Morning journal and courier. [volume] (New Haven [Conn.]) 1848-1894, 1892-09-13
teaching as in all other professions the
standard of excellence has been advanced,

l
This is doubtless true. There is too lit
lie time in one short year to study the his
ory of education, to become familiar with
he laws of mental development. to acquire
. correct idea of methods, and to gain suf-
icient practice to be able to intelligently
apply the principles and adapt the methods
learned.
One fault has been in the lack of the
right kind of training in the high school.
teach has not been shaped at all with refer
once to the training school.
The transition from high school to
training school has been too marked. In
the study of language and literature and
history in the high school, the students
have relied principally upon their memory,
and have not been trained to habits of |
thought. When they enter |
the training school they are thrown at once |
upon their own resources. They learn for |
the first time perhaps, that the measure of !
their ready ability to comprehend princi- |
pies, TO form judgments and to express
opinions is now the only measure of their |
teaching power. They are brought to
realize that habits of close observation,
power of discriminative judgment and
promptness to act upon such judgment
are the essential requisites in the work of
preparation for teaching, and it takes
some time for them to adapt themselves
to the new environments.
In the course of study just adopted we
have endeavored to shape the studies of
the English course with reference to the
work Of the training school.
If the course in the training school were
extended another year it would no doubt
reault in decided benefit to the schools.
The report of Miss Howes, principal of
the training department., which follows,
gives the general scope and purpose of the
work, and in answer to inquiries that are
frequently made as to the conse quences of
allowing children to be for any portion of
the school year under the instruction of
inexperienced teachers-novices from the
training class, explains in detail the plan
and method of the practice work and shows
that with strong and efficient corps of
teachers in the practice schools there is
slight danger of the pupils suffering for
want of thorough and competent instrtc-
ton.
MANUAL TRAINING SCHOOL.
In my report of 1891 I discussed at some
length the subject of manual training, ad-
vocating an extension of tho work already
begun and recommending the incorpora-
ton of manual training department in
connection with the high school. Realiz
ing that very little could be accomplished
in this important phase of the new educa-
ton until better Accommodations were pro-
vided, the erection of building for man
ual training work was strongly urged.
| Failing to secure vote for such appro-
| priation at the annual district meeting in
| September, the matter was deferred until
| tho specific aims and objects of such a
school could be presented, and the reasons
for making industrial training an integral
part of the public school system could be
fully set forth. When the matter was
brought before the people, the tide
of public sentiment at once SET
in strongly in favor Of such
movement. And finally. by the gener
GUS act of philanthropic and public
| spirited woman, Mrs. Lucy A. Boardman
who offered to the district the sum of $50,
900 for building for manual training
school, the way was made clear for con
summation of the cherished project
Due and formal notice being given,
special district meeting was called on Jun
~, the generous gift of Mrs. Boardma
was accepted and the appropriation of a.
equal sum was made for the purchase of
site and the equipment of the school.
; But now the urgent necessity for a ney
high school building complexities the ques
ton of location, and the erection OF tn
manual training school may have to be dc
; ferred until that important matter is eel
tied.
There are, to my mind, grave objection
against separating the manual trainin
| school from the high school.
While the new movement in educatio
, arose as remonstrance against that nal
rowness Of the schools which forced a
minds along the same groove and whic
! | constantly maintained a discriminate
1 til soko DO, t.,
Q | determining our modern civilization, u
;, | the ethical harmony and completeness
= | education must not be lost sight of eve
d in manual training school. Educatio
= still means harmonious development {
| | all the powers. Acquisition and trainin
: must 60 hand in hand. Instruction an
g construction must stand in correlation
4 All the factors in education are INSOFAR,
d bly, involved in the new movement; I'll
!, mental, the moral, the social, and the il
q dustrial. To omit the industrial eleme1
9 is claimed to be fatal mistake, but mani
It al training is not to usurp the place {
!? mental training. The full CO operation {
s | hand and mind is essential to the realiz
:: ton of harmonious development of tt
| human powers.
d If manual work alone be made the g
q sential characteristic, then the school b
+ comes simply shop. The mental trail
q ing is divorced from the industrial, tt
r ethical factor is eliminated and the pr
# mary purposes of education are defeated
9 The manual training school must eth
g be an integral part of the high school, (
} it must furnish course of science, liter
d ture, history, mathematics and philosopt
g in addition to the drawing and tool VOL
g | which will entitle it to the same rank
y the high school.
a In deciding the matter for this city, it
y simply question of the most economic
# administration of the educational forces
l. our command. If the manual trainir
school is established and conducted in col
o cities of Cambridge, Toledo and St. Par
10 the present teaching force can be large
a utilized, and the courses of study mai
10 tanned with only the expense of the teac
" ers in the mechanical departments.
r If it is organiz ed as special school,
t. manual training high school or school
,e mechanic arts, as in Philadelphia, Bal
l. more and in Providence, then the expen
re will be much greater, as it must be pr
al vided with competent instructors for Il
literary and scientific departments as w
g. as the mechanical
~ A manual training school should be tt
le embodiment Of the times. It must embra
90 the several departments of science, math
III MATES, literature, history and economic
al as we'll as drawing, modelling, constructi'
in wood, metal, etc. The industrial fact
is only claimed to be one element in Il
Interpretation of the power of mind ov
40 matter. Not from manual training alo
u can this power come. Brain power mu
u accompany the hand power or nothing W
be gained in the way of advancing educ
rs tional interests or remedying the existil
20 evils of society.
y A suitable course of study for scho
:. of mechanic arts or manual training hil
81 :, school may be outlined as follows:
m Constru ction
l. material, as woo
40 metal. etc.
n laboratory wor
10 | instruction in mathemat- graphic present
q les, science, drawing.... tons in botany, elt
= tricity, chemistl
10 physics. physioloe
r. etc; collections a
investigations.
Ia Graphic presen
~ tions of histo
q Literature, history, and events; soc
at economics, drawing. science; languas
,e biography; ecoI