The Salt Lake herald. [volume] (Salt Lake City [Utah]) 1870-1909, 1888-07-10

zebra and mensuration. Secondly, a
course of science. Thirdly, a course of
literature in English and American his
tory and other countries. One of these
studies comes every day. The fourth
study is that of drawing for one hour
every day. Each man has his
mind trained with his hand, which rem
ders him useful to the architect, the en-
gineer or to himself. The fifth line of
study is that of instruction in the
use of tools. The plan is this: Three
years work in school aud two hours
each day is given to this department.
These lines of study, therefore take, up
six hours each day. The boy takes up
his time largely at home on his studies.
During the first year. the. boys are
taught in the class by competent teach
ers wuo are skilled in the use of tools.
The pupils are taught how to
use tools in connection with wood.
the teacher tells the boys what
they are going to do. He
will perhaps tell them to make dove
tail joint. The teacher makes draw
ings to illustrate to them exactly what
a dove-ai joint is, and takes the mate
rial and constructs piece of work be-
fore their eyes, explaining the reason
and method of its construction
When the teacher has made it perfectly
clear be gives out certain amount OF
luna Der to each OF the boys, and each
does what he saw his teacher do. They
all do the same thing at the same time.
Each follows the directions of the
teacher who tells them how
to do things. Now. at the end of two
hours, the exercise may be finished.
The boy has done it, or partially done
1t. The teacher watches them. When
he sees them going wrong he shows it
to them again. Bat there is very little
of that necessary. You never saw a
boy so attentive in performing as in
that kind of shop. They just relish
that work. They are hungry for it from
top to bottom. 1t is no difficult TO
take care of class of boys of that sort.
Boys are soberminded. They are con-
sclentious. They are candid. The
teacher, therefore, step by step takes
them up the ladder of wood work.
Every boy learns exactly the method
and theory Of every tool In use. He is
taught to keep it sharp, if it is an edge
tool. We give every boy set of edge
tools and require him to keep them in
good condition. When the next boy
comes in he must have a new set of
edge tools. No boy must charge dull
tool on some other. He also learns the
use of minerals, and that heat makes
iron as pliable as lead. Step by step
through the different courses in
the forging shop, they learn The
whole theory of melting and shaping
iron. The teacher gives them the lesson
with that same thoroughness as in the
woodwork. Therefore, need not specify
anything further in that direction ex-
cept to say that if you look into our
forging shop, where we have boys with
their leather aprons on and bare armed
ready for work with their teacher, you
will be filled with enthusiasm to see
them and the intelligence displayed.
There is another way of shaping iron
besides heating and pounding it. 1t
can be cut, turned, chiselled, Clipped
and filed, submitting to mems hands by
one way or another. Every Toy learns
the method Of work upon iron, steel
and brass. Their training also involves
great precision of workmanship. For
five days in the week we have shop
work of one sOrg or another. Yet, for
all this, no boy has learned a trade, o
boy has blossomed out into an artisan.
He is only wel-trained boy. At the
end before the boy graduates from that
school he is required to produce some
thing that Will give the test of his
workmanship. We say to him, Con
struct something of iron, wood, steel or
brass that it may stand" We do it
more for the moral effect than for any
thing else. We do not care for the ma
chine. 1t is the making of it that is
valuable. The work NAV be DESTROYED.
The training is indestructlble. The
workmanship indicates the brain that is
behind all. He can see more because
he has mind behind his eyes. He learns
to understand what he sees. When
there, We try to make our boys under
stand what thew are doing, and why
they are doing it.
Well now, what are the results
of such system of training? Probably
it has lasted three years. The boy who
came to the school at fourteen is now
seventeen, and has taken his diploma.
What has become of him? Now, let us
that the boy has a desire for
more study. One of the things is that
the boys do not want to stop here.
They always intended to stop when
they would finish their term. This is
true of a majority of our graduates.
Many of them, Of course, cannot afford
to continue in their studies; and about
or two-thirds 60 to work.
1t is one of the remarkable things
that our boys are fond Of work;
and there is a great demand for such
boys. After such training the boy
knows what he is good for. He is
generally very willing to go to work
You know, and | know, how fatal il has
been when boy has been put in the
wrong place. You know there are
men who might have been, who are
not poor school teachers when thew
might have made good farmers, or
poor farmers when they might have
made good school teachers. These
boys had to attend school five days out
of six. Their teachers, however, are
troubled by them, as they
want to work out of school and on
holidays. These boys will not go round
corners and hang about saloons. lone
Of these days your boy will have shop
down in the cellar and he will be max
ing things for you" L might say to his
mother. The reason for it was
unitarian reason. The same method
enables the boy to become a great in
telligent man and better citizen every
way. In our school over so per cent.
always study through to the end of
their course. And therefore l, say to
you and to the 'schers here, that when
you make a high school, make
It a manual training school. You