The Washington times., 1895-06-19

practice work better than by working
on useful articles from the beginning.
In the former case the principles are
isole al and clearly seen, and capable
of careful graduation The work of acquir-
ING these principles develops sufficient
skill 10 enable the boy 10 successfully
execute a useful article. That this
article is an embodiment OF various prin-
ciples, and that its successful completion
is dependent upon the accurate application
Of individual principles, III order, is more
distinCtiyely demonstrated These llhal
or special pieces, as they are termed,
are sources of encouragement to the pupils,
especially the younger ones, stimulating
them 10 patient effort on the practice
work
Though sloyd. much Americanized, and
with drawing added, but otherwise Swed-
ish i'll idea, is in use IN certain cities,
with young pupils chiefly, the purely
Russian system is not used. Our Amerl-
can educators have, as indicated, seen
a decided gain in a combination OF the
two.
AS a further introduction to an account
OF Washington manual training system,
it is not out of place to indicate, briefly,
the argument upon which its introduction
is based.
The natural order of development in the
True education is the placing the child
amid surroundings most favorable to
development IN this natural order. or
all the senses, that of toucn, together with
the muscular movements intimately con-
nected Herewith, and the sense Of sight,
are the most important. Exercise OF
muscle means growth in that muscle, and
similarly brain development Is the result
ofthe exercise of the senses, each connected
with its own center in the brain. Sense
training then. means brain development,
and Intellectual power comes through
brain development. The sum OF this
development Is intelligence
A belief in these facts il was, which led 10
the kindergarten as au educational factor,
and II is much to be desired that an accept
ance of them will soon lead TO kindergaTtens
a 5 part Oi the public school system in thiScity.
II is the kindergarten method which we now
have inourmanUaltraining, in which isanotber
name for the same kind OF instruction
adapted to children above the kindergarten
age.
Having made provision for aiding the de-
velopment Of the child in the most suscepti-
be time in his life, and by Natures method,
the later occupations of the manual training
course tend TO increase his intellectual ca
pacity and cultivate his mental powers.
Instead OF merely seeing, be is taught to
observe He is trained TO clear perception,
In all things he learns the absolute neceS-
sity of accuracy His standards of eX-
Cailence are raised The whole boy is made
subject to the will. TINS means power, and
power in the Individual is what we are seek
ing. for that gives US more and better man
hood and womanhOod-
Somuch forthe side ofthe case with " hich,
in deferencs 10 long established ideas as to
the function or the common school, edu-
Gators have only to concern themselves, if
they would escape criticism For even yet
the cry occasionally goes up against '.prac-
4 teal educaton-aS though The school train
ing which really fitted the child for some
thing made him Of greater actual value TO
himself and the community than ever be
fore was done, was to be avoided with sus-
picion or at least with doubt or Indifference.
This indifference, or worse, is apparently
largely due 10 a misconceptOn. SO much
has been said about the new education y so
much has been claimed for il, that many
overlook the fact that the claims are for
manual training with other and older
branches such as existed before, and not
manual training in place OF them. Properly
Co-ordinated, it hasa viyifylng and helpful
. effect upon them. and it fills place not pos
sibla 10 them: its mission is not to displace
but to and That it does So from the intel
.
after a study of the conditions.
There is another phase OF the question, no
E more truly practical than tie intellectual
side should be, though generally so con
4 sidared The chief fault found with the
school training OF old was that II Gid not
adequately prepare for life work. unless
b thai work was TO be in sO-called professional
I or literary lines. Tie school was a mil
well adapted for grinding one kind of
grain. while all kinds Were brought toll. AL
needs were treated alike; ability OF only one
! kind was fostered and developed.
AS boys of ali tastes attend school, and
. as those possessed Of pTe-eminent literary
ability are in the minority, the larger num-
her were sent out like ships without rud-
; ders fTeighted with natural capacity for
. something. but liable and likely TO be blown
! by the winds of circumstance into some
( port other than that for which destined
1t should be a province of the public
school TO discover tie boy to himself, de-
| yelop bis tastes, stimulate his ambition II
them, teach him his capacity and his limi-
tations We should then have fewer good
artisans hidden in poor awyers; fewer good
artists and surgeons hidden in mercantile
or in other professional calllngs. This
finding ones true place means the making
of a greater success of life as surely as the
using of the proper tool upon piece ol
work means better results.
1t may be thought that, in its turn
manual training might, by the opportuni
ties it opens. induce many to enter me
chanical pursuits, who might find them
selves better suited to different work il
they remained longer in school and became
! more mature before deciding upon ca
reer. If such is the fact at all, it il
so only in minimum of cases. Manua
training keeps boys longer in the public
school. and also sends more boys to highe
study than went before. When side bl
side with literary high schools, the manua
training high school has more applicant
for admission, and sends a larger per
ceutage of its graduates TO advanced insti
tutions In one city 90 per cent of thos'
who go from the manual training school L
higher study, have no intention of doing 81
when they enter If.
There IS some meaning in these facts, a
regards the general subject of manual train
inc in education. And there may well b
a significance in them for washington
They point to the establishment of {
Technical High School. TO supplement ant
broaden the work of these row existing
Such an institution should be for bot
bows and girls, offering special induce
ments in the way of preparation for ar
work of many forms, in addition TO th
extension of the courses now embraced il
the manual training system. 1t shoul'
have kindergarten and normal departments
and part of the work OF the normal schoo
should be transferred TO it, its facilities NAL
ing possible a better preparation in som
lines for prospective teachers than is now
obtainable
A strong, well-cquipped school of thi
kind would be power in the city's edl
cational system of Incompatible value
Even it. however. would not complete tn
picture but that is another matter.
j. a CHAMBERLAIN.
W ashington's school authorities wer