Juniata sentinel and Republican. [volume] (Mifflintown, Juniata County, Pa.) 1873-1955, 1889-05-29
Industrial Training.

The vital topic which is now enQae-
ing the attention of educators all over
the country Is the question of manual
training a part of public shool educa-
tion. 1t is held that the apprentice
system Is n thing of the past, and that
technical and trade schools have become
necessity to supply skilled workmen
and housekeepers. 1t is true that the
number of young people now learning
trades Is smaller than 1t was formerly,
but 1t Is also true that the increase in
the use OF machinery has proportion
ally diminished the demand for me
chanics- 1t is a well known fact that
the supply of mechanics in almost
every part of the country is fully up to
the demand. The lawyer, the doctor
the teacher and the clerk each saws
don't come into my profession; it Is
already too much crowded, learn a
trade" ." But Judging from the large
proportional number in the trades
struggling for meager living, we are
forced 10 the conclusion that they are
as much over-crowded as the profess
sions. There Is then, certainly no value
20 be attached to these training schools
as means of increasing the supply of
practical mechanics. Several other i'm
pOrtant questions, however, arise in the
consideration of this subject. Intel
hgent educators VIII not claim more
for these schools than that the
work which they are doing is a prepara-
tiOn for apprenticeship. Now, what Is
the value of that work. Is it of such |
importance to the industries of the !
country as to make 1t proper that IL |
should be done at the public expenseg
And Is there IN this manual training /
anything Of educational value apart /
from its practical value2 That is, does |
manual training afford such means of /
mental culture as would entitIe IL to be /
made an integral part of the public
school course2 We hold that manual
training, viewed from an educational
standpoint, has no value, except what
Is in its practical use. If the public
good requires that such training should
be given to youth at the public expense,
then let special schools be established
for that purpose, and let the children
that intend to learn IA trade go to such
schools, but do not introduce this
manual training into the regular school
course, which Is already too much
crowded with branches or study that
properly belong to course of mental
training. Sewing. cooking, baking
and the various trades are certainly
very useful occupations, and plowing,
sowing, moving and reaping are like
wise very useful occupations But the (
Importance Of any particular pursuit {
has nothing to do with this question I
Girls generally can find no better places
10 learn to sew, bake, cook, and do the {
various kinds of housework than at =
their own homes, and the question l. {
whether they should be taught these | d
specialtles at the public expense, If they | il
neglect to learn them at home.
Many Of the younger educators are
enthusiastically IN favor of introducing | .
manual training into the regular school y
course. There Is "a novelty about it 5.
which eNcItcs an unusual degree of in :.
,erest, but il does not last long. IL i :,
better 10 learn everything of something, | d
han something Of everything; but the al
incidence of our nature is such that we pl
IRE sometimes led TO get smattering o.
4 many branches rather than a thor n
ugh knowledge of one. m
These enthusiastic teachers and ed Il
Gators argue that as handwork is no. W
lie and useful IT ought to be taught in ( th
thOoL How far such training in gen ca
raj handwork, If introduced into our la
ihools, would nit one for any special
'ade or pursuit, We shall not attempt
, determine. II
The fact is nobody denies what these 90
lthusiastlc educators say in regard to III.
(
aim ought to be done The snly | 90
lestion is whether it ought TO be done us
the public school, and ut the public an
.Pense, or elsewhere. I'll
Whether the boys should learn trades 80
ther than go into the crowded profess po
ons, Is n matter altogether irrelevant he
TINS subject 1t Is however, mat tul
r worth considering in this connec-
On whether boys who intend to learn
ades can afford to give any of their IN
'eclous time in school to such pre- eal
Iratory work OF manual training as is yol
ually gwen They usually have but bot
hmited time to go to school, and is il Wi
u better that they should devote II all WI
the study OF those branches of educa-
)n which will be of indispensable
,eessIty to them in every relation of ! are
e than that they should give part OF ew
TO kind of manual training which tha
thsy should ind II necessary, they Ian
n learn much better elsewhere during the
e time of their apprenticeship. At in
'me Is the place for girls to learn TO
W, To bake, to cook and to do house /
ork, and not at school. When we be
'nslder all that Is comprehended by the
dustrial training, the proposition ~ | pla
axe 1t IA part of the regular public shC
hool course seems to be ludicrous lar
here would you find the teachers We
mpetent TO give the instruction need ,
to prevent the thing from becoming ,,.-
rcical? Una
The object of the public school 81. il.
pa Is not to fit youth for any si,eciuI an,
lrsut, but to give such instruction -
d training as are of Indispensable caT
cesslty IN every pursuit and relation o,ls
NE, and Just rs We prevent its defined
lect, and infringe upon its prescribed 7
ovlnce, We impair its usefulness and Fa,
wei