The morning news. [volume] (Savannah, Ga.) 1887-1900, 1899-07-09
MANUEL TRAINING IN SCHOOLS.
Some Arguments in Favor of 1t by "a
Prominent Educator.

Prominent Educator.
Editor of the Morning News: Here are
some views of manual training that may
be helpful to those who are seriously
studying the question. great many peo-
pie have mistaken notions as 10 the OBJ
ject of introducing manual training into
the schools. Some persons seem to think
that manual training means the learning
of a trade, or that 1t means necessarily
making mechanics, cooks, seamstresses,
etc. The schools can no more make these
artisans than a college can make a theol-
ogian or a lawyer or coctor. The pur-
pose of manual training is the same as
the purpose of all other kinds of train
ing, namely: To make men and women
more competent TO do whatever they un-
dertake to do in life. Perhaps it might be
well to restate few of the fundamental
principles of public education as they
have been formulated and expressed by
the United States bureau or education as
early as 1881.
81. The stale has right to teach any
branch of knowledge that will promote
the public welfare.
- The right of the state to teach all
| knowledge does not necessarily make such
/ instruction its duty. The right to teach is
one thing and the obligation to teach is
another. The duty of the state in educa-
ton is limited by its ability.
90. The duty of the state to teach is
| also conditioned by necessity.
a The primary ana imperative duty
of the public school is TO provide train
ing and TO teach knowledge of general
| application and utility. The primary func
ton of the public school is of the highest
! practical importance anu value. Its COM
] mr. hans ixTe i'm RI he n
discharge the duties and meet the obliga-
lions of coming manhood including his
| rela ions TO the family, society and the
| state, relations involving the highest and
most important activities of civilized life.
IS. The public school, as above defined,
! exhausts neither the right nor the duty of
| the state in education. The state may es-
tablish higher institutions, and it may
| organize and encourage special schools to
! promote important industries or to meet
the wants of classes. 1t has the right to
! supplement the public schools for techni-
cal training. The clements of technical
! know ledge, which are of general applica-
ton and utility may clearly be taught in
the public schools Such instruction is not
only the basis of technical training, but
it is of great value to all youth, whatever
may be their future occupa tons and posi-
! lions in life 1t is useful a preparation
for all pursuits Time for this instruc-
/ ton may be gained by reducing the time
| hitherto devoted to several other branches
of study This has been done in many
| schools without loss, and the adoption of
! truer ideas and better methods of teach
| ing would make it possible and feasible
to all"
The objection to special technical train
ing does not apply to the training of pu-
pills in the use of hand tools and other
| simple mechanical processes, when such
! training is made a means of general edu-
| cation, the training of tie eye, the hand
| the mind, for educational purposes. Such
! training is not the teaching of trades or
! handicraft but is general training for
| mental growth, the same as free hand
drawing, and as such has a place i'm the
public school course. The public school
has done its part in preparing for special
! pursuits when it has given children an
efficient general preparation for all pur-
suits and all industrial experience shows
| that the more fundamental and thorough
this general preparation, the more fruit
ful will be practical results in after life.
The purpose of introducing manual
| training into the public schools there's
| fore, is to be found in the general educa-
tlcnal value. That it has very great ed
vocational value is the unanimous testi-
mony of ell intelligent school officers ana
successful teachers who have studied the
| results since its Introduction in this coun-
, try.
The same may be said as to the value
of mature studie s," the other branch of
primary education that the world now re-
quires for common school education. The
purpose of both is the same; to develop
the whole child by training its brain
through all of its senses. To bring the