p. 22 | Manual Training

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Feb 6, 1908

Manual Training

THERE are two kinds of education given to the students — theoretical and practical. It is sometimes a little difficult to tell what is practical, and what is theoretical. Each has its proper place in the education of the young; but plainly that which can be employed in the daily life of the student in a practical way is most useful. Inspiration has clearly pointed out the value of manual training as an element in education. Psychologists teach that the training of the body to skilfully perform work develops brain centers as actually as does the teaching of geometry. If this be true, and it undoubtedly is, sensible educators should appreciate the value of manual training most highly. It is a fact that in the practical duties of life we make very little use of most of the higher branches of study. We do, however, make great use of the power which we have gained through pursuing these studies. Now, it would appear to be but reasonable to conclude that an education which develops the ability to execute, and at the same time affords instruction which can be used continually in the daily life of the student, is the most valuable.

Teachers should seek to impart that education which develops executive ability — the power to do. They should seek to develop powers of accuracy. Mathematics, language, higher sciences, are taught largely for the purpose of developing these elements of character. While we do not ignore the value of these studies in attaining these ends, we do most strongly emphasize the value of manual training as a means of reaching the same ends and giving at the same time that which is useful and practical. We most strongly emphasize it because it seems to be so little appreciated. There is no question but that there is room for improvement on the part of the vast majority of teachers in this direction.