Thomas County cat. [volume] (Colby, Kan.) 1885-1891, 1886-12-23
MAnuA,. TRAINING.

! Why Childroa Should He Taught the Rudl-
ments OF Mechanical Education
The believers in the three Rs may
object that we can not make , skilled
mechanic out of every boy, even If he
is taught the use of tools The objec-
ton is not well taken. When boy is
laugh. the multiplication table. no one
guarantees to make out of him New
ton or q Laplace; when he learns to
spell he is not expected to become a
photographer, nor because he is taught
to read is he expected to be professor
of elocution. He is taught these things
because they are the first steps in the
road to learning. If he chooses after
ward to abandon that road he alone is
responsible for the deviation. So with
manual training. We would teach a
Child the rudiments of a mechanical
education, so that when he reaches
mans estate he can at least drive q nail
without splitting the wood every time.
or saw board at right angles to the
grain, or grind the family carving
knife without running both the knife
and the grindstone. If he shows no
taste for mechanical pursuits, there is
certainly no harm done by his rudi-
mentary training; if ne does. he is that
much further along on his road to the
mastery of a trade.
But there is another aspect IN which
manual training is of far greater i'm
portance to a child than IN simply
teaching him the proper use of tools
and materials, and that is the mental
discipline which such training enforces.
The weakest part of Il child mind is
shown by his ineXactness, want of ac-
curacy and carelessness of details.
Most children are entirely satisfied
with the statement of a general propo-
sition, and they, in their turn. can not
understand why teachers or parents
should not be content with an approx
imation. They can not understand
tina. the temple of mathematical sci
ence rests upon the four They can
not see why two and two should not
sonnet mes make five or three, as the
eXigencies OF the case might demand.
But put material objects into their
hands, take them from the study of the
abstract to the consideration of the
concrete. and they at once grasp the
limitations and conditions of values
They are compelled to be exact and
accurate. They have to see that they
can cut a board foot long into two
equal pieces six inches long, no more
and no less. They insensibly acquire
a knowledge OF arithmetic. geometry
and mensuration which volumes of
propositions and diagrams could not
teach them. Their minds expand and
strengthen unconsciously, the growth
being constant and symmetrical.
As to the time to be given to manual
training, the modern authorities agree
that two hours per day is ample. We
should say for young scholars one
hour would be sufficient There should
be, we think. a half in The forenoon
and half hour in the afternoon de-
voted to this branch of study. for two
reasons. Two short sessions would
prevent the little ones from getting
too tired, and would be a welcome and
beneficial change from the enforced
stiffness and decorum of the school
room. The change from study to
work would be restful and helpful,
and would soon become the object of
pleasureable anticipation to the pupil.
We hope the time may soon come
when the workbench may be thought
as necessary an appliance of the school
house as the blackboard or map, or any
other of the aids to learning now in
GSc.-S0n Francisco Chronicle.