The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1908-02-09
The Industrial Factor in
Public Education
By JULIAN A. BURRUSS,
Director Of Manual Arts, Richmond (Va) Public Schools
1,exn December Is, 1907.
continued From Last sunday


tIanever since manual training Is.
a. ought 10 be, the branch of the
modern curriculum which lies nearest
Ia industrial life, we should advocate
~. ,,trodnctIon of handwork into ev-
erv grade of the public schools. pri-
,,arv secondary and higher. In In
troduoing the work we should take a
broad ana sane view of its function
4, .l,a school we should not limit 1t
n the mere development OF hand Skill.
The aim is rather to give the pupils
such an insight into and experience
with Industry in general that they
may he better able to interpret the In
dustrial and social life with which
they are to come into contact. In
order that our manual training may DO
this. VIC must seek In every way TO
establish points of contact win tne
world of industry which the handwork
of the school typifies. and we should
emphasize the application OF science
in the line Of the industries.
our manual training IL conceived OF
IN this way will mean more than
mere training in manual skill. 1t Will
mean the presence in the school work
of a great and valuable body of sub
tect-ratter presented In simple, con-
crete and living manner and con-
tanning the fundamental principles and
practices of the whole field of arts
and industries. which are too largely
neglected in the ordinary work OF the
school.
AS 10 what forms of manual work
should be emphasized. 1t is largely
local problem. The chief industries of
the community must always receive
first attention. In the city this will
a niCa1 and l.
featuring industries. transportation
and commerce. In the rural district 1t
will mean agricultural pursuits. farm
ing gardening, dairying. etc. For the
girls domestic arts and sciences should
receive first attention everywhere.
We should seek the introduction In
to the elementary school of larger
amount of manual work, and the work
should be made more vocational. In
the lawer grades 1t must be Indirect
and suggestive, but in the upper
grades it should become more and
more directly vocational.
One trouble with the little that we
have done in the manual and indus
trial line in our public schools has
been its isolation and its aimlessness.
Often the work leads nowhere. In the
constant fear on the one hand that
we Will be charged with giving a
"brea d and butter education. and on
the other hand that we will be accused
of not being practical enough. we are
"betwixt the devil and the deep blue
sea-" Should we not come out boldly
and frankly. and admit without apo
logy. that the tendency in education
It the present time is toward the
vocational, not in the narrow limita
tions of training for particular trade
but in the sense of laying broad and
liberal foundation of industrial intelli-
gence which shall turn into industrial
lines of work those who are fitted
for such work and who might be lee
through false ideas into other lines
Moreover, where the future vocationE
OF the majority of the pupils are al.
most certainly and definitely known
should we not provide special courses
of work adapted to their present anC
future needs? For example. we know
that a large majority of our city boys
Will go into mechanical and manufac,
turing pursuits, commerce and trans,
portation; and we know that oul
country boys will go into agriculture
pursuits. unless they are lured off into
the cities; and we know that large
majority OF our girls will go into the
vacations connected with the home
and in the case of The negroes in oul
midst we know their destiny.
am not forgetful that American
education must always have an open
ing at the top. and I would not hole
hack q single individual from COINS
on through that opening as far as h,
Is able TO go; but ! do say that W,
should not pay as much attention a
We have in the past to the very small
per cent? OF such individuals at tn
expense or the great mass of strug
glers on the lower landings of gu
educational stairway. IF this be trea
son. make the most OF it,
IS public educators we should en-
courage the establishment of indus
trial schools and of Industrial course
In already existing schools. both in
side and outside the public school sys
tenn.
For the rural districts we shou,,
seek to have the nature study laugh
In practical way and to introduce
both theoretical and practical aeri
culture in every school, small schoo
garden or experiment farm TO be at
tached to every school. In additio,