232 



SCIENCE. 



[N. S. Vol. XVIII. No. 451. 



OCCUPATIONS OF THE GRADUATES OP THE MANUAI 

 TRAINING SCHOOL OF WASHINGTON UNI- 

 VERSITY, ST. LOUIS. 



Agriculture and stock raising 14 



Architects 24 



Artists 4 



Banking 7 



Bookkeepers, general assistants and clerks... 153 



Cashiers 5 



Chemists 9 



Contractors 2 



Dentists 4 



Draftsmen 100 



Electricians 19 



Fieldmen 4 



Foremen 3 



General managers 32 



Insurance 9 



Lawyers 30 



Library 1 



Mechanics 12 



Merchants and manufacturers 90 



Ministers 1 



Physicians 22 



Real estate 18 



Keporters 2 



Salesmen and agents ' 41 



Students 59 



Superintendents of manufactories 44 



Teachers 39 



Technical engineers 63 



U. S. Navy engineers 4 



Miscellaneous 12 



Unknown 56 



Number who have taken degrees elsewhere 

 after leaving the Manual Training School. . .159 



This outcome suggests an important func- 

 tion of a secondary school which I have 

 not seen clearly stated. The secondary 

 school should enable a boy to discover the 

 world and to find himself.* I use the word 

 'discover' in the sense of uncover, that is, 

 lay hare the problems, the demands, the 

 openings, the possibilities of the external 

 world. A boy finds himself when his in- 

 ternal world is laid bare to a conscious ex- 

 amination and inventory. 



* " The successful school must achieve two posi- 

 tive results: on the one hand it must reveal the 

 world to the pupil; on the other it must reveal 

 the pupil to himself." — ^Walter J. Kenyon, in the 

 School Journal, March, 1893. 



If the secondary school shall do those 

 two things well it will do what generally 

 has never been done at all. This can not 

 be done with a single curriculum, along 

 any line. All your windows and doors 

 must be open. 



While I plead for the neglected ma- 

 jority and point out the glorious oppor- 

 tunity of the secondary school I must 

 speak a word for the benefit of the minority 

 to whom of course all of us belong. 



The great mass of American teachers has 

 as yet no adequate conception of the fine 

 invigorating e&ect of a correct system of 

 manual training upon the mind and char- 

 acter of a healthy, normal boy. I do not 

 refer to manual training falsely so called; 

 to the wishy-washy tinkering with tools and 

 materials where the child is the victim of 

 his own whims, and of his teacher's igno- 

 rance; where under the pretense of devel- 

 oping originality, altruism or concrete ex- 

 pression, the child is prematurely misled, 

 misdirected and mistreated, until the possi- 

 bility of well-timed and well-regulated 

 manual training is utterly lost. I regret 

 that I must speak so strongly of a tendency 

 utterly to emasculate manual training by a 

 method of treatment which would be in- 

 stantly condemned if applied to any other 

 branch of study. We must, I suppose, ex- 

 cuse a great deal of sentimentalism and 

 extravagance on the ground that the most 

 recent converts are apt to be unbalanced 

 by excess of zeal. 



Manual training furnishes many of the 

 elements of culture and discipline which 

 are lacking in the ordinary secondary 

 course of study. Contact with the con- 

 crete; clear concepts of materials, forces 

 and instrumentalities; exact knowledge of 

 mechanical processes; analyses of complex 

 operations; the idea of precision; habits 

 of system, of foresight and of intellectual 

 honesty. These mental, moral and phys- 



