New Ulm weekly review. [volume] (New Ulm, Minn.) 1878-1892, 1883-07-04
Educate Hands and Heads.

Suppose we take . graduate from one
OF our grammar schools with a good
knowledge of arithmetic to cube root,
and q fair knowledge Of practical geog-
raphy; possessing sufficient command
of language to express himself intelli.
gently and dramatically, as well as
master OF a legible style of handwriting
and some insight into the forms of mer.
camille transactions and correspondence.
Certainly, on any basis of a three-R
training, grammar-school graduate
ought to be reasonably proficient in these
studies. Now, suppose such y graduate
enters one of our commercial houses.
Immediately, almost, he puts his school
studies to practical use, and his advance
ment and his wages depend upon the in.
telligence with which he utilizes these
school studies.
His school training, therefore, has
been an admirable preparation for the
particular line of employment he has
chosen. But how does this same school
training apply with a boy who, from the
force OF circumstances or from choice,
wishes to go into mechanical trade?
Do his three-R studies stand him in as
good stead as they do the boy who be-
comes clerk? Are they as directly
applicable in his daily work? Do they
tend to increase his wage-earning pow
er and facilitate his advancement in his
employment as they do with the clerk?
Let us see. Suppose each boy applies
to an establishment where they employ
many skillful workmen-for instance.
at Messers. Paines', the furniture manu-.
facturers. Think you Mr.. Paine would
make this boy s proficiency in the three-R
studies the main condition for engaging
him in his workshop? Not at all. MI.
Paine would very likely question the boy
mainly in regard to his proficiency in an
entirely different kind of knowledge.
We may suppose an interview substan-
TALLY as follows to take place between
them: "This," says Mr.. Paine, sis a
very good school record you produce
here, and now you want to become a
skilled workman as n cabinet makerp
Eyes, SIR ''Well, first let ME see what
your school for training has taught you
to do that will be of direct value to YOU
here, and that we can make use of. Do
you know anything about the ordinary
woods we use here, and how we have to
deal with them?'' ..No, sir.' s.You
are good strong boy; have you had any
training in the use of common tools like
the hammer, saw, plane, chisel, etc?"
mo, SIR
''Do you know how to read common
working drawing, or how to make a
sketch of common object so it would
be understood by workman who had
to make it?''
mo, sir"
Now, if Mr.. Paine felt any interest in
this boy he might say, ''My YOU friend,
you appear to be an intelligent lad, Just
the kind of boy to develop into a good
workman, but your school training has
done but very little to prepare you to be-
come a good workman in this business.
Here you are, 10 years old, and only
able to push and pub with your hands.
Now, it will take Jou a long time to
learn about our woods and how to handle
our common tools SO as not to DESTROY
more than your labor is worth. Beyond
this you will have to encounter the pre-
judice of narrow-minded workmen
against learning the use of tools too rap
idly. so that your progress toward be-
coming skilled workman and earning
good wages will be slow indeed. You
must, therefore, count upon several
years of practical schooling before you
can expect to earn good wages, and in
the meantime the main part of all this
fine literary and mercantile training you
have received from your school must be
practically laid aside unless you can
pursue them after your days work is
done. Boston TRANSCRIPT.