Payette enterprise. (Payette, Canyon Co., Idaho) 1909-1935, 1912-10-03
WHAT MANUAL TRAINING
SHOULD BE AND DO

In recent years many changes have
i been made as to methods and courses
CT study. These changes are being
made tc aid in the industrial edu-
cation movement and when these
courses are finally perfected it will
be complete adjustment Of the worl
Of head and hand.
Without considering the defects of
cur present system of education or
attempting to discuss the present
industrial education movement, let
us define briefly what manual train
ing should be and do.
Manual training is a course in
hand work dealing with elementary
industrial processes which have a
Place in present industrial life, and
have had place in the past and
probably will have in the future.
/ The problem of education is in
dustrial as well as academic. OF the
lthirty-two million bread-winners in
this country, some thirty million must
work with their hands Education
must therefore, exaIt the dignity of
labor; it must teach habits of indus
try; it must give ability to apply
onesI self to the problem in hand it
must meet the demands for accurate,
I skillful work.
Manual training should keep in
touch with vocational and especially
industrial activities.
BY the industrial temper of our
people and because OF economic ne
cessities, we are convinced that by
industrial education it now deyolves
upon us TO shape the lives of the
children of today, and thereby to
make the men and women of to-mor-
row.
Economic necessities and other con-
ditions make it impossible to hold
all children in school until they are
physically, mentally, and morally cap
able of battling with life's problems.
large number of them leave school
before they reach the high school.
The fact that very large number
drop out of school during the peri
Cd between fourteen and sixteen
years of age is conclusive proof that
if the school is to help these child
rem in any way directly to perform
the constructive duties Of life it |
must, in the grades and in the first 1
years of high school, do a pre-voca- |
tionaI work, and if possible, create
an industrial intelligence.
g The proper introduction of man !
ual and industrial training in the 4
grades and in the high schools VIII
be the means of keeping larger num-
bcrs of boys and girls in the schools
through both the grades and the
high schools.
With the proper use Of a rather
limited equipment, and considera-
ton of experiences in he shop and
on the farm, much can be done to-
ward teaching the dignity of labor,
and showing the advantages of farm
life and other industries. A way can
be opened for showing how to pro-
coed intelligently in any occupation.
The main thing is to teach the boy
and girl how to attack a problem
and carry it to successful solution.
From the standpoint OF culture val
ne and character building, it matters
but little upon what problems pup
ills work, but the attitude displayed
and the habits formed as they at
tempt a solution are matters of
much Importance. Intelligent at
tack, orderly procedure, skillful exc
cution, painstaking completion, hab-
its of industry, good, honest work,
respect for labor, the ability to do
things-these are the qualities that
belong to real education"
We are, at present, directly con-
eerned with only one phase of man
ual training-bench woodwork The
course is arranged in such way
that the pupil will do a definite
thing and at the same time not be (
swamped in the number and variety
of tools and operations which he
must use. The work proceeds from
the simple to the complex by easy /:
and successive stages. Special en-
ph9sis is laid upon skill, technique
and workmanship. Ii
The course is definitely planned on !
ly so far as the tool exercises or
of manipulation are con-
cerned. The course does not dAfide
upon the particular thing to be ]
made by each pupil. That is left +;
to the individual pupil aided by sug-
gestions from the teacher. The
classes meet and begin work with a i
definite understanding that certain s
things must be learned before they {
can do we'll what they wish TO do +.