The Semi-weekly leader. (Brookhaven, Miss.) 1905-1941, 1908-03-04
EDUCATIONAL COLUMN
EDITED UNDER THE AUSPICES OF COUNTY
SUPERINTENDENT CLAUDE BENNETT.
Manual Training in the Rural Schools.

manual training in the rural
scheoIsa
Roark calls it manu-" mental
training-and gives two reasons
why it should have place in the
public schools: First, because it
is the business of education to
prepare the pupil to live as a self
supporting citizen in a communi-
| ty of his fellows; second, because
through hand training the mind
can be more readily and effec-
lively developed than without it.
He claims that it dignifies labor
and stimulates the mind through
it's innate creative tendencies.
1t is not claiming too much to
say that manual training educates
the eye tu sense of form, cult
Yates habits of neatness and ac-
curacy, gives confidence and con-
sciousness of power, cuItivates
dexterity of hand, and makes
school life more real by directly
connecting it with the experiences
at home and on the play ground.
Educators are agreed in saying
that there should be harmonious
inter dependent CO operation be-
tween the hand and mind, and that
knowledge which does not crystal
ize into action is worthless. They
see in manual training a medicine
for bringing about this co-opera-
tion. Before boy can construct
a model be must think about it;
and then throughout the process
sion of construction he must plan
deliberate and form conclusions.
Tile function of manual training
is not to make skilled workmen of
the children nor to manufacture
finished articles of more or less
utility and beauty.
Skill in the worker and perfec-
tion in the thing made are to be
considered only in their relation
to, and as an evidence of develop
ment in the child. This study is
also a means of moral growth, be-
cause it gives the child who is
slow or stupid in the academic
studies, chance to show his
equality and often superiority to
the brighter pupils. He thus
gains the encouragement and self
respect so necessary to moral
growth. Manual training practi-
cally eliminates the matter of dis
cipIine. Children who are prop
erly occupied and who are we'll
are never disorderIy. President
Roosevelt says, Every young
man ought to be able to carry his
own weight" Therefore his edu-
cation should fit him to support
himself-not by teaching him
specific trade by which he may
make living, but by teaching
him the general principles that
underIy all trades and thus show
him how to live. Manual training
enlarges boys outlook and helps
him to find his vatcatlon, and also
to make that vacation one of no.
bleness and worth.
The expense of manual training
is very slight compared with the
benefits that accrue to the child
and community. A four years
course in paper folding, card
board construction, elementary
knife work and advanced knife
work make very good beginning.
Such a course is outlined in edu-
cational manual Training, pub
lished by B. +. johnson & Co.,
Richmond, Va. The books cost
only 90 cents each.
A sloyd bench furnished with
the very best tools, that with care
should last several generations,
can he bought for SIS or 500.
A less substantial outfit can be
bought for half that amount.
Orr & Luckett, of Chicago.
will send price list TN applica
tion. However, this is beyond
the means of most country schools;
but varied and excellent work
may be done with ordinary pocket
knives, a key-hole saw that may
be bought at any hardware store
for quarter, and hammer.
The material for great deal of
work may be had for the asking.
Paste board boxes, cigar boxes
packing cases, boards on which
cloth comes wrapped are freely
given by the merchants, as other
wise it would be burned as trash.
Tablet backs and magazine pic
lures cost nothing and may be
used to good effect in school room
decoration. The nails required
for the work may be drawn from
the cigar boxes and packing cases,
thus teaching the children a val
liable lesson in economy. Much
of the work can be done in the
ordinary school room at the pu-
pills. desks, but a common clean
i Il
table is a great convenience.
''What shall the children makei"
!; is often asked. After he has
learned to handle his tools, and
knows the underlying principles
OF the subject should let him Sc
, Iect his own models.
II Of course the teacher will see
that be has good models to choose
from, and likewise guide him in
his choice. Otherwise, he is apt
, to choose models that are beyond
his power to execute satisfactor-
lily; and then one of two things
happens: He is either discour-
Jagged or worse still, is satisfied
! with a poorly executed piece of