Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1910-12-30
ECONOMIC VALUE


travel IN r'.'ei' to render tho tmnst or
| fectivc service.
ECONOMIC VALUE.
Educational Value is Foremost--1n
the elementary school the educational
value OF industrial training is of prl-
mary Importance; the practical value
tn9ugh secondary, Is. however. II de-
clded advantage. II gives reality to
the activities which 1t embraces. ana
tends TO awaken Il desire to be useful
me enid unframed to habits of indus
try during the formative period of his
NE, ana not taught the dignity of la
Dor. Is likely to become n parasite on
society In spite OF the artificial culture
received from books alone.
An Aid to Culturc-The cultural and
practical are no longer regarded as
antagonistic-one does not necessarily
exclude the other Modern thought
regards the two as orgaaicullv relat-
ed which means that one is absolutely
essential to the other and that only in
combination can either have real signif-
icancc. In the seventh and eighth
grades, the practical element may as
sumo larger proportions, and in the sec
ondary school It may become equally
as important as the cultural
Educational vs. Trade Schuols-IntIus
''i"i tbuCdtlDIl must ne lluuG q part
OF an organic curriculum Other sub
jects need the vitalizing influence which
industrial training gives. and industrial
training must be humanizcd through,
being tauGht III relation to other sub
Jocts. To separate the two would dcS-
troy largely the effectiveness Of each
IN, making an intelligent. good citizen
a chief defect of our public schools is
their, "a lure to supply the vital subject
matter necessary to relate the child to
the activities of the home and the COM
munityy,f The, Introduction of industrial
subjects Will nremcdy this evil If,
however, industrial education Is to he
intrnduced through system of trade
schools, as many advocate, not only
VIII the public school lose its vitalizing
element, but the trade school. through
the lack of humaniz!ng clements, will be
narrow in4its scope and therefore unable
to. provide that broader education as
genital for citizenship. Moreover the
establishment VI trade schools by the
state or nation would be costly ex-
pertinent. fraught with grave dangers,
the most apparent of which would be
the growth Of class distinctions. the
encourage cement of social Inequalities,
and the demoralizing disputes between
the two systems of schools over the
division of the funds. Trade schools
special demands. but not as system
of public education.
Aims Of Modern Education-We quote
further from the N. r. a. report men
toned above: THE aim of modern
education should be, II the aim be
anything more than the production of
nicely articulated industrial system,
to produce men, not machines. The
school. according to any broad and
I>1., ,I.1,,
function, should send from its doors
healthy, efficient, and wclltrained
producers who possess characteristics
which will enable them to live as well
MS to make a living" Also from
Supt. Brumbnughs address on Indus
trial Education and National Progress:
cit is manifest. then. that all forms
of industrial and manual education In
the elementary schools must point. not
to gainful occupations. but to wider
participation in the feelings, thoughts,
and deeds of men,"
5. How Made Otganic-How sf1all
industrial subjects be articulated with
other subjects Of the curriculum? l.
Through grouping the related subjects
of the curriculum and assigning TO
each group and to each subject within
the group definite time and place. ..
Through organization and the correlnt-
study. g. Through rcvalung the sub
jects OF the curriculum in the light OF
the present day demands 4. The Sc
lection of subject matter that makes
for social efficiency. and the elimination
of material that Is purely disciplinary
in character. We recommend the group
plan provided for in the course of study
recently adopted by the state schools.
1T is n movement in the right direction.
IL, ~,
groups of this new course.
THE SUBJECT MATTER.
How Introduced and How Taught
The subject matter that may be used III
industrial education Is boundless. Prob
ably the greatest task connected with
the industrial movement Is the selection
of appropriate subject matter and It's
distribution throughout the grades OF
the elementary and secondary schools.
Tho following principles should guide in
this selection: The material for the
elementary school should be selected
because of its educational value. The
psychological and social needs of the
child furnish the basis of selection :.
The subject matter of the formal stud
les should spring naturally from the In
dustrial subjects. or be directly related
to them. 3. Tho material selected
should be such as to supply real motives
to the child. This subject matter will
include in the elementary school: |.
Applied nature study. .. Domestic activ-
tics. 3. Manual training. In the sec
ondary schools this should become spc-
calized into: /. Mechanic arts. 2. Do
nestle science and domestic arts. 3.
Elementary agriculture. 4. Other indus
trial activities especially adapted to
the community.
: PREPARATION OF TEACHERS.
Tho increased complcxity of the school
which results through Introducing in
dustrial subjects into the school curri- |
culum emphasizes moro than ever the
necessity for professionally trained |
teachers. Besides professional training, |
the teacher must have broad scholar
ship. and II technical knowledge of the |
subject or subjects which he Is to teach. !
This SNAKES 1t imperative on the part OF |
the stntcto provide adequate facilities
for the training Of teachers In all sub
jccts included in the curriculum. In the
school, the teacher must !
have not only broad scholarship and |
training, but must also
have some knowledge of all the indus
trial subjects taught In the various |