The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1906-03-04
Manual Z rai11ing..
BY u. II. ROYsTER, M. D., Norfolk. Va.

curves OF nature are introduced as orna-
mental. and finally the child is taught
to utilize the natural forms as being
those Of beauty. and from an observn
ton OF tho natural curves aestheticlsm
- made apparent and Is developed parnl-
lei with the realistic.
The fact that mental development and
training necessarily accompany real
manual training is sufficient argument
In its favor, but there Is still another;
the natural activities OF children demand
diversion, aud since true recreation con-
sists not In idIeness. but In some, other
form OF work, we have a strong argu-
ment In favor OF manual traini,rs as
diversion from the humdrum OF school
life.
1t Is poor workman who complains
of his tools. and we know that a first
class artisan can do better work with n
Limited number Of tools than poor one
can with many. The. varieties of tools
are largely used as time-savers; hence.
with few tools and sufficient time excel
lent work can be done. On this principle
a pupil is taught familiarity with one
implement ito do everything that can be
done with given tooD before being per-
United the Use of other and more deli
cate ones the latter being added ns the
work becomes more elaborate and intrl-
cate. Herr Mikkelscn. Of Copenhagen.
has recently introduced. still more valu-
able methods. The pupils are taught to
work In unison and by time: for exam
pile, all the pupils in the room are saving
or planning or carving at the same time
"the practice of having the movements
with n tool executed by all the pupils
simultaneously upon word OF COM
mand.' thus systematizing work to an
almost scientific degree.
stress Is laid on .'posltional work"
To-, ho nf m
the tendency so common with school chill
dren to become round shouldered; also
by this means to influence the position
Of the pupil when adult life ,is reached
thereby creating a state Of health erect
ness and grace. The most important
essential OF this method Is brought about
by recurring the pupils, whether stand
ing or sitting. to maintain the erect pos
ture. keeping the shoulders thrown back
and chest forward, and when it is neces-
sary to bend. to do so from the hips
rather than at the shoulders. The alter
nate work" OF Herr Mikkelsen is of great
value for, AZ its name implies. II is the
employment OF each hand alternately,
thus developing the body symmetrically.
After the pupil has accustomed himself
to the use Of both hands the heavy work.
such as planning and saving, is done with
the left hand, and the fine work-with
tho chisel. etc.-is done with the right.
have given only a general idea Of the
place held by manual training in we'll
balance curriculum. combining myself
largely to bench work. All of the other
branches perform a very useful part
sewing, cooking, basketry. agriculture,
etc; but by no means the least impor-
tant feature OF manual training Is the
development of character. Character is
| largely a product of environment; educa-
| tior is modification OF environment. l
| know OF no branch OF education which
hc1 greater tendency to develop char
acter than manual training. Observation
| is taught. as is self-evident- The child
| must watch carefully the lines and draw
| ings from which the model Is CONSTRUCTED.
| the addition of the curves OF nature and
whence they are derived. and finally the
practical application to the work in hand.
| Patience is an essential element, for this
| form of work cannot be hurried through.
| hut every stroke of the implement must
be carefully made and guarded lest the
whole be ruined Perseverance is neces-
sary. since every pupil is required t,
complete one task before commencing
another. and each lesson must be done
accurately.
! have briefly considered the place &C.
cupied by manual training in the az
qulrement of a liberal education. and 1t
| Is hoped that those who favor 1t will
| be confirmed in their convictions, and
those who oppose will SEQ it's advantages
and be won over as ardent supporters.