through the subscriptions
OF citizens OF that city. for the purpose of
testing the feasibility of uniting manual
trAining-by which is meant systematic in
struction and regular practice in the use
OF tools with the ordinary teaching from
books woich is intended to develop and
discipline tie mind. The success of the
school appears to have fully met the ex-
pectstiOns of its founders, and it has be-
come q permanent feature of the UDiver-
sity. The curriculum of the school covers
three years. Boys from fourteen to
eighteen years of age are carefully taught
the art of the mechanical draughtsman,
and to use the tools of the carpenter, the
wood-turDer, the blacksmith and the ma
ehinist: and during the same term they
make the usual progress in literature,
mathematics and science. 1t is contended
that in this system better intellectual re-
suits will be secured. in consequence of
the knowledge and command OF the ma
terials and forces which, TO so great a de-
gree, form the basis of all Intellectual life.
They claim thst two points have
been clearly proven: One is. that. when
properly taught, boys learn the use Of tools
in q surprising snort time; and the other
is. that the manual feature produces an
unusual interest in, and relish, for school
life. In the St. Louis school the effort has
been to introduce those tools and processes
which have the greatest breadth of appli-
cation ia the industries of our people.
Methods of working wood and iron are of
almost universal application. and one who
rs trained to exert and careful workman
ship in these, turns easily and successfully
10 other arts involving the use of machin-
cry and edge tools. learn from Prof.
Woodward, the protector and director of
the school, that two hours each day are
spent in the shops, and that the shops are
taken in regular order by all the pupils of
che school. The full details of particular
trades are not taught, and no articles are
made for sale. The shop exercises are de-
signed exclusively for instruction and dis
cipline. From first to last boys are taught
to make and use working drawings, and
daily programmes cover six full hours.
1t is not claimed BY the managers that the
exclusive object of the school is to make
mechanics 1t is intended to give to every
Of his powers, SO that, whatever may be
bis choice of occupation, it will be wisely
made. In nay mind. it is q school of vast
importance. because the influence of
manual training school will be to divert
large proportion of its graduates from the
already over-crowded professions to the
adoption of industrial pursuits. They will
Decome manufacturers, superintend
ents, foremen. engineers and
skilled mechanics; and this
result is much to be desired in this coun-
try. Men skille d in those pursuits are
always in demand. Our present supply of
trained mechanics is largely from foreign
soil, and our American boys, with a taste
fer tools, have not lad reasonably oppor-
tunity to cultivate them. The same facil-
titles should be given the boys of our own
country to obtain such an education Is
one enjoyed by the youth of transatlantic
countries. The old system of apprentice
ship is about at an end, and it is necessary.
II We propose to protect the interests of
our industries and consult the welfare of
our youth, to devise some means for their
proper training. In our ordinary and
more advanced schools the only avocations
aimed at, and in which positive interest is
aroused, are commerce. buying and selling.
reckoning accounts, keeping books, and the
so-cailed "learned professions" IA misno-
ner, in my opinion). The ordinary
school boy gets the idea that it requires no
education to be mechanic; hence he as
pires tn vhat he calls q htOher nrofoSe;op