The herald. [microfilm reel] (Los Angeles [Calif.]) 1893-1900, 1894-01-29
HANO|WORK AND MORALITY,
Relations of Industrial Educa-
ton to Ethics and Religion.
The Lecture of Professor Keyes Of
Throop Polytechnic Institute.
The Demand of the Hour Is for Trained
Men and Capable women-The I'm
portance OF Education In Man
ual Work for Girls.

The highly interesting and instructive
lecture given by Professor Keyes of the
Th-oop polytechnic institute at the
Church OF the Unity last night was
largely attended. The subject was the
Relations of Industrial Education to
Ethics and Religion.
The three chief terms of this subject
are expressions used with looseness
characteristic of this ago OF extensive
speaking and writing. As used here
ethics implies the practice OF virtue and
the discharge of duty resultant from an
enlightened conscience and dominant
will. Religion in this day OF Christian
renaissance when the appeal from ira
ditional Christianity to Christ himself
ia being rapidly taken in all the churches
Is fast coming to imply a mode of life
rather than a declaration of faith. With
James we believe that "pure relia ion
and undefiled before God and the Father
is this, to visit the fatherless and wild
owe in their affection, and to keep HIM
self unspotted from the world" We
realize with Matthew Arnold that "re-
lit up by feeling" We are to consider
the question will industrial education
advance the cause of both.
Industrial education includes both
manual training and technical instruc-
ton. The former is training the mind
to use hand and eye in connection with
other sense organs in acquiring knowl-
edge from well planned and graded con-
TO orr mi oh in ,ix7tn
to the thought stimulated by these con
facts, and in Transforming by tool and
machine crude matter into forms OF
beauty and utility. Its chief product is
not the object on which the pupil
labors; not the drawing, the model, the
machine, the desire or the dress. 1t is
the elf-controled young man or woman
who has learned how to live and pre-
pared to learn easily how to get
living.
Technical instruction is demanded in
the trade school. Muscular movements
involved in handling tools are directed
at first by nerve energy proceeding from
the brain. AS the movements become
automatic their control is reegated to
the spinal cord. These movements
cease to be OF large educational value
when 90 controlled, and at this point
the training school stops. The trade
school bent on equlpping with expert
ness for winning living should 20 on
training the nerves and muscles to the
dizziness required to turn out large
quantities OF a marketable product in q
short time.
Both manual training and technical
instruction are needed in our scheme Of
popular education. The former belongs
in elementary and secondary schools,
the latter should follow Immediately the
secondary education. The ground has
practically been conceded in kindergar-
ten, primary school, grammar school
and college. The argument being the
same oil along the line, invite your con-
aideration to the claim of industrial
education for that part OF the line at
which we are now batting, to-wit, at
the high school.
In endeavoring to show that our sec.
ondary schools should take on this work
| will not forget that they are already
trying to do too much and will remem-
Der that they must continue to iii for
college all who demand such education.
Manual training should 20 into tbs
high school because it is high type OF
bodily culture. Our highest effort is
now to give a high school course and
bring our pupils out at the end with
bodies no weaker than they were at the
beginning.
This training will bring into the Sec
ondary schools vaet army of boys and
girls who leave during their grammar
school course. This class is often COM
posed OF the very best material for the
social and economic order. Chicago's
experience with the BeIfield school
proves this.
Manual training would prevent the
wicked waste OF time now incident to
high school work, and would not only
foster but compel concentration OF in
tellectual energy, the only mark of diff
ference between mediocrity and genius.
Experience has shown that one-tnird 20
one-half OF the high school day can be
devoted to hand and eye training and
pupils still be better prepared for
either college or life than they now are
IN the secondary schools.
This training would discover to pupils
their own powers, and especially those
powers by which the majority of them
must win livelihood. at present the
American boy going into non PROBES
sional lines Of lite chooses his calling
blindly, because his schooling has not
disclosed his aptitudes.
Such education will teach our boys
and girls true respect for honest labor, a
lesson needed by the poor and the rich
alike. II would dissrm alike the dema-
gogue who PIRATES about his party's love
for the horny-nanded eon OF toll and the
agitator who assumes that every man
who wears a black coat and white shirt
ia mortal enemy of the working man.
1t would teach us that true gentility and
manual labor are not incompatible.
Such training would make respectable
science work-the noblest search for
truth practicable in our high schools.
1t would give our boys and girls
high kind of moral training because the
very nature of the manual work makes
deceit difficult and advertises diehon-
esty. Virtue becomes its own reward
and vice insures its own punishment,
The moral nature is strengthened bv
training to constant industry and by the
breaking down of class distinctions and
the development of true fraternity. 1t