The Greeley tribune., 1906-03-01

The purpose and duties of com.
plete human life touch all the rela-
tions Of man as man; and it is plain
that these are not met by course of
training specially designed to pre-
pare him to be an artesan, merchant,
soldier or citizen, but to be a Man.
Manhood is the comprehensive
end and supreme test of school train
ing' and manual training has di-
rect bearing upon the intellectual,
moral, spiritual and physical activi-
ties of the young in developing the
manhood.
1t Is assumed that to do this
through the manual arts in correla-
tion with the other studies of the
curriculum, that the course must be
logically planned, the department
properly equipped and the teacher
not only skilled workman, but one
who Is enthusiastic in his work,
understanding the development of
child life and a scholar in other de-
partments of school work.
You will agree with me that rugs,
carpets, garments and sloyd designs
may be made by patterns, but the
unfolding and instructing of a human
soul requires the artists hand and
the artists spirit.
Manual training gives the young
people power to do things-better
ability to do intellectual work, both
In and out of school. This is be-
cause manual training is mental
training through the eye and hand.
This training is accomplished by,
First, study. Second, designing.
Third, selecting material. Fourth.
planning for least waste. Fifth,
creation Of what he had In mind.
Sixth, Competition.
This work assists greatly in hav-
ing pupils do better in arithmetic,
algebra, geometry, physics, chemis-
try, ptysiography, trigonometry,
drawing, designing and all other
school work.
Manual training and laboratory
work show what pupil can do, since
one shows himself plainly in his
work. His work must be right or
wrong. This fact tends strongly to
develop truthfulness.
Manual training causes our young
people to do because of their think
ing. 1t gives them control over
their powers in a way that mere
study cannot do, by making them
steady, persistent, patient, precise
and thorough. This is true because
the hand is executing at the time
the mind is directing.
Our present civilization demands
that our young peoples reason and
memory be developed, but it requires
also that thier observation, judgment
and executive abilities be properly
cultivated.
All of this exactness, care aho
other elevating agencies OF manual
training are important elements III
the development of character and
this is the comprehensive end ana
supreme test Of all school training.
The manual training school aims
to put but one article on the market
and that is the boy himself.
To summarize briefly these ana re-
lated points, to show that manual
training assists in attaining the op-
ject at which general education aims
L give the following points
1t is physical training.
Manual training has direct IN
fluepce upon the physical health oil
the pupils, inasmuch as 1t requires
the body to perform all kinds oi
movements, and. unlike brain WORK.
sets the muscles in action.
This work introduces a JUST pro,
norton and harmony between mental
and bodily exertion.
1t trains the hand
The greater part of MANKIND liNes
by the hand. II school is for man
and not man for school, IL ooes
seem strange that this obJection .,
all others should have to be la'seu la
against the school, that II lea>e
this, the most important. Instrument
of man, undeveloped. ,..
1t trains the eye and cuitiVales
the faculty of observation. 49,.
The intelligent eve and receptive
senses which the boy thus "equ,is, .,.,
will prove beneficial III o..e, ,ei
branches of instruction. Iheoceo'."'
instruction is not hindered by ptacti. "
cal occupation; for the time 'aNe''
is richly repaid in vigor ana 'e'''
tility Of mind. "a and
Intellectual life is developed ,, an'
deep.ned by cultivating tlie seia's, ' .,
So. T., ,jIo.v tho senses TO uetelioi"'