The times., 1900-12-30
HANDICRlFq IN SCHOOL
1t Develops the Mind and Hand Of
Young Children.
Is 1t True That America Ii Far Ne.
hind Other Nations in Its DeveIop.
ment of the Youngf-secret of Ed.
ucatioI, Is to Combine Mental and
Physical Work-Manual TRIMMING.

Two centuries ago the philosopher John
Locke pointed out the value of hand la
Dor in education and urged that child
should learn one handicrss:: ttiiior roii 5 "
and two or three in part. Rousseau said in
the essay on education that has been
called "a pedagogical gold mine:'' III
| employ child in the workshop instead
| of chaining him to book, then his hands
work to the benefit of his mind" FroebeI
took up the suggestion OF hand work and
introduced it into his kindergarten sys-
tenn. Sweden. Denmark. Finland. Russia.
/ Germany, and France developed the plan,
and today teach manual training in their
graded schools; but with US 1t IL unusual
| to find handicraft taught except in en-
| dowed schools. We still understand It
so little as to think that only those who
| wish to learn trade need know how to
handle tools, while really nothing could
be further from the ideas OF those who
understand the principles involved
Handicraft is designed TO develop the
mind and the hand rather than to teach
any particular thing. The child, says a
writer in 'Harper's Bazar,' has two fac
ulties which we are apt to overiook-that
OF construction and that of destruction
Ii loves to make things. Give 1t a paste
pot, pair of scissors, knife, needle.
and see the pleasure it will take In evolv-
ing something of its very own. 1t loves
to destroy things. too, but less from
wanton desire &c spoil than from the
innate wish to find out what it is that
makes the wheels go round" II is to
answer the childs needs in these two re-
spects that it should be taught handicraft.
1t there learns The why and how of the
manufactured article. and II learns to
put together for itself. Its eye and hand
are trained to precision altogether lack
ing in the ,;iItaught child, while it is
also acquiring at the same time concen-
tration, exaetne5s, and perseverance, all
| OF which are of infinite value in its
studies.
Through handicraft it also works of
large part of its superhuous energy. A
recess OF five or ten minutes in the middle
Oh the morning, and another recess of an
hour at noon are not enough to dissipate
the boundless restiessness a child feels.
Many so-ealled naughty boy who is
the torment of school is suffering from a
real nervousness which would disappear IL
ne had something to do which would oc-
cupy pleasantly both hands and head To
drop arithmetic for time and take up Q
saw or plane is an .unspeakabIe rest This
is true for girls no less than boys; they
especially need a course In handicraft since
their hands do not take naturally to a
hammer or a chisel; they also get far less
exercise than their brothers sdo, though
their growing bodies need it quite as much.
and their delicate nerves even more. To
quote Rousseau again. The great secret
of education is to combine mental ard ply
steal work SO that the one kind of exercise
refreshes for the other.
Handicraft is also benefit to a child
in that it brings it into closer relation
with its home. When it feels that it is not
contributor to it In any material sense,
but only recinient 1t misses someIning
of comradeship, hut when it can really add
to the homes attractiyeness or comfort 1t
at once acquires a Few love for il and
pride in 1t. Under good teacher of any
form of handiwork it Is not long before a
child is able to make something really
useful and beautiful One has only 10 visit
a school where manual training Is taught
to recognize with wonder the possibilities
which lie there. There are picture frames,
tables carved in artistic patterns, chests
for linen. plate racks, exquisite bits OF
carved metal, beaten brass, carved leather,
beautifully bound books; to learn to make
such things is educa ton in ITSELF and
to be able not only to make them, but to
enrich the home with them, is TO feel and
TO confer true and deep pleasure.
Where there is no opportunity for the
study of handicraft in a school within
reach, the father and mother should try
to make some opportunity for it at home.
A boy may have tool-ehest when he is
very young, and learn to drive nails or do
odd bits of mending about the house. He
will take a certain pride in doing these
things for time, but very soon he Will
be ready for harder work under a regular
teacher. He might then take lessons of
a carpenter in the use of tools and
turning lathe: or one can sometimes find
a foreigner who for ! small sum OF money
will give lessons in wood carving II the
boy inclines to metal work he should have
some one to instruct him in simple iron
and brass work, if it is only the village
blacksmith.
A girl may begin to study manual train
ing after the excellent kitchen garden
system; she will enjoy the setting OF tiny
tables and the hanging out of dolls wash
ing, and the making OF little beds. and at
the same time she viii be learning neat
ness and order, accuracy of touch. and
dainty way of doing housework. Sewing,
too that discipline through which every
girl must pass, may be redeemed from
drudgery and made a pastime If it is re-
garded as part of an education In haudi-
craft and taught so as to awaken an in
terest in it. The old way used to he to set
u girl a daily task of a seam; later, to
teach her to cut out and make garments
for herself of stiff muslin, which she
usually moistened with her tears. Today
a teacher is found who gathers a little
group OF children and gives them regular
lessons; hemming is done on one square
of cloth, back-stitching on another and
overcasting on a third. To make button-
holes, even, in company robs them of half
their terrors. 1t is not so important that
a child should know how to- make gar
ments as how to sew. II she knows that.
the making viii come later. But il should
never be forgotten that sewing is not the
only form of handieraft with which a girl
should be familiar. She, like The boy,
should learn to make things OF wood and
leather and metal for the development of
both head and hands A recent writer on
this subject says: Boys and girls whose
hands have been left altogether un-
trained until their fifteenth year are prac-
tically incapable of high manual efficiency
thereafter" Any woman whose hands are
adaptable finds herself ready FOR many
amusements and accomplishments which
are delightful and useful.
New Road to Learning.
In these enterprising days. when short