The mirror. (Stillwater, Minn.) 1894-1925, 1907-06-27
Industrial Education.

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Paper Read Before the Chautauqua Circle.
A LII industries whatever their |
~ grade, need more men than are
now Obtainable, who are capa-
BILE of acting as foremen, super
tntendents, or managers, men possess |
ing the comprehensive insight, interest,
aud skill necessary for the organiza- |
tlon and direction of shop or depart
ment. Present conditions, as the writer
of the paper entitled industrial Edu-
cation as Applied to Shoemaking"
stated, are very unfavorable to the
training Of such men in the shop or
factory. Such being the case l believe
that schools where the object would be
to supply the specific education re-
quired for particular calling, are very
desirable.
Of course we have technical schools
and manual training schools which are
intended to train boys for the trades,
but for many reasons they have not
been successful. Mind now do not
say that they are not benefit to the
child, for they are, and to demonstrate
this will give you an idea of the rOu-
tine of the Carter school located in
Chelsea, Mass, which was one of the
frst manual training schools estab-
iished in the East, and which the writer
attended when q child. The work at
this school was gradual evolution
from the drawing which was originally
taught in the different grades, to the
0ater application of many of the les
cons In form, color and design, the
actual material, wood. leather, metal,
etc. Lack of the necessary tools and
apparatus was finally overcome by our
teachers who taught us to design and
make the articles required. Frames
and looms, necessary for weaving, were
made in the higher grades, and meas
urement lessons were given from which
structural drawings were made, the
material being cut of suitable size and
brought to the school, where we were
shown how to screw or nail the piecet
together. Pieces of brass or steel were
hammered into shape or filed into vari
Gus forms to be used for working de
signs upon brass or copper. For out
dine and background work nails wer'
used; these were flattened or sharpenet
as the case required.
But to begin at the beginning. One o
the most interesting rooms was wher
the little folks gathered to receiv
their first lessons. They were instruct
ed thru educational stories illustrate
10y blackboard sketches. For instance
they have observed the wood fror
which the desks are constructed, an
are told the story of lumber. Firs
there is drawn on the board fores
scene, after which q lumber camp
pictured; then comes the telling Q
trees and the river on whose surfac
the logs are being foated down o
their way to the mills. The blacl
board sketches stimulate the intere'
of the little ones who watch the pro,
ress of the story.
In the room following are the boy
and girls about seven years of age.
this room the children receive the
frst lesson in weaving, making lit
mats and rugs. The children in tn
room had no looms of the proper 81.
for their work, and small books ar
cardboard were substituted; arour
these they tied the raffia, following OF
direction, and when finished cor
.menced the work of weaving back al
forth, in this way making filling f
the mats and rugs.
Many interesting black sketch
helped to make more realistic diffe
sent lines of study. Sometimes the fc
est was pictured stretching down
the shores of the lake or rows of snoy
tents served to picture army Iii
While listening to stories of army Ii
the children were taught to make 81
dier caps, and, wearing them, para
in fropt of the camp. .Head-dress
and belts grew into shape while t
youngsters were instructed to the wa
of Indian life. But perhaps the mt
interesting sketch of all, was thesho
Here e lighthouse scene was pictur