The Washington critic., 1888-02-11

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to expand his list of words and Gus
tomary combinations as soon as he is
set to reading and paraphrasing Sc
lection in q school-reader.
He learns new vocabulary in
studying geography q long list of
technical terms is necessary to de-
scribe the essential matters of mans
environment. Geography undertakes
to show the relation of each place to
all others. After he has acquired
some knowledge of this branch, the
pupil is equipped, for understanding
the language and interpreting the
ideas of all printed information rv-
garding geography. The study OF
arithmetic initiates the pupil into the
Language Of quantity and its modes of
expressing ideas. So in history, so in
grammar, new vocaDularies are
learned as means for getting new
views of the world.
THE FIVE WINDOWS OF THE SOUL
which open on the five cardinal as
poets of the world have been pro-
vided for, as we have seen, III the
studies of the elementary school.
1t is interesting to observe that the
symmetry of the course of study is
preserved in higher education.
Mathematics reveals for US the laws
of time and space that condition
nature. Arithmetic for the ele-
mentary school becomes algebra,
geometry, natural philosophy and
chemistry in the high schools; and,
in the university, it passes over
into analytical geometry, the cal
culus and applications of mathe-
MATES to matter and motion
as factors Of inorganic nature.
Geography opens the door to meteor
ology, astronomy, geology, botany
and zoology in the higherschools. As
mentioned already, grammar leads to
logic and philosophy as we'll as to
philology. History leads to jurispru-
dence, sociology, politics, political
economy, archaeology and ethnology.
Literature conducts to the realization
of all these things, and ultimately
leads the pupil up to the oracles of re-
ligion. In the higher education it
passes out of its national literature,
and approaches, through the study OF
foreign languages, the treasures Of
other nations. M
] have named the five great lines Of
study that radiate from the centre
and relate to the five great depart
ments of human learning. These
should always be represented in every
course of study, There are other mat
ters that should not be neglected, al
though they cannot be compared with
these five cardinal studies. Indus
trial drawing, for example, should
have its place in the common school
side by side with penmanship. 1t is
of sufficiently universal value to. JUS
tify this place for it, as we shall see
if we compare 1t with another pro-
posed branch Of instruction, namely,
MANUAL TRAINING.
1t is proposed to introduce into all
common schools aeourse of instruction
in the mysteries of working in wood
and metals. This is urged on two
grounds; First, that of fitting pupils
to earn their living second, that Of
gaining the culture of character that
comes from labor with the hands.
10 the latter 1t may be answered, that
manual training al school is not de-
voted to productive industry, because
its intent Is not TO supply the market
of the world. The great moral culture
that comes from the labor that earns
ones daily bread is not derived from
the muscular exercise of the hands
and body, nor from the mental activity
that directs the muscles, but rather
from the subordination of ones self
for the good of others, the earnest
bending Of all ones powers to the
task Of producing something for the
market Of the world, 80 rs to share in
the production of ones fellows blythe
process of exchange To earn ones
living has, therefore, a special educa-
tional value of its own. But manual
training is not of this character.
Manual training, therefore, has'not
an equal claim with industrial draw
ing for a place in our common
schools. But il hasan unquestionable
claim for place in. special schools
Manual training schools should be