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sanitation, invalid cookery, and the care of the sick and injured receive a liberal allotment of time proportioned to their importance.

The course in dressmaking runs thru the third high-school year. In this instruction effort is made to base the work on principles, and to give a mastery of processes which will be available beyond the limited amount of practice that can be had under the eye of the teacher. Planning, selecting of materials, measuring, the making and use of patterns, use of models, fitting, trimming, and other like means, receive careful teaching. Discussions of the characteristics and suitableness of materials for various uses, of comparative cost, of hygiene and good taste in dress, and other relevant topics, accompany the work as occasion requires.

The domestic-arts courses are well taught, are attractive to pupils, and command the confidence and cordial support of the mothers and all patrons of the school.

The mechanic-arts courses are, with the exception of one sloyd class, all taught in the manual-training building. Each has a time allotment of three fifty-five minute periods per week.

The boy having thru his lower-grade work been confined to one shop and to a series of processes upon wood, involving the use of comparatively few tools, now upon entering the high school has opened to him quite rapidly the range of the mechanic-arts shops. He is introduced to machinery, and is subjected to the necessity of bringing his own action into correspondence with the motion of the machine.

Wood-turning is the first machine process, and upon this he spends the first high-school year.

Pattern-making, molding, and casting, in a series of alternations, fill the second year, and give the boy a practical introduction to foundry work. Casting is done in iron and brass.

The third year is passed in the blacksmith shop, where an especially well-planned course in the common processes of forging, welding, and tool construction is taught. No course in the series is more attractive to the boys or more effective as training than this.

The machine shop, into which the pupil passes for the work of the fourth year, is a model in its completeness, and in the grade of the machine tools and the thoroness of their installment. The meager time which pupils in the regular courses can give to the work of this shop prevents full realization of the opportunities here afforded.

A period of bench-work in chipping and filing is followed by the systematic working of a series of exercises in iron and steel, involving use of the engine lathe, the speed lathe, the drill press, and the shaper. Incidentally, knowledge of the utilities and insight into the working of several other more special and complicated machines are acquired, but practice with these is left to an advanced course after high-school graduation.

The foregoing review of courses is necessarily incomplete, but it errs

on the side of omission rather than overstatement. Classes are now fully differentiated, and all the lines of work enumerated are in actual . operation.

A committee of the Society for the Promotion of Engineering Education is now investigating the assigned subject, "American Industrial Education What Shall it Be?" The preliminary report of this committee, presented in New York last July, having mentioned by name the school which is the subject of this paper, makes this strong statement: "Both the appliances and the instruction in this school are of the highest order, and the results are well calculated to astonish anyone who has never seen this system of public instruction in successful operation from the kindergarten through the high school."

DISCUSSION

PRESIDENT F. W. PARKER, Chicago Institute. In 1883, in a basement of the Cook County Normal School, with a few rude benches and a good teacher, we introduced manual training. That was probably the first attempt to put manual training into elementary schools in this country. Manual training is not for external uses, but for internal development. In its earlier history it was begun in the high schools. Things nearly always begin at the wrong end. It is better and will be better for the children when the youngest of them can have the benefit of the right kind of manual training.

It has not been so very long since this subject was not very favorably considered by aneducational body. Manual training was demolished by a number of educational gentlemen in Washington in 1884, but since that demolition nothing has flourished like manual training.

I never saw a child that did not like manual training. Boys and girls love it alike. The fundamental error (Dr. G. Stanley Hall suggested this a number of years ago, and I saw it) lies in logical sequence. This is the fundamental error in all education. What we have learned is that the child is full of activity. When children go into the shops and find that they have to do something themselves, delight seizes their souls. They take the school home with them. When education penetrates the home and when home penetrates the school, then things move on.

MR. J. H. STOUT, Menomonie, Wis.- We are not facing the conditions of today in our school work. We are looking too much to the past. We need to look to the conditions that are confronting us now in providing measures and methods in education. Among the adjuncts of the public schools there is one especially valuable, and that is the library. The traveling-library plan is an excellent one. Wisconsin has spent a million and a quarter dollars for libraries in the last year or two.

MR. BEVANS, Aurora, Ill.—I wish to speak in favor of employing useful objects in manual-training work. The boy's interest in manual training is increased if the object which he makes has a use to which he may wish to put it.

In Aurora a boy failed on a simple piece involving a principle given him by his teacher. The same boy wanted to make a bookcase. His teacher let him try, and he turned out a creditable product.

Superintendent Joseph CarteR, Champaign, Ill.-There is danger now in our smaller towns, after the experience at Menomonie, of the prevalence of the feeling that, unless some rich man will do something toward manual training, one cannot do anything.

It has been my fortune to serve as superintendent in the schools of two towns, neither of which could be said to be especially well-to-do. In both of these towns something in the way of manual training was undertaken. We would teach the use of a few common tools of the saw and the needle-and this without very much cost. I honor rich men who make manual training in the schools possible. I honor more a community which says that it ought to do these things for the children and proceeds to do them.

PROFESSOR C. M. WOODWARD, St. Louis, Mo.-I experience a deep feeling of satisfaction that the department is in such excellent temper as I find it in today. It has not always been so well disposed toward manual training. Some years ago there was a good deal of opposition to it, but now all are looking one way.

There is much more in manual training than in making carpenters and blacksmiths. It develops capability in more than one direction. Manual training has brought in a good deal. It has grown down until it meets the young children and answers their needs. One of the bugbears, as to expense, has been done away with. In St. Louis it costs I cent per day per pupil. Domestic science has taken on a systematic educational method, so that there is a chance of its blossoming into something of a larger shape.

I wish to testify to the interest of the children in domestic economy. In a certain colored school in St. Louis, where this subject is taught, it costs pupils 10 cents a day to get there, but the attendance in that school is the best in the city. It is easy in any community to establish manual training, if you have faith in yourself, faith in your cause, and faith in the community.

SUPERINTENDent George GRIFFITH, Utica, N. Y.-I have thought that some figures as to the expense of conducting manual training might be interesting. For the instruction of 2,800 pupils the cost is as follows:

For five teachers

For supplies

For additional equipment

- $4,200

540
99

Making a total cost of $1.73 per pupil. The original and total cost of equipment is as follows: for two kitchens, one manual-training room, and equipment in each of fourteen ward schools, in fifth and sixth grades, $1,744.

PROFESSOR J. H. TRYBOM, Detroit, Mich.- Both sewing and cooking may be made to serve the ends of manual training — sewing in particular. Altho the same variety of tools and materials as in wood construction, for instance, may not be possible, it can not be said by any means that the girls have not the advantages of manual training. In regarding the value of manual training, the economic side is worth some consideration. With due emphasis upon the educational side in teaching sewing, with careful progression of the exercises, and with models suitable to the age of the pupils, the aims of manual training can well be realized thru this subject.

POSSIBILITIES OF MANUAL TRAINING FOR MORAL ENDS

R. CHARLES BATES, SUPERVISOR OF MANUAL TRAINING, TOME INSTITUTE, PORT DEPOSIT, MD.

I have been asked by our president to give some observations upon my work at Elmira, N. Y., covering five years as director of manual training at the New York State Reformatory, and I have consented to do so, altho my relations with that institution terminated over a year ago. The characteristics of manual training at the reformatory, as compared

with manual training in our public-school system, arise from the fact that it was organized and operated for the special purpose of treating forms of mental and moral diseases, much as hospitals and sanitariums exist for the treatment of special maladies; and, next, that it was of value as a stimulus toward reformation for many who were not susceptible to other agencies. Manual training as a reformative agent became acceptable only after searching investigation covering numbers of inmates of varying ages, nationalities, and degrees of intelligence, and after extended observation covering a long period of time.

In order that you may fully appreciate what influence manual training had upon these specially abnormal pupils, I shall define somewhat the characteristics of the subject, his environment before and during confinement, and his relation to society after his release. Investigation shows that of all persons committed to reformatories about 85 per cent. have not had the advantages of good home training during the formative. period, or of even respectable parents. These spores of society have been left to roam ad libitum; many could not read or write. Before conviction for felony they have figured in juvenile crimes cataloged as misdemeanors; many have spent the larger part of their lives in houses of refuge, homes for boys, boys' farm schools, or like institutions. In time these boys have grown into young manhood without that training which should fit them for the duties of American citizenship. As a result of their environment they have learned to be deceptive, to misrepresent, to dissemble, to be defiant, and, what is worse, to feel that they have been segregated because of their heroism; for it is a peculiar trait in the character of the criminally abnormal classes to feel that all society is wrong; that they are sufferers at the hands of scheming speculators in human will and sovereign freedom. The state of New York maintains juvenile reform schools. Catholic and Protestant societies are sponsors for similar schools. Into these places the spores of infected humanity are crowded; but these schools do not change criminal habits or supply new motives thru well-directed self-activity. In short, they are not fitted to deal with this abnormal element; they have neither the personnel in their teaching force nor the apparatus; they are for the most part officered by men who have not been trained for this work; neither are these officers sufficiently interested in the problems of social regeneration to fit themselves for their onerous task. So these reform schools and protectorates become houses of detention rather than schools for training in the duties of citizenship. In many cases they are simply treadmills of useless routine without appliances for stimulating to strength of purpose or for developing active intelligence thru profitable industry; neither do they appeal thru the physical sensory organs to the higher self, to the end that each individual may adjust himself to the existing social laws. The real purpose of reform schools, protectorates, and reformatories should be to

suppress the disposition toward criminal habits by supplying new motives, by teaching frugality and industry, and by cultivating ideals worthy of a pure manhood.

At the Elmira Reformatory these ideals have been wisely wrought out under the direction of that seer, Hon. Z. R. Brockway. For a large number of inmates the usual industrial, literary, and civic regulations were sufficient to inspire to a more perfect manhood, and in almost all cases there has been sufficient response to these reformative agencies to show that the discharged inmate has complied with recognized legal standards of correct living. There were, however, a number of inmates who did not respond to these agencies, and for such manual training was established, the results of which lead us to the subject of this paper, "Possibilities of Manual Training for Moral Ends."

With the knowledge gained from a wide experience with manual training in public schools, and its value as related to the problems in education, we have a basis for operation. Manual training for defectives is based on this psychological fact, namely, that for every important part of the body under control of the will there is a region of the brain from which these parts are controlled; these are known as motor centers. For instance, what we commonly call muscular paralysis is but the result of a suspension of the motor function of that part of the brain controlling that set of muscles; or conversely, if these sources of stimuli are undeveloped or have become diseased, it is possible that they may become accelerated in functioning thru a development of the muscle or muscles which they control. This fact has been quite largely developed under the direction of Professor Scripture, of Yale University; many of his experiments have been based upon data furnished by me while at Elmira.

The influence of manual training upon the life of any pupil depends upon two things: first, the nature of the tool-activities; and, secondly, the relation of these tool-activities to the life of the pupil thru the things furnished as a project. These are further modified by the personality of the teacher and his special fitness for the work.

At Elmira the selection of tool projects and the processes for the performance of these ends were designed to meet and overcome the special defect in particular groups by using materials of paper, wood, metal, and clay. From these materials and carefully designed models we could illustrate a principle in mathematics or enforce a moral law; thus, a force may be set in motion which shall act upon the mind, the brain, and the body to produce healthy beneficial thought and action. If this manual work is intelligently maintained, new interests are awakened, wellordered habits lead to active discrimination, and earnest concentration and decisions are formed which lead to increased mental and moral enlargement.

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