St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1885-12-31
cess. Universal knowledge is no longer
possible The power to overcome the forces
of nature may be obtained by

| INTELLIGENT OBSERVATION.
/ Courses of study are marked ont by edn-
Gators for two progresSes-to discipline the
| mind and to impart information, forgetting
| that both ends may be fulfilled in one,
I who can compute the time wasted a cen
| fury ago in the adornment of the pupil with
the rhythm of Latin verse. Science is or
ganized knowledge based on evidence; cul-
ture is the complete spiritual development
of the individual. The taste of the indi-
vidual and the nature of the life work
mapped out for the future wont be consid-
| cred in the selection of studies. Scientific
methods are elbowing their way to the front
in every study. Progressive educators pre-
sent history in a scientific way, inveStiga-
| ting the development Of civilization and
| political science. They wish to pursue the
same methods with other studies, Ian
guages, mathematics, etc. Memory is not
the chief faculty to be developed. We
| should rely more on thought and obserya-
| ton. The student should be taught to
think and let his thoughts guide his hands.
Let him fell the vigorous mastery Of his
thought over the forces of nature. The
children Of to-day will be the citizens of
tomorrow. What tools are we putting into
their hands to control the destiny of their
state? We want q feeling, thinking, doing
people.
PROF. WILLIAM T. PHELPS.
secretary ST. Paul chamber of commerce,
made few extemporaneous remarks, Civ
ing an experiment in manual training in
connection with system Of graded schools.
This experiment was once made at Wlnona
while the schools there were under his sup
eryision. He began by Temarking that the
&c,
experimental stage, and no precise defni-
ton of the term has been formulated. 1t
has been defined by some as learning by
doing Many misconceptions concerning 1t
are abroad. Many think that it is system
of training for the trades, and that it pre-
cludes literary culture. Education is a pro-
cess of evolution. and there is more than
one line along which it may be carried.
One is artificial the other is natural. The
great end of manual training is to develop
the mental and moral nature of the child.
In the investigation of the primary work Of
one of the schools Of the state, it was found
that they were wholly dealing with words.
The most was unmechanical aud uninter-
esting. An experiment was Instituted.
They were given a list of inexpensive ma
terial things, probes, prices OF wood, etc,
which they collected. The natural instincts
Of the children TO make something, to pro-
vide something was given play. Their
powers of imitation and invention were
called in play and meritorious designs were
preserved and thus begun a sort Of museum
of industrial arts. The extent, variety and
beauty of these DESIGNS were surprising
Both teachers and pupils became enthusi-
astic Soon the higher grades began to
''catch on and they organized little work
shops, bringing in the products of their
skill and invention. Aside from the two
lower grades the work was all done outside
| of school hours, and more and better work
was done in school by both pupils and
teacher. A general exhibit was arranged
at the end of four months and the results
were astonishing There were beautiful
designs Of all sorts of ornamental work and
every variety of articles. Working draw
ings were also feature of utility. The
significance Of all this is that if we have a
system of manual training it must begin in
the primary grades and gradually lead up
TO higher work. a paper on
MANUAL TRAINING
and education, by W. A. Pike. professor OF
engineering, state university, followed, and
was substantially as follows: Manual
training in the public schools may be justi-
fed from either of two standpoints: First,
as a means of rounding out an other
wise somewhat one-sided education, and
second, as assisting those who intend to de-
vote themselves to industrial pursuits to as
good preventative as is now furnished 60
those fitting themselves for literary pursuits.
To do something with the hand, to do it
well, means that the brain, hand and eye
have all been well trained together. Man
nual training develops the observing fac
ultes, and shows by actually doing things
the relation between the facts and principles
stored in the mind and the matters Of every
day life. In the exercises of the industrial
school, the student first gains clear con-
ception of what is required from working
drawings, involving accurate observation
and precisive judgment 1t develops an
increased interest in books, and some of
the time given to literary training might
protitably be given to manual
training, that more symmet-
ricai training might be secured.
1t gives an opportunity for pupils to dis
cover what they are fitted for and gives
more exalted ideas of labor. a large per
cent. of the pupils of our schools become
artisans and the abolition of the apprentice
system makes it important that some train
ing be provided which shall make them
something more than the average workman,
c0nceding the desirability of this training it
should be such as will fit them equally well
for all trades OF the professions rather than
in special line, 1t should be the Russian
system of teaching the use of tools without
reference to trade. 1t should begin with
the pencil and brush, modelling in clay and
wax, and the use of the simpler instruments
y, I I Oh
molding and curling reproduction from
memory, designing, carving and machine
and tool work. This work viii brighten the
students and increase their capacity
AFTER A RECESS
the discussion was renewed, several giving
their views on the subject Prof Wilson
of Saltwater thought that the work exhib-
tied was very nice in its sphere but was
impossible in the ordinary schools of the
country. He was heartily in accord with
the spirit of industrial training. The
chasm between labor and capital was
widening and there was growing discon-
tent among the lab0ring classes. What
was education doing in relation to
this social question? We must
give our children exalted ideas of labor, and
thus elevate the laboring classes. Wemust
increase the intelligence of the working
classes.
Prof. Woodward spoke briefly. He
thought all should go slowly in the matter
and not attempt revolution. The finer
and more scientific classes of work would
be confined to the higher grades. In the
lower grades the work should be simple,
systematic and inexpensive. In this work
he made the object mental training. In re-
gard to the dignity OF labor he thought that
ordinary drudgery of day labor was not par
ticularly dignifed. but intelligent labor.
Skilled labor was worthy of the highest
honor. He believed that the problem of
lahnr and nanital mnnld he