The daily morning journal and courier., 1897-07-03
WORK FOR MIND AND HAND
(continued from First Page.)

NContlnued rom FlrSt PaSe) of the old technological exercises may be found in two-thlrds of the shop work courses in the country today probably case of the survival of the fittest
 Tn 1888 the sloyd system appeared In Boston, introduced and adapted from the Swedish system by MT. Larsson, who has done such excellent work throughout the country for manual training in general, Among the chief points urged in this system were the completeness of the model or piece of work in hand and it's utility. No work was to be done as an exercise merely; every operation was to go toward the making of a complete object which the pupil should have had in mind from the beginning. and of which he can make use himself. At least he should be able to understand and appreciate its use by others In the industrial or domestic world. Now which of these two systems Is best fitted for a com mon school education? It Is this phase of the question and not special or tech nical school work that we are now con- sidering. Or does the proper course lie somewhere in the middle ground? The proper answer to these questions de- bends upon the answer given to two other questions-first, What is the ob- ject aimed at in manual training shop work? and second, What is the age and mental development of the pupil and his previous training in elementary manual work?
 "Let us consider for moment what are some of the principal points of value of manual training as part of general education, that is, from the standpoint of its value as a mental as we'll as hand training. For. after all, the value of manual training as part of the general education of youth in the primary and secondary grades lies more in it's training of the thinking mind than of the skillful hand, al- though the former is to be obtained through the latter.
 Manual training, then, should de- velop in the boy first the power of form ing concepts; he must have a definite idea of the thing he Is to create; its form, proportions, material, its use; second, the power of planning out the work for the piece; he must learn to lay out in his mind general line or consecutive processes which will at the end produce the required object. This involves, third, the reasoning out of each step, the relation of cause and effect, the reason why the particular tool should be used or the cut made in the particular way at each step, the foreseeing of difficulties.
 Now, in order that these qualities may be developed in each boy to the fullest extent to which he is capable. it ,4-1x, I,ot fhnrh Ch be in the work some sort of mental stimulus. The interest of the pupil must be aroused at the beginning and sustained to the end.'
 One of the speakers scheduled to speak after MT. Bryant was absent, be- ing compelled to leave the city. But Principal Mather induced MT. Charles F. Perry to speak extemporaneously concerning the Kamehameha Manual Training school of Honolulu, Hawaiian Islands. MT. Perry is one of the well known graduates of Worcester Poly technic Institute, and has had great influence in shaping the course of man. lial education in Hawaii. MT. Perry said:
 "Our school is a private school, en- dowed by the late Mrs. Charles R. Bish- op, wife of the vice president of the Bank of California. She was in the di- rect line of royal succession to the Ha- vivian throne, but did not choose to claim her birthright. Liliuokalani, therefore became queen. When Mrs Bishop died she conveyed by will to one school vast estates of the crown lands, the income of which supports the school. MT. Charles R. Bishop has also been very generous to the institu- tion
 ''The school is intended for Hawaiian boys only. We feel the extreme need of teaching them along practical lines so that they may successfully compete with the Chinese and Japanese, for the latter races are making themselves felt in our industries. The Japanese espe- cially are very bright, energetic and pushing.
 "The boys enter the preparatory school course of six years, and ther enter into the course of manual work for six years more. In the preparatory school we have knife work and pape, fielding. In the manual training school the boys are first taught printing CT tailoring, in the second year carpentry third year wood turning and pattern making; the whole fourth year is de voted to forging The fifth year is spent in the machine shop, and In the final year of the course the boy may take advanced work in any of the pre-. vious years work for which he is best fitted.
 "In the wood-turning course the boy first makes a stool. Exercises are con- tained in the model. Next he tries his hand at making box with cover then a large towel ring. All the prin- ciples of wood turning are Illustrated by these three operations, all of which are useful The course has proved g great success. All recitations are held in the mornings, shop work in the af. ternoons. Drawing is extended pro gressively throughout the six years, es. peeially the free-hand.
 We make a speciality of the correla. ton of shop courses, as, for instance the patterns of castings of objects up. on which the boys are to work in theil fifth year in the machine shop arc made in the third year, and all the ob. jects are of practical value, as jack screw, etc., etc
 We try to develop originality in the hoy Indeed he nnI1St ba i,7