CHAPTER II.

MANUAL TRAINING AND HOW TO INTRODUCE IT INTO PUBLIC SCHOOLS.

WHY MANUAL TRAINING IS NEEDED.

AIMS OF MANUAL TRAINING.

BENEFITS OF MANUAL TRAINING.

HOW TO INTRODUCE IT.

WHO SHOULD BE THE TEACHER.

MATERIALS AND COST OF MANUAL TRAINING.

OUTLINE OF MANUAL TRAINING WORK.

EQUIPMENT FOR MANUAL TRAINING.

BOOKS HELPFUL TO TEACHERS.

INTRODUCTION.

In 1874 the general assembly of Iowa passed a law having for its object the encouragement of manual or industrial education. Because of prevailing or erroneous ideals and the lack of funds to provide rooms and equipment, only a few schools have established manual training departments. While encouraging reports have come from these schools, and a general interest in the subject is felt, not as much has been undertaken and accomplished as the leaders in education wish.

There seems to be a more general awakening on the subject recently.

The National Educational Association has done much to increase the interest.

In the report of the committee of twelve on rural schools the broad statement is made, that nowhere on earth has a child such advantages for elementary education as on a good farm, where he is trained to love work and to put his brains to work. This excellent report contains so much that is of value touching industrial training, that I quote from it most cheerfully:

MANUAL TRAINING-ART.

"One central and invaluable thing gained on the farm is the necessity for and habit of work. All work on the farm should be honored in the school room by expanding and concentrating it. The school should send back the children to the farm filled with the dignity of labor.

"The work of the farm, in a broad sense, is manual training, but most farm boys get a coarse way of doing manual training. They do not learn to use their hands expertly as they should. On all farms there should be work shops for the mending of tools, construction of materials and appartus for farm work, and in the country school there should also be a small manual training department in which pupils may be trained to use their hands skillfully in making things needed for the farm and the home."

A manual training room in connection with each country school may to some appear ideal and very remote. The age requires trained men-better trained than ever before—and observation teaches that the theoretical and ideal of yesterday is the practical of today. So it is most likely to be in the future.

The report of the committee on American Industrial Education, made at New York in 1900, expresses what seems to be a growing sentiment.

"There are now in this country," the report states, "only the beginnings of systematic educational opportunities for young people to learn the theory and practice of particular employments for which they are fitted by nature and in which they long to become engaged. We have an excellent system of public and endowed schools in which are more or less well taught the elements of knowledge and in which a very considerable mental capacity is developed. After leaving these schools our boys know something, so far as knowledge can be gained from books and oral instruction, but they can do little or nothing. This mental, abstract, and memoriter education needs to be supplemented by a manual, industrial, industrial art, commercial, or engineering education if the boy is to become a doer, or a director. He then not only knows something but he can do something, and because he can do something he is worth something to society. However much a man knows, he is a drone in the hive if he cannot do something for the common good. It must be understood we are not asking for utilitarian education in place of a mind-informing and mind-developing education, but to supplement such cultural education as the boy or girl has been able to obtain. Neither do we care to insist upon young people availing themselves of this utilitarian education. We are only concerned that it should be offered, and we have every reason to believe that it will be a long time before the facilities will outrun the pressing demand for any kind of education which will enable a man to rise, in honor and in usefulness, in his chosen calling."

The Iowa State Teachers' Association at its annual session in December, 1902, took a strong position in favor of the introduction of manual training. It adopted a report from the educational council, in which the following language is used:

"Manual training should be introduced into the public schools of Iowa. It should consist of free-hand and mechanical drawing, cutting, weaving and folding of paper and straw; basketry and clay modeling; work in card

board, wood and metals; designing, bench-work, sewing, cooking, care for domestic animals and gardening. This will teach the child self-reliance, honesty, accuracy, perseverance, invest dull subjects with new life, giving an idea of real values; develop a wholesome respect for labor and laboring classes; keep the boys longer in school; train the mind to think, the eyes to see, the hand to do; furnish profitable employment for idle moments and prevent arrested development; make school a part of life, not simply a preparation for life. It gives systematic training to the child's motor activities whereby he gains complete command of his powers."

If manual training will even aid in a small way to "develop wholesome respect for labor and the laboring classes," and assist in overcoming the prejudice which exists on the part of some against those who labor with their hands, its introduction should be encouraged.

Though the general teaching body is in favor of needed changes being made in courses of study, and of the introduction of more of the industrial features in school work, the introduction of manual training may not be rapid. Two things appear to be necessary before great changes may be very generally made. First the people must be led to understand that proposed changes are for the benefit of the children, and second, provision must be made whereby it will become possible to obtain teachers prepared to give the required instruction. As stated elsewhere manual training has been incorporated in the courses of study in a number of normal schools. It is to these schools in large part that we must, I think, look for the greatest assistance. Boards of directors and those governing and managing normal schools must work in unity. The people are not likely to undertake the introduction of manual training without some assurance that teachers qualified to give instruction may be had, while on the other hand a course in manual training is not likely to be added to the normal school course unless it is reasonably certain that teachers will be needed to instruct in manual training in public schools.

In Wisconsin where for several years an effort has been made to introduce manual training, and a good beginning is reported. manual training department shave been established in connection with several normal schools and fair sized classes organized. The state superintendent reports: "In several of the normal schools work in manual training and domestic economy has been incorporated in the courses of study for the grades below the normal department," and that rapid progress is being made in the working out of satisfactory courses in both subjects.