The pioneer express. [volume] (Pembina, Dakota [N.D.]) 1883-1928, 1903-01-09

cult problem. How to teach? How to
prepare the common school teacher for
the work? How to satisfy the mental
culture alone element, among course
makers and course breakers? How to
introduce industrial training on larg-
er scale? These are the questions that
require tact and executive ability and
common honesty to work out.
The common school teacher has
read about manual training. The lit
erature that has accumulated in the
last ten years on the subject is excel
lent and voluminous. But she has
thought of 1t apart from her work and
as the special feature of the addition
to the system. Her error is corrected
by a visit last year to the meeting of
the association at Grand Forks, where
she saw the most excellent exhibit of
handiwork of Grand Forks children un-
der the direction of the grade teach
ers. She should see the Fargo exhibit
now displayed in the school building.
1t Is then that she feels the thrill. of
what she lost and the children under
her instruction by reason of her failure
to know how to employ the motor
forces of education. Industrial train.
Ing she feels, as never BEFORE is an es-
sential at the beginning of school life.
II there can be any question as to the
place of handwirk in the school, it
seems that it must be as to its extern
sion upward, but surely not as to how
early it should be introduced. Child
nature does not change upon entering
the school. The life of the school
should be more real: more reflection
of the actual life outside of the school
walls.
Manual training is not beneath the
dignity of the common school teacher.
While attending the National Educa-
tional association at Minneapolis last
July, one of the most popular and influ-
entail lady teachers of one of our nor
NAL schools was seated at a booth in
the exhibit department working zeal
ously to learn the newest thing in bas-
ket and rug weaving. At that same
hour several hundred country teachers
were walking swell in the parks and
promenades. 1t is regretted that by
the time many common school teach
ers discover that they do not know
how to teach naturally, they marry,
only to find that their school training
has made them miserably incompetent
for domestic cares as WELL
Intelligent industrial work is always
successful, but the common school
teacher must get due appreciation of
the relation that should exist She is
far behind the grade teacher, and she
should lose no opportunity to make up
lost ground. Indeed, common school
teacher that adopts Industrial work
can hardly be kept in the rural school.
A Wisconsin normal graduate began
doing industrial work in sewing and
constructions in my county, this fall,
and her reputation for the work ex-
tended until higher wages claimed her
in the city schools. Teachers who can
put thought into action will hold the
positions at the highest wages.
Whether you gaze upon the sun, as
it rises majestically in the east on the
morrow, or study the tiny pebbles of
old ocean; whether you ponder at the
blue canopy of heaven, or watch the
child with his Christmas toys, you are
sure that Deity is showing His handi-
work, and that it is all an education
for those who will learn. Education
covers all time, affects all eternity. It
is the Transforming influence of the
world. 1t takes the Indian off the reser-
: walton and puts him in the shop of the
mechanic. 1t takes the negro from the
cabin and makes him a child of the
kingdom. It is the difference between
the United States and the Philippines.
] Education is an active force. 1t works
| wonders. 1t spans the continent with
bands Of steel; it drives floating pal
aces across the sea; it circles the
earth with the message of lightning; it
throws bridges across the yawning
chasm; it lifts the church spire to the
dome of heaven. Education not only
gives us the poem, the essay, the nov
ell, the drama, the grafton, but it seizes
J the pencil and the world stands in ad-
miration before the Last Supper"
and the "Sistine Madonna" 1t takes
the chisel, and from the marble block
appears the glorious Jupiter of Phid-
ian" and the majestic "Moses of Mi
chael Angelo Education of the hand
and heart and head, of the mind and
soul! May the common school teach
er weigh herself for the performance
of her profound duties; for the grasp
of the harmony Of head and hand train
ing"