The Idaho Republican. [volume] (Blackfoot, Idaho) 1904-1932, 1907-10-25

| INNS "CS'CiH PSOpiS w HOJ huO"
what it means to be exact. Neither
do you know what it means to be
close, but your children will learn,
because the east is coming out here
and buying up your lands. Your
big farms will soon be thing of the
past, and your children will be COM
ing into competition with people
who are accustomed to farm every
foot of land, and farm for profits.
They will waste nothing, and will
make a good living where your boys
following their wasteful ways will
make failures. Your boys spend a
quarter and think nothing of it, but
his New England cousin would spend
cent carefully, and put the other
twenty-four cents into the bank to
save for some definite purpose. One
will do we'll and have plenty; the
other will go along and live in hopes
of having what he has no reason to
expect.
Now, to get back to the workshop,
it gives the boys chance to make
selection of his vocation in life He
finds out what the real work Is, and
can judge better of the different
trades. No longer will boys goto
college, starting in to learn one
thing as a trade or profession, and
coming out on entirely different lines,
having changed vocations during the
course. The manual training deter
mines the vocation more than any
thing else. Now I want to refer
again to the schools of Massachu-
settles, because / have seen so much
of their work. There we have had
manual training in some of the best
schools for twenty-five years. There
was time when many small work
shops were to be found in cities and
towns, where repairing was done.
For instance, If door was working
wrong on it's hinges, it could be sent
to the carpenter shop for repairs.
If gate needed repairing or If a
picket was broken, the repair man
was called upon to fix it. But a
change came. Boys in school be-
came adept at all such work, and
If anything got out of repair, he got
his tools, purchased with some of
that money in the bank | spoke of,
and made 1t as good as new, and 1t
not only did not cost him anything
to fix it, but he enjoyed the task and
besides this he had done something
to maintain the home and he felt
deeper interest and deeper pride
in 1t correspodingly more loyal to
home and all its belongings. 1t was
so in each family, all thru the towns
and the country wherever these boys
went from the manual training
schools, and now the little workshops
that dotted every town, have disap-
peared.
Another thing I want to make
clear to you, that the training school
will do for the boy When he finish
ed fixing the gate or the picket, he
did not throw his toels down and
leave them there, for he was trained
at school to have place for each
one, and 1t was a part of the lesson
to check up before being excused,
and account for each tool In its place.
When he got his tools for use at
home he would not think OF giving
up the habit of having each thing In
its place, and this fixed habit follow
ed him into every part of his work
and his pillow, his wagon, his harrow,
or whatever he used, had a certain
place and was put there each time
he unhitched from 1t, and that can
not be said of your western farmers,
nor the farmers of any locality where
they have not been taught some sys-
TEN either in school or at home or
both. Ore reason vow are worse in
the west is that you have been max
ing you living so easily, and then
those big farms | was speaking about
and money came easily. so It is easy
TO get into sloppy, careless habits
of work
People in the east have other rea-
soDs for teaching system and order,
it is a struggle with them to make a
living. and they have TO utilize every
thing, and save everything, and that
has forced them into habits that we
shall have to cultivate in the schools
of the west.
! have been speaking Of the bows.
Now ] want to say something about
the part the girls are 20 play in this
manual training, or industrial edu-
cation. You mothers are not teach
ing your girls to make bread. 1t is
easier TO make it yourself than to
teach the daughter TO do 1t. You
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