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KILN CONSOLIDATED HIGH SCHOOL—1918-19.
not all. Christ without doubt meant that man should be trained to perform a life-long service to God. A service from which he is not to depart in the mature and declining years of his life.
God lias honored man above all other subjects of 11 is creation. He conferred an inherent dignity and worth upon man when he created him in His own image. Since God has so honored man in his creation, it goes without saying that he expects man to serve Him as no other creature is expected to do. So if man does not fit himself for the highest service he is capable of rendering, he is to some extent guilty of ingratitude towards the God to whom he owes existence. This being true, the school should ever seek to impress the child with the idea that training for life is a duty to God.
Let us consider some of the great problems confronting the citizens of tomorrow, andthereby get a broader conception of the duties he will be called upon to perform. Less than a year ago the young manhood and womanhood of America was being called upon to perform heroic service at the battle front. Only yesterday, it seems, we were witnessing bloodshed, destruction of life as the world has never seen before. Almost daily we were receiving news of the destruction of life ami property. At last, however, the clouds of war have rolled away. A new day has dawned, and it is hoped the world’s work will proceed in a peaceful and constructive fashion. The new day has brought new duties and responsibilities. Every man and woman who is prepared will have an opportunity for several years to see service in the work of rehabilitation and adjustment. More than ever before, the opportunity comes to man to reconstruct governments and establish principles of Christianity in accordance with the teachings of Christ. We owe it to God to train ourselves for this great work. Our schools and teachers must be the factors, and channels through which these opportunities for training are afforded to man.
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KII.N CONSOLIDATED HIGH SCHOOL—1918-19.
iWatutal ©ranting itt the SUtral S’rijmils
BY MRS. B. C. VANCE.
J*
I or ii good many years I have longed for a chance to try out ml i ruining in the rural schools. I have, several times, made a i . !. iiitrmpt to give my pupils an opportunity to develop the crea-. filmIIy, which every child possesses. But for want of proper en-.inuMit, lack of time, tools and material, I have never yet had a f«.( i liiinco to carry out my plans.
Manual training not only develops the child’s creative faculty,
i	it tl furnishes a healthful diversion, both mental and physical, n . m mirages the making of useful things. He “learns by doing.” He .* i ii Is i' ii away from the idea of being schooled. He proceeds on his
-n initiative, and finds himself capable of undertaking things he ...ii dreamed he could do alone.
W i* give the boy a nice piece of wood, marked out on a series I <i|iiures. The necessary measurements are here shown, at a
■	I...' lie ran see the relations of the various lines. He gets an idea
•	< n proportion, and a way that would be almost impossible if we ' «'l riven him the dimensions numerically, instead of graphically. It. fine touching a single piece of wood, let him decide exactly what
ii	ri i|iiired, and if he succeeds, he must have a clear mental picture of
■	ii Ii part of the thing he is going to make. He also realizes, that to hiriy or become impatient, will result in a failure. He learns to be «i i unite, to concentrate, to be patient and persevering, if he hopes in ucromplish anything.
Our public school system has tried to force all children along on tlie mime lines of development. No greater mistake was ever made. \\ e can't all be mathematicians, historians, etc. Many a backward
<	Mid will be found to have a strong manual tendency, which if test-
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