8
THE HESPERIAN
THE NEED OF A BUILDING FOR THE
MECHANIC ARTS.
Prof. Ham says: "There is no better defi
nition of education than that of Pestalozzi
'the generation of power.' But what kind
of power? Not merely power to think ab
stractly, to speculate, to moralize, to philoso
phize, but power to act intelligently, and
the power to act intelligently involves the
exertion in greater or less degrees of pM the
powers, both mental and physical. Educa
tion then, is the development of all the pow
ers of man to the culminating point of action.
What kind of action? Action in art. What
is art? 'The power of doing something not
taught by nature or instinct; power or skill
in the use of knowledge; the practical
application of the rules or principles of
science.' Again, we have the last analy,
sis of education 'skill in the use of knowl
edge; the-application of the rules or prin
ciples of science.' And this is tool practice."
The acceptance of such ideas led to the
founding of the new system of industrial edu
cation, which is designed to train the physi
cal and mental powers alike; to train the
brain, and the eye, and the hand to work
harmoniously together the one directing,
the otner following. Besides the discipline
of the eye and hand, mechanical training
gives a practical knowledge of tools and
their use.
Furthermore, the student will be given a
comprehensive insight into the vast indus
trial operations, from which emanate every
common need and every luxury, from a pin
to a fine watch. They will appreciate the
value of fine work, and of painstaking, care
ful workmen, and hence will realize the dig
nity of skilled labor. In their eyes it will
elevate labor from drudgery to its proper
place, and make the skilled artisan a being
equal with themselves.
In no sense is the mechanical work in this
University allied to the work of the trade
school. We do not attempt to teach any
trade, although the training makes it possi
ble, with additional training, to become a
better mechanic than is possible with the av
erage apprentice. The students who take
the mechanical training may properly be di
vided into three groups: (1) Those who do
sire the educational training; (2) Those who
will apply their practical knowledge, as, for
instance, those who will become mechanics
or farrhers; (3) Those who expect to become
mechanical, electrical or civil engineers, in
which profession a knowledge of tool use is
essential to successfully manage tool users.
Since its organization, two years ago, the
department has grown very rapidly, although
we now have only sufficient equipment to
give about half the work that is done in other
schools. Wo are at a standstill until a buil
ding for the mechanic arts can be obtained.
The foundry and machine shop work (which
are extremely important) must wait. In our
present quarters the placing of new appara
tus, which is absolutely essential for our
work, will uncomfortably crowd us, and
make it difficult to do the best work.
It should always be borne in mind that
none of the state funds are used for equip
ment, material, or instruction in this de
partment. The well known Morrill act pro
vides that the United States government
shall pay, yearly, to each otate, a sum of
money ($15,000 in 1889, and increasing
$1,000 each year, until it reaches $25,000,
at which point it will remain) for the main
tenance of technical schools. It would seem
then that the great state of Nebraska should
provide a building to house tbe apparatus
that the government so generously provides,
a building in which will be taught those
things which more than anything else have
made the wonderful Nineteenth century the
greatest in the world's history. R.
PHYSICAL DEPARTMENT.
It is seldom that military drill and gym
nasium work run along side by side in the
same institution and in the same building;
yet no one will question that each fills an
important place in the University of Ne
braska. The disadvantage of the arrange
ment is that both lines of work, occupying,