Central Manual Training High School - Record Yearbook (Philadelphia, PA)

Page 71 text:

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ignnnr Him GICORGE CAMIWZANO WAIHMR YOUNG First Honor Man Second Hmmm' Mun

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Svalutatnrg Mr. President, Ladies and Gentlemen :- In behalf of the class of nineteen hundred and nine, I take pleasure in welcoming you to our Commencement Exercises, which, as a matter of fact, are really more in the nature of a stepping stone from the end of one phase of our lives to the beginning of another. To-day we assume a some- what different attitude toward life. Henceforth, with what diligence we can muster, it shall be our ambition to apply to the definite problems of life, the training the we have acquired in the course of our school career. Of late much has been written, and much has been expounded, in relation to the effect of manual training upon the ethical, the intellectual, and the so-called practical development of the stu- dent. The theory and the practice of the manual training idea is not, as the phrase is sometimes altogether erroneously taken to indicate, a training of the hand for the work of the artisan: it is fundamentally a cultivation of the mind through the instrumentality of the whole physical equip- ment, beginning specifically with the brain, and through the hand, getting back again to the brain. The hand is regarded simply as a medium of development for the intellect. It is the training of the hand that develops the mind of the studentg and the ensuing mental development is the net educa- tional result of the co-ordinate training of the hand. The observer will at once discover that the chief object contemplated is educational and not necessarily the acquisition of any sort of mere industrial expertness or skill. It has been said that one of the important results of our type of education is to make a worker of the thinker, and a thinker of the worker. The fundamental principle is to develop co-ordinately the mind and the hand until both are able to act in intellectual unison. An investigation of the subsequent work of that. as a rule, they are based specifically on any graduates of the schools based upon this purelypedagogic conception of manual training shows, purely academic principle. The graduate of the manual training high school has not infrequently 66