Frostburg mining journal., 1902-11-29
Visit to the Normal School.

burg State Normal.
The occasion was alike entertaining
and instructive, the work done by the
little ones being not a little surprising.
Welcomed by the principal, Prof. Muir
daugh, the party was ushered into the
Manual Training room where Mrs. Bar
tholomew, the instructor, was found
aligning class of second-grade pupils.
On the blackboards We're attractive
conceptions drawn by the teacher, and
the remaining wall space and several
tables We're occupied by specimens of the
pupils handiwork. Prepared measure
bly, for what was seen, the JOURNAL con-
fesses it was only after assurances by
Mrs. Bartholomew it was enabled to be-
lieve that the work was the unassisted
production of small pupils.
Promptly at the tap of the periodical
the pupils, eight and nine years of age,
filed in, two by two, and assembled
around the teacher to receive instruc-
tions. The model was Il working draw
ing for book cover. 1t was shown to
the pupils and after they had observed
the FORM ascertained the dimensions and
commented on the details, filed to the
tables and began work. This was done
rapidly and accurately, the pupils mean-
while apparently oblivious Of the pres
ence of visitors, although the party
moved freely from table to table examin
ing the work The concentration of pur-
pose and intense interest manifested rem
dercd the teacher attention to discipline
unnecessary.
When the drawings We're completed
they again grouped around the teacher
and submitted their work for inspection
and criticism. The latter, however, was
not made by the teacher. but by the pu
pils-fOrm, lack of neatneSs and inaccu-
racies generally being freely designated.
For instance. IA line, pronounced by the
pupils to be short of , inches called for
in the model. measured by the teacher
showed Ia inches; another that should
have been / inch was criticised in like
manner and the ruler verified IA shortage
of one-siXteenth of an inch. When the
pupils approved the drawings as perfect
ed the real value of the work was real
lied as inspiring accuracy as sense and
developing it as habit.
The class having corrected the draw
ings the visitors We're informed that the
book cover would be constructed i'll the
next lesson by the second class. These
We're first grade pupils, 6 and years of
age. Supplied with a small sheet of
paper, they were told to fold and re-fold
until the sheet showed l6 squares. This
done, they named the shapes produced
by the various foldings and replied to a
score of questions concerning numbers
evolved from various combinations of
the squares. Instructed to make 3 cuts
l square deep each at two opposite sides,
they We're then told to construct a house
by folding the paper. This puzzled them
for short time, but one little fellow
succeeded, showed his model and soon
each had made the folds, applied the
paste, the model was complete, and Il
happy troop of children marched back
to the care of their regular teacher.
The JOURNAL had often heard of Man
ual Training, and latterly of the advant
ages to be gained by having it embodied
with regular school work, but there is so
much uncertainty about the statement
and so great lack of example the prop
osition seems difficult of satisfactory ac-
complishmcnt. The questions, there
fore, have arisen-''what is Manual
Training?" sis it good?' "what will it
do?" "can it be utilized i'll the common
graded schools 2" etc.
Mrs. Bartholomew, secured by Prof.
Murdaugh for the County School Board,
was formerly teacher in the regular
primary schools of Chicago; later an i'll
structor i'll Froebel Manual Training of
the Jewish Manual Training School, and
Teachers Vacation School i'll Chicago.
In the particular line of work i'll which
she is now engaged she is pioneer, and
while the plan has been advocated i'll
this and other States, .Ucynny county
is tie first cirii dirision 10 m"kc the dhrmpt
to rerify its rdI"c!' In her own school in
Chicago Mrs Bartholomew demonstrated
the feasibility of carrying Manual Train
ing along with the regular scholastic
course, not only without disturbing the
routine work or impairing the discipline,
but the combination promotes both by
enabling the teacher to keep the
otherwise idle or waiting pupils interest
ed and employed.
Manual Training, as approved by the
best educators, is entirely distinct from
trade teaching. 1t is really an awaken
ing of mental action and development of
mental comprehension. 1t teaches child
ren to discern and equips them to exc
cute the ideals presented. 1t is good for
many reasons. 1t natures the pupils
steadily, gradually, surely. 1t teaches
self government. It enforcCs the fact
that it is better to know than memoriZe.
1t endows pupils with an incentive for
instructing yet younger fellows by illus
tration of visible results 1t breaks rou-
tiua nouotony and rOaEnS the school at