The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1906-03-04

It is impossible in a short space to
give even an approximate idea OF the
scope OF manual training. shall at
tempt only to disabuse the popular mind
OF the notion that by introducing this
branch OF education into the public
school system the pupils are taught
trade. This is essentially not the case.
Some parents favor 1t because their
children arc taught to make living" :
others oppose It OH the ground that their
children are not going to be mechanics"
Both OF these conceptions are erroneous.
Manual training is introduced because
Of tho part 1t plays in the requirement
Of a liberal education. and Its details will
be mentioned further on In this article.
President Ira Ncmsen, of John Hop
kins University. In n recent address has
said. IA man cannot be truly educated
unless his knowledge has been acquired,
ut least In part. by doing something
with hs hands-by actual experimental
ton Likewise, 1T is n recognized fact
that knowledge. however well acquired,
unless put to practical use. is soon for
gotten: but knowledge gained through
manual work Is seldom II ever forgotten.
Many OF OUR best educated and most
useful citizens In all callings have been
those who had some form OF hand work
tnotably farming). In their youth.
This principal was recognized many
years ago in Russia. later In Sweden and
Denmark, and finally In England, and
10 this end manual training in some
form was introduced into the curriculum
Of the various school systems. first by
Placing tho boys of the school In work
shops rs apprentices. but later. largely
under tho influence of the Sloyd system.
through careful instruction by specially
prepared teachers In work rooms con-
nccted with the schools.
The most progressive school systcrDs
OF this country have already, incofpo-
rated manual training into their cur
rIculum. The movement is gaining favor
rapidly, not as a fad, but because of tie
American disposition to grasp any idea
which may be put to practical use. This
branch Of training has both an educa-
tional and technical vsluc-educationa
I'm that II trains the hand as well as the
mind, and gives the mind. through such
training, an outlet for and mode OF ex-
preston OF its ideas through the trained
hand: technical In that even though 1t
may not In itself teach a trade, 1t
shortens term OF apprenticeship by two
or three years. 1t will be seen, then.
that manual training is both educational
and economic: formative as well as utili-
tartan.
Education falls short of its purpose in
dent. a man who specializes thereby
narrows himself; realizing this 1t is
noticeable fact that all great men have
an avocation ms well as vocation. Tho
ideal and tho practical should be brought
together, and this can best be, done
through the training of the hands. For
without some such correlation, the stu
dent of books becomes an idealist-a
dreamer without the ability to put the
Idea into practice. Also. the mechanic
without some knowledge OF the ideal Ee-
comes an automaton. 80
Through the teachings Of manual train
ing the faculties of mind and body are
brought into close relation with eacn
other. bringing the dreamer out OF tho
clouds and teaching him TO know the
earth on which he lives. and raises the
mechanic above the level OF the plane
ard saw.
Two other faculties may be mentioned
as being developed along iarallel lines.
VIZ: Tho aesthetic and the realistic. In
the early stages OF man the construction
81 buildings was strictly utilitarian. very
little attention being paid to adort:-
ment; but as tho evolution OF man oro-
seeded from the agricultural stage-in
which structures were devised solely as
protection from tho weather-to the
more highly civilized stage. that which
Is pleasing to the eye was employed
Thus. In the study of manual training
= We start with the strictly mechanical.
that Is. geometric lines, but later the