Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1903-10-20
DISCUSSION ON
MANUAL TRAINING.
Educational Work Leading to the
Various Arts and Crafts Han
died lntelligenHy.
MRS. DALlNDA COTEY'S PAPER.
Professor From Agricultural College
Gives Views on What eau be Ae.
cOmplished in This Direction.

The following on Manual Training In
its Relation to Domestic Science and
Art read before the arts and crafts
section of the Utah Teachers associ-
alton by Miss Dallnda Cotey, professor
OF domestic science and art, Agrlcul-
tural college, Logan win undoubtedly
be read with interest by all who are
concerned in the training OF the young
If manual training is to be discussed
before an assembly of educators II can
moi mean merely manual labor as the
term is commonly used, but must refer
10 the educational work Leading to the
various arts and crafts.
I'm taking up a discussion of manual
training in any line, the following ques-
tons are naturally asked:
What was It's origin?
Why has It introduced into the edu-
catlonal system of the country?
What benefits are to be derived from
It?
The manual training schools of Amer
lea seem TO be combination OF the
old apprentice system the trade schools
Of Germany, the sloyd schools of Swe-
den and some technical schools, The
first one to be established In this coun-
try was the one that was opened to
the public in ST. Louis In 1880.
The establishment of such schools
seems to have been in accord with the
belief Of the public that the youth
should be Kept in touch with the prac-
teal Industries of everyday life and
that they should receive training OF
the hand during their school days as
well as training OF the BRAN.
These schools aim To bring together
in an educational way the shop and
the school in order that each may mu-
tualy benefit the other; the shop to
receive more systematic training based
upon scientific principles, and the
school to be given an opportunity TO H.
lustrate its theories and practically APP
ply It's principles
NEED FOR MANUAL TRAINING.
That the need for manual training
schools Is greater now than IT was In
the earlier development of the country
is apparent when we consider that In
pioneer days all the wants of the daily
life were supplied In the home, and the
young people aided In the raising or
making Of all that was required There
was no need then for special instruc-
ton to KEEP them In touch with the
practical part of daily living.
With changing social conditions near
~ all Of these processes are removed
TO the factories and the young people
grow up almost entirely ignorant Of
the practical arts, They see all crafts
manship In the hands OF paid laborers.
and as a consequence they loose their
respect for labor and that creative In
stnct Inherent IN all young people re-
mains undeveloped.
A distinction should be made between
manual training schools as they are
now established and technical lnstitu-
lions or trade schools. The manual
training school lays the foundation Of
scientific principles and theories and
applies them IN practical training, keep
Ing In view the educational value and
the development of the pupil When this
training reaches a point where the hand
work is performed automatically and
no longer requires the best thought Of
the pupil II has ceased TO be educa-
tional In the true meaning of the word
and passes into the province OF the
trade schools. In these and the techni-
ca Institutes. the mechanical skin de-
yeloped Is the chief object that Is
sought, while In the true manual train
ing school the development OF the In
dlvidual is the all-important end,
As all schools are for the education
or the young, the right and propriety
or Introducing manual training into the
public school system OF the, country
must depend upon It's educational
value. That II has great unitarian
value II properly taught none will
question, but Is IL educational In tho
true sense of the word? In what way
do these exercises in tangible material
substances as woods, metals. foods and
fabrics, aid In the development Of
brain, OF character and of habits that
tend to broader lives and to better cit
izenshIp,
SOME OF THE GOOD RESULTS.
Some Of the good results of manual
tralnlng may be enumerated
II developes habits of accuracy def
nlteness, and eXactness-the very foun-
dauons OF truthfuness and reliability.
Inc necessity OF exact measurements
and plans and careful working to the
line is made more apparent by man
uai training exercise than by almost
any form OF lessons and the constant
enort to secure accuracy and
tAactness must tend to make them an
integral part of the character.
Manual training develops the observe
ant powers and aids In developing the
power of concentrating attention; It
develops judgment of size. form and
OF the relationship of parts to the
Whole. Will this not aid in Judging cor
reclly OF less material things?
Manual training develops self reli-
ance ana an ability TO overcome diff
culues; teaches patience and porseyer-
ancei teaches the necessity of neatness
ond OF conscientious attention 10 de-
tails.
Training In the principles OF crafts
manship breaks down class distinctions,
lnclea ses respect for honest labor, pre-
serves that desire 10 be useful that
rs inherent In humanity, and helps
young people to place "a correct esti-
mate upon their own abilities.
Ihat manual training has unitarian
value cannot be questioned II in
CieaHes the productive power OF the in
ulViiual and adds to the material
wealth OF the world.
All OF the thoughts so far presented
are applicable to al forms OF manual
running and not alone to work in wood
pnd iron. as II commonly understood
toned.
FOR BOYS AND GIRLS.
Supb tratptn.. ..n..t- 49, a..