If object
lessons often prove trivial failures, it is not the fault of object
lessons, but that of the teacher, who has not found out how much the
power of teaching a little depends on knowing a great deal, and that
thoroughly; and that he has not made that discovery is not the fault
of the teachers, but of the detestable system of training them which
is widely prevalent.*
* Training in the use of simple tools is no doubt desirable,
on all grounds. From the point of view of "culture," the
man whose "fingers are all thumbs" is but a stunted
creature. But the practical difficulties in the way of
introducing handiwork of this kind into elementary schools
appear to me to be considerable.
[222] As I have said, I do not regard the proposal to add these to the
present subjects of universal instruction as made merely in the
interests of industry. Elementary science and drawing are just as
needful at Eton (where I am happy to say both are now parts of the
regular course) as in the lowest primary school. But their importance
in the education of the artisan is enhanced, not merely by the fact
that the knowledge and skill thus gained--little as they may amount
to--will still be of practical utility to him; but, further, because
they constitute an introduction to that special training which is
commonly called "technical education.
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