[Footnote 2: See an article by Dr. H.E. Kock, Education, December, 1902, vol. 23, pp. 193-203.]
[Footnote 3: See my Boy Life in a Massachusetts Country Town Forty
Years Ago. Pedagogical Seminary, June, 1906, vol. 13, pp. 192-207.]
[Footnote 4: The Muscular Activities Rendered Necessary by Man's Early Environment, American Physical Education Review, June, 1902, vol. 7, pp. 80-85.]
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CHAPTER IV
MANUAL TRAINING AND SLOYD
History of the movement—Its philosophy—The value of hand training in the development of the brain and its significance in the making of man—A grammar of our many industries hard—The best we do can reach but few—Very great defects in our manual training methods which do not base on science and make nothing salable—The Leipzig system—Sloyd is hypermethodic—These crude peasant industries can never satisfy educational needs—The gospel of work, William Morris and the arts and crafts movement—Its spirit desirable—The magic effects of a brief period of intense work—The natural development of the drawing instinct in the child.
Manual training has many origins; but in its now most widely accepted form it came to us more than a generation ago from Moscow, and has its best representation here in our new and often magnificent manual-training high schools and in many courses in other public schools. This work meets the growing demand of the country for a more practical education, a demand which often greatly exceeds the accommodations. The philosophy, if such it may be called, that underlies the movement, is simple, forcible, and sound, and not unlike Pestalozzi's "keine Kentnisse ohne Fertigkeiten," [No knowledge without skill] in that it lessens the interval between thinking and doing; helps to give control, dexterity, and skill an industrial trend to taste; interests many not successful in ordinary school; tends to the better appreciation of good, honest work; imparts new zest for some studies; adds somewhat to the average length of the school period; gives a sense of capacity and effectiveness, and is a useful preparation for a number of vocations. These claims are all well founded, and this work is a valuable addition to the pedagogic agencies of any country or state. As man excels the higher anthropoids perhaps almost as much in hand power as in mind, and since the manual areas of the brain are wide near the psychic zones, and the cortical centers are thus directly developed, the hand is a potent instrument in opening the intellect as well as in training sense and will. It is no reproach to these schools that, full as they are, they provide for but an insignificant fraction of the nearly sixteen millions or twenty per cent of the young people of the country between fifteen and twenty-four.
When we turn to the needs of these pupils, the errors and limitations of the method are painful to contemplate. The work is essentially manual and offers little for the legs, where most of the muscular tissues of the body lie, those which respond most to training and are now most in danger of degeneration at this age; the back and trunk also are little trained. Consideration of proportion and bilateral asymmetry are practically ignored. Almost in proportion as these schools have multiplied, the rage for uniformity, together with motives of economy and administrative efficiency on account of overcrowding, have made them rigid and inflexible, on the principle that as the line lengthens the stake must be strengthened. This is a double misfortune; for the courses were not sufficiently considered at first and the plastic stage of adaptation was too short, while the methods of industry have undergone vast changes since they were given shape. There are now between three and four hundred occupations in the census, more than half of these involving manual work, so that never perhaps was there so great a pedagogic problem as to make these natural developments into conscious art, to extract what may be called basal types. This requires an effort not without analogy to Aristotle's attempt to extract from the topics of the marketplace the underlying categories eternally conditioning all thought, or to construct a grammar of speech. Hardly an attempt worthy the name, not even the very inadequate one of a committee, has been made in this field to study the conditions and to meet them. Like Froebel's gifts and occupations, deemed by their author the very roots of human occupations in infant form, the processes selected are underived and find their justification rather in their logical sequence and coherence than in being true norms of work. If these latter be attainable at all, it is not likely that they will fit so snugly in a brief curriculum, so that its simplicity is suspicious. The wards of the keys that lock the secrets of nature and human life are more intricate and mazy. As H.T. Bailey well puts it in substance, a master in any art-craft must have a fourfold equipment: 1. Ability to grasp an idea and embody it. 2. Power to utilize all nerve, and a wide repertory of methods, devices, recipes, discoveries, machines, etc. 3. Knowledge of the history of the craft. 4. Skill in technical processes. American schools emphasize chiefly only the last.
The actual result is thus a course rich in details representing wood and iron chiefly, and mostly ignoring other materials; the part of the course treating of the former, wooden in its teachings and distinctly tending to make joiners, carpenters, and cabinet-makers; that of the latter, iron in its rigidity and an excellent school for smiths, mechanics, and machinists. These courses are not liberal because they hardly touch science, which is rapidly becoming the real basis of every industry. Almost nothing that can be called scientific knowledge is required or even much favored, save some geometrical and mechanical drawing and its implicates. These schools instinctively fear and repudiate plain and direct utility, or suspect its educational value or repute in the community because of this strong bias toward a few trades. This tendency also they even fear, less often because unfortunately trade-unions in this country sometimes jealously suspect it and might vote down supplies, than because the teachers in these schools were generally trained in older scholastic and even classic methods and matter. Industry is everywhere and always for the sake of the product, and to cut loose from this as if it were a contamination is a fatal mistake. To focus on process only, with no reference to the object made, is here an almost tragic case of the sacrifice of content to form, which in all history has been the chief stigma of degeneration in education. Man is a tool-using animal; but tools are always only a means to an end, the latter prompting even their invention. Hence a course in tool manipulation only, with persistent refusal to consider the product lest features of trade-schools be introduced, has made most of our manual-training high schools ghastly, hollow, artificial institutions. Instead of making in the lower grades certain toys which are masterpieces of mechanical simplification, as tops and kites, and introducing such processes as glass-making and photography, and in higher grades making simple scientific apparatus more generic than machines, to open the great principles of the material universe, all is sacrificed to supernormalized method.