It was not the purpose to make of the pupils either artists or artisans, seamstresses
or cooks, but it was the purpose of the framers of the new plan to determine
definitely whether the manual-training appliances and methods Avould prove as
effective educational agents and forces as appeared probable.
The course of study was prepared from a strictly educational point of view, for
it was generally agreed that nothing in the laws of this State authorized the
diversion of the common-school funds to the purposes of industrial education or
the teaching of special trades. A few of the fundamental principles involved, as
17
given in a circular of information by the United States Bureau of Education in
1881, may shed some light on this aspect of the suhject:
"(1) The State has a right to teach any "branch of knowledge that will promote
the puhlie welfare.
"(2) The right of the State to teach all knowledge does not necessarily make
such instruction its duty. The right to teach is one thing and the obligation to
teach is another. The duty of the State in education is limited hy its ability.
"(3) The duty of the State to teach is also conditioned hy necessity.
"(1) The primary and imperative duty of the puhlie school is to provide train-
ing and to teach knowledge of general application and utility. The primary func-
tion of the puhlie school is of the highest practical importance and value. Its
comprehensive aim is to prepare the child to discharge the duties and meet the
ohligations of coming manhood, including his relations to the family, society, and
the State, relations involving the highest and most important activities of civilized
life.
"(5) The public school, as above defined, exhausts neither the right nor the duty
of the State in education. The State may establish higher institutions, and it may
organize and encourage special schools to promote important industries or to meet the
wants of classes. It has the right to supplement the public school by special schools
for technical training. * * * The elements of technical knowledge which are of
general application and utility may clearly be taught in the public schools. * * *
Such instruction is not only the basis of technical training, but it is of great value
to all youth, whatever may be their future occupations and positions in life. It is
useful as a preparation for all pursuits. * * * Time for this instruction may be
gained by reducing the time hitherto devoted to several other branches of study.
This has been done in many schools without loss, and the adoption of truer ideas
and better methods of teaching would make it possible and feasible to all. * * *
Such instruction may properly be called general, iu distinction from that which
relates to a particular trade or pursuit, which is special."
The objection to special technical training does not apply to the training of pupils
in the use of hand tools and simple mechanical processes, when such training is
made a means of general education, the training of the eye, the hand, the mind, for
educational purposes. Such training is not the teaching of trades or handicraft, but
is general technical training, the same as mechanical drawing, and as such has a
place in the public-school course.
Page 12
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It was not the purpose to make of the pupils either artists or artisans, seamstresses
or cooks, but it was the purpose of the framers of the new plan to determine
definitely whether the manual-training appliances and methods Avould prove as
effective educational agents and forces as appeared probable.
The course of study was prepared from a strictly educational point of view, for
it was generally agreed that nothing in the laws of this State authorized the
diversion of the common-school funds to the purposes of industrial education or
the teaching of special trades. A few of the fundamental principles involved, as
17
given in a circular of information by the United States Bureau of Education in
1881, may shed some light on this aspect of the suhject:
"(1) The State has a right to teach any "branch of knowledge that will promote
the puhlie welfare.
"(2) The right of the State to teach all knowledge does not necessarily make
such instruction its duty. The right to teach is one thing and the obligation to
teach is another. The duty of the State in education is limited hy its ability.
"(3) The duty of the State to teach is also conditioned hy necessity.
"(1) The primary and imperative duty of the puhlie school is to provide train-
ing and to teach knowledge of general application and utility. The primary func-
tion of the puhlie school is of the highest practical importance and value. Its
comprehensive aim is to prepare the child to discharge the duties and meet the
ohligations of coming manhood, including his relations to the family, society, and
the State, relations involving the highest and most important activities of civilized
life.
"(5) The public school, as above defined, exhausts neither the right nor the duty
of the State in education. The State may establish higher institutions, and it may
organize and encourage special schools to promote important industries or to meet the
wants of classes. It has the right to supplement the public school by special schools
for technical training. * * * The elements of technical knowledge which are of
general application and utility may clearly be taught in the public schools. * * *
Such instruction is not only the basis of technical training, but it is of great value
to all youth, whatever may be their future occupations and positions in life. It is
useful as a preparation for all pursuits. * * * Time for this instruction may be
gained by reducing the time hitherto devoted to several other branches of study.
This has been done in many schools without loss, and the adoption of truer ideas
and better methods of teaching would make it possible and feasible to all. * * *
Such instruction may properly be called general, iu distinction from that which
relates to a particular trade or pursuit, which is special."
The objection to special technical training does not apply to the training of pupils
in the use of hand tools and simple mechanical processes, when such training is
made a means of general education, the training of the eye, the hand, the mind, for
educational purposes. Such training is not the teaching of trades or handicraft, but
is general technical training, the same as mechanical drawing, and as such has a
place in the public-school course.