Muncie Normal Institute - Arbor Vitae Yearbook (Muncie, IN)

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l.lllllNG lSl'llTON lla, two accomplishmcnts that are most suited to each other f whittling nalanual Trainingi and whistling. Editorial 1 l is not many years since a college animal containing a section devoted t to Manual Arts would have been very umlsual. At present one who takes note of the volumes of literature dealing with this phase of education which may lie had from publishers of texthoolis, from libraries, and from educational journals, can only marvel at the prominence the worli has gained in so short a time. lf you should ask. XVhy this rapid develop- ment? a host of people are ready to show you the place which Nlanual Training. in the lxroadest sense, should occupy in our educational scheme. The historian will inform you that man has, fl'oin relnotest ages. been a tool using animal. Ile will trace for you the physical and mental develop- ment of man and will show you that the tools used hy him had a development parralel to this. The student dealing with commercial conditions will state that economic conditions and commercial competition now demand industrial education from every nation that wishes to compete in agriculture, manufacture or trade. The most casual oliserver will assure you that his observations develop the fact that the life aml activities of the home have changed greatly in the past few generations. A great many holnes now demand little or no activity of the children with the result that a considerable numlier of our boys and girls are not efficient in many lilies of common lahor, The liusiness man, the lllillllll'1ll'llll'CI', the farmer. and many others en- gaged in ordinary activities, will often state that the high school graduate does not seem to get along as well as would he expected of one having his education and training. The memlier of the school hoard comes forth with the announcement, frequently a complaint. that hecause of popular demand for manual training, instruction in agriculture. vocational guidance, and various forms of indus- trial cducaton. they have fouml it necessary to enlarge their buildings, add to the teaching force, and revise their course of study. lfrom her secluded quarters .lustice appears with the demand that edu- 70

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cation and vocation so meet in the lives ol' our young people that from their daily activities they may derive both life and a living. Passing others we will lastly hear the educator, who, although he stood aloof the longest, carries with his opinions the conviction ol' deep. careful, conscientious study. No doubt the greater part of the Arbor Vitae readers will be identilied with this group, though some, perhaps, will be amateurs ol' the tirst degree. 'therefore il is the hope of the editor that the following quotations from some of our educators and the general conclusions from text book writers will not be wholly devoid ot' interest. Colonel Parker saw the situation in this manner: 'l'he fundamental law of evolution is self-activity. liducation is evolu- tion assisted. XVhen a man begins to help his fellows grow in body, mind and soul. education begins. XVe have had the doctrine of thc survival of the tittest. but now comes the doctrine of tilting everyone to survive. President Butler put il rather brielly hy saying, Manual training is men- tal training through the hand. Tyler, in his Growth and liducationf' advises us thus: Manual training is mental training. ln thc skill of the arlisan's hand, in the methodic. accurate movement of the mechanic's arm. in the accurate obse1'vation of the eye and ear, you train the mind. Never admit that manual training is anything distinguished from or opposed to mental training. Prof. Hanus saw a place for manual training when he declared that The special aim of secondary education. and the lcacher's greatest responsibility fa responsibility not often recognized or acknowletlgedf'-tlierefore. consists in the discovery and the special development of each pupil's dominant inter- ests, in so far as these interests represent possibilities of development in harmony with the general aim of education. The following reasons favorable to giving manual training, in its broadest meaning, a place in the course ol' study, have been collected from miscel- laneous sources: To the extent that it broadens the child's experience. it broadens our avenue of approach to his mind. lt helps to give control, dexterity and skill. lt interests many not successful in the usual subjects. lt tends to develop an appreciation for honest labor. It is basic to a large number of vocations. lt tends to develop the ability to grasp and embody an idea. lt demands accuracy and furnishes results which speak for themselves. lf you have read as far as this. l thank you for your kind indulgence, and leave you with the hope that when a reminiscent mind guides your eye to the pages of Arbor Vitae '15, the manual training section will not detract from your pleasure. Kindly thanking those whose assistance and suggestions have made these pages possible. Archie Benge, Editor. Tl