Deming graphic. (Deming, N.M.) 1903-1948, 1911-10-27
IMPORTANT FACTORS
IN EDUCATION TODAY
Matters of Supreme Import
ance to the Children in
School
EMlNC A LEADER
Has Taken Her Place in the
Front Rank Of South
western Schools.
DE MING A LEADER

Supt. Taylor says Of the indus
trial phases of education:
For some years past the tenden-
cy toward the practical has largely
influenced the direction of educa-
tional thought. The desire to make
the work in school u forerunner to
the life of the child has been one
of the influences shaping this trend
in educational life. Along with this
aim that education may assist the
individual in some way to solve d.
rectly the problem of practical liv-
ing. This natural effort is nothing
more than an attempt on the part
Of man TO adapt himself to his physi-
cal environment thru the aid Of the
intellectual part of his being.
This is no new manifestation
of the longing of the human
mind to subdue or control the physi-
cal side Of the world in which he
lives. The domination of matter by
which mind has been the one great
struggle in the world life, and at
different stages of the race develop
ment manifested itself under differ
ent phases. II has been only short
time since our education began and
ended with the development of the
mind. Every effort was made to
increase the thought power. Now
the tendency is to develop mind
and hand. Skill is sought for. as
well as mental power. IL is now
realized that the technical school
the industrial schools the out
growth of long felt want in our
educational system. 1t is not an
ephemeral phase of school work
come to disturb the surface of edu-
cational thought for a season and
then die the death of an ordinary
phase, but it is a phase that will
remain as long as it attempts to
make our educational system better
and more rational.
States and cities Of great wealth
are meeting the demand today by
establishing the industrial school.
Especially is this true where philan-
thropic citizens leave to the city
well equipped schools of this kind, a
monument more enduring than
bronze or stone. An eminent pro-
fessor of household economy in an
an agricultural college, speaking OF
manual training, said: 1T is very
hard for many educators to appreci'
ate the difference between manual
training for the sake of general
ability to do whatever comes to the
hand, and the teaching of a trade
Therein lies the objection of many
to manual training for either boys
or girls. They do not carefully dis
tinguish between teaching trade
which is not the purpose of manua
training, and giving skill and power
TO the hands to do anything under
taken more skillfully, which is thu
legitimate field of manual work il
the schools. The exactness required
in manual training is, moreover
an excellent training of judgemen
along the line of nice discrimina
= tions and accurate conclusions. II
the field of discipline, manual train
ing, even in its limited sense, is
strong factor. As long as tn
pupil is busy with pencil and paper
saw, hammer or plane, wood-turn
ing or chisel, his thoughts are a
centered on the achievment of va
liable purpose, so long will mischie
making take a back seat, in hi
mental activities. and his self domir
ate"
The general experience of manui
training teachers and Of school SUI
ervisors proves this statement tru'
Bad thoughts, bad images, bad b'
!. havior leave him while the boy
engaged in handling tools INTEL
gently, The manual training d.
partment is destined to work not
revolution, but operate for the goc
of the school and the child.
An enthusiastic manual trainin