Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1903-10-20

tablished were for boys only, but the
injustice of this WAS soon felt. The
statute laws had not said that boys
only We're to receive the benefits OF
manual training, and If II was educa-
tional and II Its practical value lessened
the hardships of life and made the
struggle for existence easier, why eX-
clude the girls from it's benefits? So
work In textiles was provided as be-
ing the training In manual dexterity
best suited TO the needs of the girl, and
carefully graded courses In domestic
arts were arranged. While skin in
the use OF the needle Is being acquired,
the fabric itself It studied. what Il is
made from, what Is the process by
which II IL made. how colored, to what
uses II Is best adapted and what Is its
economic value.
That this training now becomes n
necessary part of school education Is
evident from the fact that II can not be
learned In the home as formerly and
surely the individual who purchases the
fabrics for the use Of the family and In
the home should have the judgment OF
their economic value aided in every
way. There was no need to teach the
girl about the wearing qualities of
fabric or whether the color was dura-
Bile when she had carded the wool, dyed
IT, spun the threads and watched the
web grow under her own hand.
Following the needle work come regu-
lar courses in garment making In dress
making, In art needework and in mil
lnery. That manual training IN domes-
tic art meets a need felt by the people
is evidenced by the demand for such
courses wherever they are offered. The
crowded condition OF sewing rooms in
schools whore such work Is given, testi-
fy TO the belief of the public In Its util-
fly value at least But II this Is its
only value and It is not educational, IL
has no place in the true manual train
ing school and must be reegated to the
trades schools. Is II educational?
Does 1t train the brain through the
hand? Does 1t develop traits OF char
acter that will make the girl a better
woman and thereby more useful clti-
zen? We believe that it does and that
the advantages already enumerated as
resulting from manual training are full
ly applicable to the work in domestic
art. Work In textiles teaches accuracy
and exactness, and the careless meas
ures show quickly when the parts OF the
garment are put together. When
portion of the material is wasted the
lesson is well taken to heart. Does
not training in needework develop hab-
It's of neatness and of conscientious at
tentlon to detail? How readily the
make-shift to save time shows In the
finished piece Does not this training
develop self reliance, perseverance and
that all important characteristic of
woman-hatience?
DEVELOPS JUDGMENT.
T,,i,in,. IL, a.. ,rt - ,i,oo,,,, a l. a., ~
develops judgment of size, OF form and
of proportion, The hygiene of dress is
also taught and may we not hope az
result that the coming woman Will be
less slave to fashion and viii
choose her costumes In harmony with
the laws OF health as well as the laws
of beauty instead OF choosing cos
tune In accord with the latest dictates
OF fashion,
Instruction IN millinery trains the
artistic sense teaches firm delicate
touch, and perhaps most important of
all teaches decision Of character, The
successful milllner must have the fin
ished product clearly In her mind be-
fore commencing and then work
straight toward that ideal, as her deli
cate materials win not bear rearrang-
ing.
Training In needlework and garment
making preserves in the young girl
that taste for work and that creative
instinct that Is natures gift to all her
children. Such training and practise
also awakens the girls interest and
quickens her sympathies for her less
fortunate sister who spends all her
hours with her needle in an effort to
keep grim want from her path Who
will say that the girls life Is not
A. a. L..
manual training IN Domestic Art?
DOMESTIC SCIENCE,
still another form of training must
be dscussed--manual training in do
nestle science Il was not thought
that training In the use of fabrics fully
met the demand Of the public for such
education for their daughters as would
keep them In touch with home life so
work with food materials was intro
duced into the schools. This work was
taught first as practical cooking ana
it's utllitarian value only was oonsid-
cred. This. however, was not In aC-
cord with one of the maxlms of the
advocates Of manual training that
what Is accomplished is not of so
much importance as why IL was ac-
complished and how The efforts To
ma why the results Win ipouS were
accomplished. and how led directly
into the realm OF science In order
TO understand the why OF the various
processes OF cookery, the composition
OF the foods themselves must be known
as well as the laws that govern their
changes, and only chemistry can give
the desired knowledge. Cookery there
fore must be recognized to be applied
science, accompanied with manual deX-
terity and technical skin. This fact
must be kent prominent In giving In
struotIon In cookery that the utility
value be not too strongly emphasized.
That It's practical value Is OF great linz
portance Is universally acknowledged.
but that its educational value Is greater
Is not so wen understood Few kinds
of work give such opportunity for the
Immediate practical application Of the
theories and principles learned as does
cookery, Few kinds OF work require
such concentrated attention, such con-
sclentious care In details, such accufa-
cy neatness, sef-reliance, such fore
thought and planning, and such quick