The Carbon advocate. [volume] (Lehighton, Pa.) 1872-1924, 1892-11-26

yocArE readers. For This reason we publish
complete bis remarks Oh Manual Training ma
pnbile discussion az Worcester Mass, Thurs
day last.
PHoF. "a. Lists ADDRESS.
Manual labor Is popularly conf0unded with
tod and dudFery The workman himself often
sntertalns this sconcepiion. Has hand-work
an cducatiqp9i yalue9 This depends op two
diher queYibBs u) Does Il develop body and
Does 10 give a knowledge OF a phase
ofliie which is essential 10 education2
We arc educated mostly BY our Environments
by contact with actual ilie. This Is true even
ii We are graduates OF universities. some men
are wholly educated In this way. Hence we
have Frankllns and i.incolns. The function oi
the school Is SIMPLY TO prepare rs properly to
have the education which Il begins, afterwards
continued by our environments. The school Is
a sort OF artificial environment In which We arr
prepared 10 be educated All our lives by actual
hfe.
This enables us 10 answer the second qnes-
tiou. Manuel training gives a boy knowledge
Of the elementary operations which enter into a
thousand things In the Industrial and manuiae'
turing features Of practical life. workshop,
a steam engine, a specimen Of architecture
means all his life a different thing to boy who
has actually performed the elementary process
ses which enter into iis making from what it
does 20 the boy who has not. A working me-
.ehanlcal Laboratory" Is asnecessary asa work
lnE chemical laboratory.
What is the direct effect ol manual training
.5u the brain and the miud on Intelligence and
viii? The eerebum Is composed oi cellular
matter aud OF hbrous matter. So Is the spinal
cord. The cells generate nerve force and the
nbers conduct 10. These cells either receive I'm
presslons through the sens0ry nerves from with
out or send Impulses along the moier nerves to
the muscles. The sensoy cells are developed
by receiving repeatedly Impressions through
the senses. These arr therefore developed, and
the powers OF perception through them, by OBJ
seryation In school and out OF school The
sa0tor cells can be developed only by muscular
activity There are cases on record where a
limb vas amputatsd In childhood and Shere the
person lived TO mature life. and where a post
mortem examination showed arrested develop
Inent OF the parts OF the brain which control the
movements Of the leg amputated. Ampuiation'
after maturity Is reafhed do not have 50 marked
an effect
The brain is most plastic during the period
sHOm birth 10 adolescence. This Is, therefore
The time for developing IL. Hence manuel train
ang 0f some kind, like clay moulding construc
tIon WOrk In card board, drawing, etc, must b
taught early. To postpone all forms OF hand
work Ia school until the pupil learns trace d
to miss the opportunity when such work can d.
most for his deg el0pment.
The meaning Of "manual skDl" " often mis-
conceived. II Is supposed 70 refer merely 90 TN
hand whilst really it IL 4 mental quality. !
eaeAns the minds control Of group OF muscle
90 do work, and when you develop such ski
sos really train the mind You can not deyelo
skin la the hand OF An idiot-there must b
Aralns behind the hand. Such skill passes, b.
long continued practice, into an uuconseiou
habit. Here its educational value ends and, d
asense, It's practical value as means Of pr
duction begins
Here Is where the alm of the manual trainin
school diners from that OF the trade school. Tn
CORNER stops when skin becomes a habit, whll,
Ihs latter CONTINUES 10 periect this habit III
aim x the former Is educational. that Of n
latter technical. There Is anoiher imporiar
difference. The trade school selects ouly on
llue oi work. such as some form Of woodwork d
some form Of work In iron; the manual trainin
school takes as many different lines Of work. :
both wood and iron. as are necessary to teac
the operations which enter INTO production 4
manufacture with these materials. The manu-
training school aims II giving the pupil d zen,
raj mechanical education as preparation ior
course In a technical school. just a. the literal
studies In public schools give q general literal
education a. a preparation for % profession
course.
How shall We make room ioi manual ifaiHii
In om already crowded course Of study Tho
Is always way OF doing what ought 90 De- duI
m education. And la this ease % is easy 90 n
the way ont By eliminating The rubbish tfu
oar courses OF study and cO-ordinaiing what o
mains, We shall nnd rsom Tor any new siudh
that are really necessary. Let us disconuI
memoriglng definitions Ia geography and aut
matte; lrt us Danish grammar frum an grtd
except tue highest, or two highest, summr
grades, and teach children % speak aud Wri
correctly By practice. Let us combine rcadiu
composition. spelling and most Of the penma
ship. with geography, history, science aud ltt
AZURE. and use them as a means OF trachii
these studies, and We shall have time ior manu-
training. Including cooking and sewing.
When puplls read ON geography, hlsioi
science and literature, The reading helps lho
studies along 70 an extent that virtually sss
ihe time usually devoted 20 rradlng. WI
iects, time ls saved ln similar way. hcald
This, such compositions can take Che place
the aoultfh0lut 'ulll anu tht teul1Na I
Views" OF modern schools OF ancient type.
hud that this course not only saves time, bat
also put life aud Interest into the reading "A
composition never known before. lu short,
language, as Tara the mother tongue is Concei
ed should be taught In connection with VII
may ue called the Thought studies OF the c
uculum. IL was serious mistake ever Co ha
made separate "branrhes" ofthesr tanuua
studies in the lower grade schools 10 was
attempt 10 "make bricks without straw"
Was a sign OF brains in a huy that h. hat
composition writing when he was required
write about something OF which be- knrE uu
ing ana cared nothing.