At the creation, labor was appointed as a blessing. It meant
development, power, happiness. The changed condition of the earth
through the curse of sin has brought a change in the conditions of labor;
yet though now attended with anxiety, weariness, and pain, it is still a
source of happiness and development. And it is a safeguard against
temptation. Its discipline places a check on self-indulgence, and
promotes industry, purity, and firmness. Thus it becomes a part of God's
great plan for our recovery from the Fall.
The youth should be led to see the true dignity of labor. Show them
that God is a constant worker. All things in nature do their allotted
work. Action pervades the whole creation, and in order to fulfill our
mission we, too, must be active.
In our labor we are to be workers together with God. He gives us the
earth and its treasures; but we must adapt them to our use and comfort.
He causes the trees to grow; but we prepare the timber and build the
house. He has hidden in the earth the gold and silver, the iron and
coal; but it is only through toil that we can obtain them.
Show that, while God has created and constantly controls all things,
He has endowed us with a power not wholly unlike His. To us has been
given a degree of control over the forces of nature. As God called forth
the earth in its beauty out of chaos, so we can bring order and beauty
out of confusion. And though all things are now marred with evil, yet in
our completed work we feel a joy akin to His, when, looking on the fair
earth, He pronounced it "very good."
As a rule, the exercise most beneficial to the youth will be found in
useful employment. The little child finds both diversion and development
in play; and his sports should be such as to promote not only physical,
but mental and spiritual growth. As he gains strength and intelligence,
the best recreation will be found in some line of effort that is useful.
That which trains the hand to helpfulness, and teaches the young to bear
their share of life's burdens, is most effective in promoting the growth
of mind and character.
The youth need to be taught that life means earnest work,
responsibility, care-taking. They need a training that will make them
practical--men and women who can cope with emergencies. They should be
taught that the discipline of systematic, well-regulated labor is
essential, not only as a safeguard against the vicissitudes of life, but
as an aid to all-around development.
Notwithstanding all that has been said and written concerning the
dignity of labor, the feeling prevails that it is degrading. Young men
are anxious to become teachers, clerks, merchants, physicians, lawyers,
or to occupy some other position that does not require physical toil.
Young women shun housework and seek an education in other lines. These
need to learn that no man or woman is degraded by honest toil. That
which degrades is idleness and selfish dependence. Idleness fosters
self-indulgence, and the result is a life empty and barren--a field
inviting the growth of every evil. "The earth which drinketh in the
rain that cometh oft upon it, and bringeth forth herbs meet for them by
whom it is dressed, receiveth blessing from God: but that which beareth
thorns and briers is rejected, and is nigh unto cursing; whose end is to
be burned." Hebrews 6:7, 8.
Many of the branches of study that consume the student's time are not
essential to usefulness or happiness; but it is essential for every
youth to have a thorough acquaintance with everyday duties. If need be,
a young woman can dispense with a knowledge of French and algebra, or
even of the piano; but it is indispensable that she learn to make good
bread, to fashion neatly-fitting garments, and to perform efficiently
the many duties that pertain to homemaking.
To the health and happiness of the whole family nothing is more vital
than skill and intelligence on the part of the cook. By ill-prepared,
unwholesome food she may hinder and even ruin both the adult's
usefulness and the child's development. Or by providing food adapted to
the needs of the body, and at the same time inviting and palatable, she
can accomplish as much in the right as otherwise she accomplishes in the
wrong direction. So, in many ways, life's happiness is bound up with
faithfulness in common duties.
Since both men and women have a part in home-making, boys as well as
girls should gain a knowledge of household duties. To make a bed and put
a room in order, to wash dishes, to prepare a meal, to wash and repair
his own clothing, is a training that need not make any boy less manly;
it will make him happier and more useful. And if girls, in turn, could
learn to harness and drive a horse, and to use the saw and the hammer,
as well as to rake and the hoe, they would be better fitted to meet the
emergencies of life.
Let the children and youth learn from the Bible how God has honored
the work of the everyday toiler. Let them read of "the sons of the
prophets" (2 Kings 6:1-7), students at school, who were building a
house for themselves, and for whom a miracle was wrought to save from
loss the axe that was borrowed. Let them read of Jesus the carpenter,
and Paul the tentmaker, who with the toil of the craftsman linked the
highest ministry, human and divine. Let them read of the lad whose five
loaves were used by the Savior in that wonderful miracle for the feeding
of the multitude; of Dorcas the seamstress, called back from death, that
she might continue to make garments for the poor; of the wise woman
described in the Proverbs, who "seeketh wool and flax, and worketh
willingly with her hands;" who "giveth meat to her household,
and their task to her maidens;" who "planteth a
vineyard," and strengtheneth her arms;" who "stretcheth
out her hand to the poor; yea, . . . reacheth forth her hands to the
needy;" who "looketh well to the ways of her household, and
eateth not the bread of idleness." Proverbs 31:13, 15, R.V.; 31:16,
17, 20, 27.
Of such a one, God says: "She shall be praised. Give her of the
fruit of her hands; and let her own works praise her in the gates."
Proverbs 31:30, 31.
For every child the first industrial school should be the home. And,
so far as possible, facilities for manual training should be connected
with every school. To a great degree such training would supply the
place of the gymnasium, with the additional benefit of affording
Manual training is deserving of far more attention than it has
received. Schools should be established that, in addition to the highest
mental and moral culture, shall provide the best possible facilities for
physical development and industrial training. Instruction should be
given in agriculture, manufactures,--covering as many as possible of the
most useful trades,--also in household economy, healthful cookery,
sewing, hygienic dressmaking, the treatment of the sick, and kindred
lines. Gardens, workshops, and treatment rooms should be provided, and
the work in every line should be under the direction of skilled
The work should have a definite aim and should be thorough. While
every person needs some knowledge of different handicrafts, it is
indispensable that he become proficient in at least one. Every youth, on
leaving school, should have acquired a knowledge of some trade or
occupation by which, if need be, he may earn a livelihood.
The objection most often urged against industrial training in the
schools is the large outlay involved. But the object to be gained is
worthy of its cost. No other work committed to us is so important as the
training of the youth, and every outlay demanded for its right
accomplishment is means well spent.
Even from the viewpoint of financial results, the outlay required for
manual training would prove the truest economy. Multitudes of our boys
would thus be kept from the street corner and the groggery; the
expenditure for gardens, workshops, and baths would be more than met by
the saving on hospitals and reformatories. And the youth themselves,
trained to habits of industry, and skilled in lines of useful and
productive labor--who can estimate their value to society and to the
As a relaxation from study, occupations pursued in the open air, and
affording exercise for the whole body, are the most beneficial. No line
of manual training is of more value than agriculture. A greater effort
should be made to create and to encourage an interest in agricultural
pursuits. Let the teacher call attention to what the Bible says about
agriculture: that it was God's plan for man to till the earth; that the
first man, the ruler of the whole world, was given a garden to
cultivate; and that many of the world's greatest men, its real nobility,
have been tillers of the soil. Show the opportunities in such a life.
The wise man says, "The king himself is served by the field."
Ecclesiastes 5:9. Of him who cultivates the soil the Bible declares,
"His God doth instruct him to discretion, and doth teach him."
Isaiah 28:26. And again, "Whoso keepeth the fig tree shall eat the
fruit thereof." Proverbs 27:18. He who earns his livelihood by
agriculture escapes many temptations and enjoys unnumbered privileges
and blessings denied to those whose work lies in the great cities. And
in these days of mammoth trusts and business competition, there are few
who enjoy so real an independence and so great certainty of fair return
for their labor as does the tiller of the soil.
In the study of agriculture, let pupils be given not only theory, but
practice. While they learn what science can teach in regard to the
nature and preparation of the soil, the value of different crops, and
the best methods of production, let them put their knowledge to use. Let
teachers share the work with the students, and show what results can be
achieved through skilful, intelligent effort. Thus may be awakened a
genuine interest, an ambition to do the work in the best possible
manner. Such an ambition, together with the invigorating effect of
exercise, sunshine, and pure air, will create a love for agricultural labor
that with many youth will determine their choice of an occupation. Thus
might be set on foot influences that would go far in turning the tide of
migration which now sets so strongly toward the great cities.
Thus, also, our schools could aid effectively in the disposition of
the unemployed masses. Thousands of helpless and starving beings, whose
numbers are daily swelling the ranks of the criminal classes, might
achieve self-support in a happy, healthy, independent life if they could
be directed in skilful, diligent labor in the tilling of the soil.
The benefit of manual training is needed also by professional men. A
man may have a brilliant mind; he may be quick to catch ideas; his
knowledge and skill may secure for him admission to his chosen calling;
yet he may still be far from possessing a fitness for its duties. An
education derived chiefly from books leads to superficial thinking.
Practical work encourages close observation and independent thought.
Rightly performed, it tends to develop that practical wisdom which we
call common sense. It develops ability to plan and execute, strengthens
courage and perseverance, and calls for the exercise of tact and skill.
The physician who has laid a foundation for his professional
knowledge by actual service in the sickroom will have a quickness of
insight, an all-around knowledge, and an ability in emergencies to
render needed service--all essential qualifications, which only a
practical training can so fully impart.
The minister, the missionary, the teacher, will find their influence
with the people greatly increased when it is manifest that they possess
the knowledge and skill required for the practical duties of everyday
life. And often the success, perhaps the very life, of the missionary
depends on his knowledge of practical things. The ability to prepare
food, to deal with accidents and emergencies, to treat disease, to build
a house, or a church if need be--often these make all the difference
between success and failure in his lifework.
In acquiring an education, many students would gain a most valuable
training if they would become self-sustaining. Instead of incurring
debts, or depending on the self-denial of their parents, let young men
and young women depend on themselves. They will thus learn the value of
money, the value of time, strength, and opportunities, and will be under
far less temptation to indulge idle and spendthrift habits. The lessons
of economy, industry, self-denial, practical business management, and
steadfastness of purpose, thus mastered, would prove a most important
part of their equipment for the battle of life. And the lesson of
self-help learned by the student would go far toward preserving
institutions of learning from the burden of debt under which so many
schools have struggled, and which has done so much toward crippling
Let the youth be impressed with the thought that education is not to
teach them how to escape life's disagreeable tasks and heavy burdens;
that its purpose is to lighten the work by teaching better methods and
higher aims. Teach them that life's true aim is not to secure the
greatest possible gain for themselves, but to honor their Maker in doing
their part of the world's work, and lending a helpful hand to those
weaker or more ignorant.
One great reason why physical toil is looked down on is the slipshod,
unthinking way in which it is so often performed. It is done from
necessity, not from choice. The worker puts no heart into it, and he
neither preserves self-respect nor wins the respect of others. Manual
training should correct this error. It should develop habits of accuracy
and thoroughness. Pupils should learn tact and system; they should learn
to economize time and to make every move count. They should not only be
taught the best methods, but be inspired with ambition constantly to
improve. Let it be their aim to make their work as nearly perfect as
human brains and hands can make it.
Such training will make the youth masters and not slaves of labor. It
will lighten the lot of the hard toiler, and will ennoble even the
humblest occupation. He who regards work as mere drudgery, and settles
down to it with self-complacent ignorance, making no effort to improve,
will find it indeed a burden. But those who recognize science in the
humblest work will see in it nobility and beauty, and will take pleasure
in performing it with faithfulness and efficiency.
A youth so trained, whatever his calling in life, so long as it is
honest, will make his position one of usefulness and honor.
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