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MANUAL TRAINING
MAGAZINE

EDITED BY

CHARLES A. BENNETT

ASSISTED BY

CHARLES R. RICHARDS
CHARLES F. WARNER
WILLIAM E. ROBERTS

VOLUME IX

1908

PUBLISHED BI-MONTHLY

(No Summer Number)

Manual Arts ^rrsa

PEORLA, ILL.

INDEX

[N'ames of contributors of articles are set in small capitals. (E) indicates an editorial.

Associations — Chicago Teachers'
Manual and Art Association, 448;
Cleveland Manual Training Club,
157; Eastern Manual Training As-
sociation, 356; Hampden County
(Mass.) Teachers' Convention, 155;
High School Conference, University
of Illinois, 254; The Illinois Man-
ual Arts Association, 73, 348; Illi-
nois State Teachers' Assocation, 158;
Iowa State Teachers' Assocation,
355; Missouri State Association of
Applied Arts and Sciences, 447 ; Na-
tional Education Association, 68 ,
256, 438; National Society for the
Promotion of Industrial Education,
343 ; Ohio Art and Manual Train-
ing Teachers' Association, 257 ;
School Crafts Club, 357; The Soci-
ety for the Promotion of Engineering
Education, 71 ; Texas Society of
Manual Training Teachers, 259;
Western Drawing and Manual
Training Association, 73, 259, 357,
440.

Bailey, Charles H. — A Grammar
Grade Equipment for Woodworking
and Drawing, 138; A High School
Equipment for Bench Work, Wood-
Turning and Mechanical Drawing,
246.

Bailev, Henry Turner — The Influ-
ence of Graphic Art in the Train-
ing of Men and Women, 185.

Ballou, Frank W. — The Present

Status of Manual Training in the

Public Schools of the United States,
10.

Bawden, William T. — Fourth Annual
High School Conference, University
of Illinois, 254; The Illinois Man-
ual Arts Association, 348 ; The Na-
tional Society for the Promotion of
Industrial Education, 343 ; Western
Drawing and Manual Training As-
sociation (Indianapolis meeting),
440.

Bennett, Charles A. — As Others See
Us (E), 435; College Credits in the
Manual Arts (E), 251; Experiments
in Industrial Education (E), 64;
The Founder of Bradley Institute,
(E), 340; Mr. Larsson Honored
(E), 66; The London Congress (E),

153, 342; xMilwaukee's Public Trade
School (E), 153; Outline of a High
School Course in Metalworking,
335; Herr Salomon Dead (E), 340.

Books, Some Decorative (111.) — Ger-
trude Stiles, 41.

Boone, Cheshire L. — A Course of
Studv in Manual Training (III.), I,
134;"ll, 234; III, 324; IV, 385.

Brace, George M. — Minnesota Educa-
titonal Association (Manual Arts
Section), 357.

Brodhead, John C. — An Appreciation
of Cardboard Construction, 412.

Butler, Louis C. — Interest Aids in
Grade Joinery (111.), 417.

Cardboard Construction, An Appre-
ciation of — John C. Brodhead, 412.

Coping Saw Work (111.)— B. W.
Johnson, 379.

Crawshavv, Fred D. — Rooms and
Equipments for Manual Training
High School Buildings (111.), 422.

Current Items — Clinton S. Van Deu-
sen, 83, 173, 270, 366, 464.

Davis, Solon P. — The International
Federation for the Teaching of
Drawing and the Promotion of Art
Education, 146.

Design, A College Course in Construc-
tive (111.)— Charles R. Richards, I,
114; II, 222.

Embroiderv (III.) — Gertrude Roberts
Smith, i; 33; II, 128.

Frederick, Frank Forrest — The Wash
Method of Handling Water Colour

(111.), 285.

Grammar CJrade Equipment for
Woodworking and Drawing, A —
Charles H. Bailey, 138.

Graphic Art in the Training of Men
and Women, The Influence of —
Henry Turner Bailey, 185.

Hetzel, Henry W. — Simple Chair
Making, 242.

High School Equipment for Bench
Work, Wood-Turning and Mechan-

I N D E X

iil

ical Drawing, A — Charles H. Bai-
ley, 246.

Industrial Education in the Elementary
Schools — Frank M. Leavitt, 377.

Industrial Education, The Relation
of Art to — Charles R. Richards, 1.

Interest Aids in Grade Joinery (111.)
— Louis C. Butler, 417.

International Federation for the
Teaching of Drawing and the Pro-
motion of Art Education, The — So-
lon P. Davis, 146.

Jinks, Johnt H. — Manual Training at
Hampton Institute and Its Relation
to the Trades (111.), 200.

Johnson, B. W. — Coping Saw Work
(111.), 379.

Joints, The Common (111.) — William
Noyes, 51.

Leavitt, Frank M. — Industrial Edu-
cation in the Elementary Schools, 377

Manny, Frank A. — Participation and
Productive Labor in German and
American Schools, 142.

Manual Training, A Course of Study
in (111.)— Cheshire L. Boone, I, 134';

II, 235; III, 324; IV, 385.

Manual Training at Hampton Insti-
tute and Its Relation to the Trades
(111.)— John H. Jinks, 200.

Manual Training in the Elementary
School, The Place of — Edwin L.
Taylor, 190.

Manual Training in the Public
Schools of the United States, The
Present Status of — Frank W. Ballou,
10.

Manual Training, Some Experiments
in Elementary (111.) — Harris W.
Moore, 296.

Metalworking, Outline of a High
School Course in — Charles A. Ben-
nett, 335.

Miller, James Collins — National Edu-
cation Association, 68.

Morrison, Gilbert B. — The Organiz-
ation of Manual Training in the
High School (111.), I, 24; II, 103;

III, 211; IV', 311.

Moore, Harris W. — Some experiments
in Elementary Manual Training
(III.), 296.

Murray, Michael W. — The Study of
Printing, 329.

Noyes, William — The Common Joints
(III.), 51.

•

Organization of Manual Training in
the High School, The (111.)— Gil-
bert B. Morrison, I, 24; II, 103; III,
211 ; IV, 311.

Participation and Productive Labor in
German and American Schools —
Frank A. Manny, 142.

Pioneers, For — William Hawley Smith,
97.

Printing, The Study of (111.)— Mich-
ael W. Murray, 329.

Reviews — Boxall's The Woodwork
Scholar's Guide in the Use of
Tools, 94; Browning's A Course in
Structural Drafting, 183; Course of
Study for the Common Schools of
Illinois, 96; Draper's Trade Schools,
470 ; Fisher's An Elementary Labo-
ratory, 372; Follows'-Universal Dic-
tionary of Mechanical Drawing,
277; Hough's Handbook of The
Trees of the Northern States and
Canada, 182; Johnson's Education
by Plays and Games, 278 ; Koch's
Paper Toys and How to Make
Them, 471; Larsson's Sloyd for the
Three Upper Grammar Grades, 93 ;
Major's First Steps in Mental
Growth, 95 ; Mathewson's A Brief
Course in Machine Drawing, 279 ;
Mayer's Lehrgang fur Modellieren,
94; McGlauflin's Sewing Manual,
374; Monroe's History of the Pesta-
lozzian Movement in the United
States, 93 ; Noyes' Syllabus on Wood
and Woodworking, 278 ; Pabst's Die
Knabenhandarbeit in der Heutigen
Erziehung, 471; Pier's Mathematics
for the Machine Shop, 279 ; Prang's
Art Education Drawing Book
Course, 95; Richards' Selected Bibli-
ography on Industrial Education,
96; Selden's Elementary Turning,
277; Steiger's Textile Studies, 374;
Yearbook of the Council, 373.

INDEX

Richards, Chari.es R. — A College
Course in Constructive Design
(111.), I, 114; II, 122\ The Relation
of Manual Training to Industrial
Education, 1 ; Skillful Expression in
School Arts (E), 152.

Roberts, Helen E. — The Society for the
Promotion of Engineering Educa-
tion, 71.

Roberts, William E. — Industrial Edu-
cation in Cleveland (E), 252; Na-
tional Education Association (E),
436; The Summer School (E), 437.

Rooms and Equipments for Manual
Training High School Buildings
(III.)— Fred D. Crawshavv, 422.

Seaton, George A. — Shop Problems,
74, 162, 263, 358, 450.

Selvidge, R. W.— The National Edu-
cation Association (Washington
Meeting), 438.

Shop Problems — Bird House, 168;
Cast Washer, 168; Cutting Board,
74; Doll's Bed, 263; Electric Motor,
450; The Electrophorus, 76; Fold-
ing Candlesticks, 268; Frame and
Plate Rail, 268; Induction Coil,
166; Ink Bottle Holder, 269; Letter
Rack, 76; Oil Cup, 457; Padded
Stool, 74; Pattern Making, 362;
Pencil Holder, 462; A Pewter Can-
dlestick, 457; Plate Rack, 456;
Plumb Bob, 263 ; Simple Bridge, 358;
Simple Hinge, 462; Simple Stool,
162; Small Wall Cabinet, 162;
Square Candlestick, 358; Small Ta-
ble, 358; Tabouret, 76; Water Mo-
tor, 452, 456.

Siepert, Albert F. — Iowa State Teach-
ers' Association, 355.

Si Ike, Lucy S. — Chicago Teachers'
Manual and Art Association, 448.

Simple Chair Making — Henry W.
Hetzel, 242.

S.VHTH, Gertrude Roberts — Embroid-
ery (111.), I, 33; II, 128.

Smith, Wim.iam Hawley — For Pio-
neers, 97.

Stiles, Gertrude — Some Decorative
Books, 41.

Tavi.or, Ed\vi\ L. — The Place of
Manual Training in the Elementary
School, 190.

Taylor, Graham— The Effect ,of
Trade Schools on the Social Inter-
ests of the People, 281.

Trade Schools on the Social Interests
of the People, The Effect of — Gra-
ham Taylor, 281.

Transportation, A Studv in the Devel-
opment of (111.)— William R. Ward,
392.

Van Deusen, Clinton S. — Current
Items, 83, 173, 270, 366, 463.

Ward William R. — A Study in the
Development of Transportation
(111.), 392.

Water Colour, The Wash Method of
Handling (111.) — Frank Forrest
Frederick, 285.

Whitcomb, Fred C. — Ohio Art and
Manual Training Teachers' Asso-
ciation, 257.

Woodworking, Illinois State Course
in, 158.

Worth, William A. — School Crafts

Club, 357.

VOLUME IX. NUMBER 1

Manual Training Magazine

OCTOBER, 1907

THE RELATION OF MANUAL TRAINING TO INDUS-
TRIAL EDUCATION^

Charles R. Richards

IN that remarkable book, "Democracy and Social Ethics," Miss
Addams says: "The schools do so little really to interest the child
in the life of production, or to excite his ambition in the line of in-
dustrial occupation, that the ideal of life, almost from the beginning,
becomes not an absorbing interest in one's work and consciousness of its
value and social relations but a desire for money with which unmeaning
purchases may be made and an unmeaning social standing obtained."

Later on, speaking of the worker in the industries, she says: "It is
doubtless true that dexterity of hand becomes less and less imperative as
the invention of machinery and subdivision of labor proceeds ; but it
becomes all the more necessary, if the workman is to save his life at all,
that he should get a sense of his individual relation to the system. Feed-
ing a machine with a material of which he has no knowledge, producing
a product, totally unrelated to the rest of his life, without in the least
knowing what becomes of it, or its connection with the community, is,
of course, unquestionably deadening to his intellectual and moral lif?.
To make the moral connection it would be necessary to give him a social
consciousness of the value of his work, and at least a sense of participa-
tion and a certain joy in its ultimate use; to make the intellectual
connection it would be essential to create in him some historic con-
ception of the development of industry and the relation of his individual
work to it".

When Miss Addams spoke before the Western Drawing and Man-

^Read before the Western Drawing and Manual Training Association,
Cleveland, Ohio, May 10, 1907.

2 MANUAL TRAINING MAGAZINE

ual Training Association at Chicago two years ago she said, in effect, to
us, "It is upon you teachers of art and manual training that we must
depend for help in this problem. It is you, and you only, that can
develop influences that will bring to this army of wage-earners something
of true social consciousness, something of joy and satisfaction in their
work, something of stimulation toward a larger intellectual life." It
seems to me that in these words of Miss Addams is "to be found the key
to the most significant relation of art and manual training to industry.
Yes, further than that, it seems to me that in these same words it to be
found much of the deepest meaning of art and manual training for
education in general.

During the last twenty years we have made great advances in
teaching the manual arts. We have advanced from the abstract exercise
where accurate manipulation and tool control w^as the one consideration,
to the model designed to fulfill a useful purpose. We have given in-
creasing play to individual expression in working out the problem of
ways and means, and finally we have recognized the inherent demand for
beauty in all created things and are bringing design into a natural rela-
tion to construction.

This is indeed great progress but it is progress mainly on the side of
method of teaching. When we look over our practice today, can we say
that in these twenty years any similar advance has been made in the
variety of experiences gained or in the scope of ideas presented ?

Do we not still select our material of instruction largely upon the
single consideration of what children can most easily do with their hands
and what will momentarily attract them, with little regard to whether
the thing done has any special industrial significance or any large social
meaning? And is not the practical test that we continue to apply to our
constructive work that of skill rather than that of ideas gained or out-
look broadened?

We say that skill apart from the expression of motive and ideas is an
unworthy educational ideal and yet can it be claimed that w^e have given
anything like the same attention to the organization of ideas in any broad
sense that we have to developing power of manipulation?

But w'hether we consider the future industrial worker or the boy
who enters other occupations, is it not precisely in the extent and quality
of ideas gained from manual training that its greatest value resides?
In both of these cases is it not in mental quickening and broadening of
outlook that we must look for the highest fruits of our subject?

MANUAL TRAINING AND INDUSTRIAL EDUCATION 3

When we are actually engaged in teaching constructive work even in
the higher grades of the elementary school, is not the conviction con-
stantly forced upon us that this is not a period when much accuracy of
manipulation or fine muscular control are natural qualities of boy and
girl life? And, on the other hand, are we not constantly reminded that
it is a period of great sensitiveness of feeling, of much self assertiveness,
of great interest in the doings of the real world and of eagerness to par-
ticipate in the achievements of this world ? Can we expect to meet and
satisfy this eager craving for information and achievement by anything
except the broadest opening up of the real world outside of school and
the reflection in the school of facts bigger with meaning than the mere
handcraft result?

Skill by itself in the few lines and limited extent possible in the
elementary school amounts to very little in industrial value. Even could
we develop skill in any one channel to a much larger extent, the lines of
modern industry are too diversified to allow of its application.

And on the other hand what is needed more than skill in the indus-
tries, the Massachusetts Report tells us, is industrial intelligence — "the
power to see bej^ond the task which occupies the hands for the moment
to the operations which have preceded and to those which will follow it,
power to take in the whole process, knowledge of materials, ideas of cost,
ideas of organization, business sense and a conscience which recognizes
obligations".

On the other hand when we turn to the general problem of education
is it not this same appreciation and understanding of industry that is
most to be desired?

These considerations bring forward the question of the content or
subject matter of the manual arts as a distinct problem. As a matter of
fact we have been very slow to admit that our field possesses any subject
matter at all and the argument is sometimes made that manual training
is a form of expression, a phase of child life, and that the subject matter,
if it has any, is to be sought in the natural activities of children. This
point of view would seem to be a very accurate statement of just half of
the problem and to confuse end and means. It ignores the fact that
while the nature of the child gives the clue to method of teaching, the
subject matter of education is of necessity found in the demands of social
life by which the pupil is surrounded and in which he is taking an in-
creasing part. To know how to present our material it is indeed neces-
sary to study the capacities and native instincts of children. In no other

4 MANUAL TRAIMXG MAGAZINE

way can education be made a live process, but the selection of subject
matter must needs be found in the world outside of the child in the
understanding;; and control of which he is constantly enlarging.

Another point of view regards manual training as an opportunity to
bring out a better understanding of the other subjects in the curriculum,
such as history, geography and science. It is indeed true that there are
generous opportunities in this direction and surely we have the right to
feel that art and manual training have done much during the last ten
years to enrich and vitalize the methods of teaching in the elementary
school.

But is it enough that art and manual training should serve merely
to visualize and enliven the other elements in the course of study? Is it
enough to accept these other studies as our subject matter and to regard
art and manual training as but methods of instruction — as but a study
of form and not of content — as indeed but a handmaid in the service of
instruction ?

Is it not a serious question whether work that means so much of dif-
ficulty and expense will long be tolerated by the tax payer unless it serves
in itself to present a content rich in ideas — ideas that in themselves will
make possible a better understanding of and more effective participation
in our social order? And why, in this age, when industrial problems
constitute the gravest problems in our social life and when the dominant
forces forming and reforming our society are the industrial, have we the
right to hesitate before this question?

Starting with the simplest means of obtaining food, clothing and
shelter, the industrial arts have gradually reared the fabric of modern
civilization. Is it not at once our opportunity and responsibility to iden-
tify ourselves as the representatives in the school of this great field of
human activity and to take for our task as teachers the interpretation of
the arts and industries of modern life?

This proposition should not be construed in any sense as an argument
towards isolation of our subjects from the rest of the school work. On
the contrary, the more truly and broadly we connect with real life the
more broadly and effectively we should be able to connect with all the
other work of the school that is making for an understanding of real life.
Nor is such a program utilitarian in its essence. The arts are social in
their significance. They make for "human progress and betterment.
The practice of the arts means social relations and social relations are
moral relations. And no study of the arts, when they are approached
in their social setting, can be void of the moral element.

MANUAL TRAINING AND INDUSTRIAL EDUCATION 5

To work out such a program, many years would be needed. We
should meet many failures and many half successes and our ideal would
lie always beyond us, but in the long run should we not develop an edu-
cational instrument of tremendous significance to the day and generation;
an instrument that would tend to bring greater meaning, broader outlook
and increased social consciousness into the lives not only of those who
enter the industries but of those who go forward into other activities?

To move toward such an end as this, the manual training instructor
must become more than a teacher of tool processes. Yes, he must be-
come even more than a craft teacher. As the interpreter for the school
of the arts and industries, he would work not only through the making
of constructive projects, but through the presentation in other ways of
many relations and aspects that cannot be embodied in school productions.
He would make liberal use of discussion, of drawing and illustrative
material, and would not fail to develop some notion of the organization
of modern industry, with the significance of its machinery and division
of labor and the economic principles involved.

All of this would, of course, have to be done in proper balance. I
am far from suggesting that this study of the industries should be largely
a matter of talking or of book study. There should always be a just
relation between impression and expression. The constructive instinct
would always be the key to the situation, and the ideas presented should
always focus and find typical expression in constructive form.

We have of late years come to rely almost wholly in our school
practice in manual training upon the motive of possession, or as it is put,
making something for a useful purpose. We all know that this is a
powerful incentive, but is it not a great mistake to conclude that individ-
ual possession is the only motive that leads children naturally to con-
structive effort? As Dr. Dewey has pointed out, the real principle of
interest "lies in the recognized identity of the fact or proposed line of
action with the self. That it lies in the direction of the agent's own
growth, and is therefore imperiously demanded if the agent is to be him-
self."

With boys and girls in the upper grades of the elementary school
this interest may be appealed to by projects of far larger suggestiveness
than the individual useful model. If the achievement is felt to mean
something of progress toward the understanding and control of things
in the real world that are recognized as worth while, there will be no
question of interest, and individual or co-operative projects that repre-

6 MANUAL TRAINING MAGAZINE

sent the study and working out of industrial types in a purely illustra-
tive way may be made to arouse fully as much enthusiasm and spontane-
ous effort as the model intended for use in the home.

All those who have worked with children at such projects where the
problems were well adjusted and where liberal opportunities were given
for initiative and expression have, I venture to say, been struck by the
wide range of suggestion, the interest in discussion and the rather sur-
prising store of information displayed. Again and again have students
been impressed with the intellectual activity and spontaneity and self-
direction displayed by a class working upon the varied details of an
industrial project — an activity often far greater than that displayed upon
an individual useful model where the demand for mental activity is
sometimes limited to the control of a few familiar tool processes.

But many of you will say, "What is the use of attempting all this
when so little can be accomplished?" The same question has been asked
concerning every innovation in the work of the elementary school. It
was asked concerning the introduction of nature study, of drawing, of
history, and of literature.

In one sense the result from any study taken up in the elementary
school is necessarily very meager viewed from the standpoint of the full
development of the subject. We can teach very little mathematics in the
elementary school, and yet we are very far from giving up the task. We
realize that this instruction is all that over nine-tenths of the boj^s and
girls in the country will ever have the chance to obtain, and furthermore
that it is quite possible in this amount of time to give enough appreciation
of the subject to meet their practical needs in life. And so it is with
this matter of the industries. We can not expect to approach the sub-
ject from the standpoint of the engineer, or the expert, or to develop a
mathematical and scientific appreciation of industrial methods, but may
we not do a great deal to illuminate and expand the point of view of the
boy and girl and give them a vastly greater appreciation of this industrial
fabric with which we are surrounded ?

Let us consider for a moment the concrete case of a mill town where
the boys and girls who stop their education with the elementary school
go to a very large extent into the mills as operatives. These become
the typical factory workers to whom Miss Addams refers. "They
handle the machinery day by day, without any notion of its gradual evo-
lution and growth. Few of the men who perform the mechanical work
in the great factories have any comprehension of the fact that the in-

MANUAL TRAINING AND INDUSTRIAL EDUCATION 1

ventions upon which the factory depends, the instruments which they
use, have been slowly worked out, each generation using the gifts of the
last and transmitting the inheritance until it has become a social possess-
ion. This can only be understood by a man who has obtained some idea
of social progress."

Let us suppose that during the elementary school experiences of these
boys and girls they were brought into contact with different textile
materials and allowed to find out something of their character ; were
shown from actual experiment the different steps necessary to make cloth
from the raw material in the simplest possible way; were required to
study the problem of improving the first crude methods to the stage of
the developed hand spinning wheel and hand loom, and were afterwards
taught the meaning of the more important developments in the power
machinery of the present day; suppose that they practiced the different
fundamental weaves and anah^zed the different ways in which the dif-
ferent kinds of cloth are made; that they learned the sources of the
world's supply of raw material, the names and positions of the great
manufacturing centers and the prices of raw material and of finished
product; that they made simple designs for the pieces which they wove
and were shown various methods of applying designs to cloth, and exam-
ples of beautiful fabrics. Would not these children carry into their
future work some appreciation of the meaning of their single tasks that
would do something to lift them above the dull routine of their labor,
and give them more of the feeling of connection and unity with the
world about them? And furthermore, would not sucti an experience
lead to a mental quickening sure to bear fruit here ^md there in im-
provements and inventions among these workers ?

Does this sound visionary and chimerical? Yet a leading textile
manufacturer of New England has said that he believed such training
would accomplish more than any other influence that can be brought to
bear in broadening the outlook and stimulating the ambition of young
mill workers.

Again, many of you wall say that this broad program is impractica-
ble under the conditions of the public schools, that while certain things
can be accomplished with small classes under favorable conditions, large
classes and limitations of space and resources would prevent much of
anything being done under ordinary conditions.

There are two points of reply that I would make to these objections.
First, that the history of the manual training movement shows nothing

8 MANUAL TRAINING MAGAZINE

more clearly than that what is impracticable today is accomplished to-
morrow. And, second, that this question of interpreting the industries
in the school means more a change of attitude in our teaching than the
addition of large projects or expensive materials. Furthermore, much
is being accomplished today in this very direction. Highly developed
work in the study of textiles, in pottery, in printing, in book-making, and
in the study of simple industrial types is already being carried on in
typical public schools in several large cities.

The problem is very largely one of selection and organization of ma-
terial. It is evident that not a great amount in a quantitative sense can
be covered in the small time available and that only a study of those in-
dustries most fundamental to the existence of society, such as per-
tain to food, clothing, shelter and those representative of transporta-
tion and communication, fall within the possibilities. But it is precisely
these industries which represent the material foundations of modern
civilization and which are typical in their character of the entire indus-
trial situation of today.

There is another point of view from which this question has a very
important bearing upon industrial education and upon education in gen-
eral. The report of the Massachusetts Commission on Industrial Edu-
cation brought to the attention of the educational world more forcibly
than any other utterance of recent years the tremendous proportion of
children who leave the elementary school before graduation. And, it
also brought out the comparatively unappreciated fact that the years
spent by such children in industrial work before the age of sixteen are
for the most part wasted as far as developing future opportunity is con-
cerned. The report also developed the point that the greater proportion
of these children, at least in Massachusetts, leave school not because of
pecuniary need, but because the work of the school is not sufficiently at-
tractive to hold them, and because they are ambitious to engage in the
activities of the real world. To hold these children in school is conse-
quently a grave problem of industrial as well as of general education.

Among all the agencies that can be called upon to make school life
more an epitome of real life and to make it a place where this adolescent
craving for real achievement will be satisfied is there anything compara-
ble to the opportunities presented by a constructive study of the indus-
tries? Is it not pretty nearly true that in the chance of making our
constructive work more a reflection of the actual industrial world lies
th? sole hope of increasing the holding power of the school in these

MANUAL TRAINING AND INDUSTRIAL EDUCATION 9

upper grades? Such a result is not likely to be accomplished by mere
increase of the usual manual training work. It is rather upon a change
of spirit and character that we must build to make this instruction more
significant in its practical bearings and more powerful in its appeal to
boys and girls of fourteen. Is it not, in short, instruction that is based
primarily upon the stimulating power of ideas rather than upon the
development of skill that we must rely?

This country today is waking far and wide to the importance of in-
dustrial education and is evidencing a tremendous interest in the prob-
lems of ways and means. It is without question that many plans and
institutions for vocational training will be brought into being in the next
few years and yet whatever comes to pass in this direction, it will still
be true that the primary and fundamental influences in industrial educa-
tion, whether it be a question of developing S3'mpathy for industrial
careers, of stimulating industrial intelligence or of broadening the social
outlook, rest in the hands of us who are concerned with the art and
manual training of the public schools.

And if we read our opportunities aright and can make these sub-
jects a reflection of what is of truest and of largest meaning in indus-
trial life, shall we not contribute a real share towards the realization —
to again use the words of Miss Addams — of "the democratic ideal (that)
demands of the school that it shall give the child's own experience a
social value; that it shall teach him to direct his own activities and ad-
just them to those of his fellows".

DESIGNED AND MADE BY STUDENTS IN SCHOOL OF
INDUSTRIAL ART, TRENTON, N. J.

THE PRESENT STATUS OF MANUAL TRAINING IN

THE PUBLIC SCHOOLS OF THE

UNITED STATES

Frank W. Ballou

HOW to adjust the education of the rising generation more com-
pletely to the needs of society is one of the educational prob-
lems which has always received careful consideration. Inter-
est in manual training for city and village schools during the past
fifteen or twenty years, and the more recent interest in agricultural
education for rural communities, are the forms of expression which
this consideration has taken. These two lines of activity are component
parts of the same movement toward providing a more practical educa-
tion for certain classes of society. This article is the result of an inves-
tigation to determine in general the extent to which the demand for a
more efficient education through manual training has been heeded by
those who prescribe the course of study in our educational system.
Only cities of over eight thousand inhabitants have been considered
although the fact has been revealed that a surprisingly large number of
smaller cities and villages have manual training in the public schools.
Of course, only relative conditions can be shown in such an investigation,
yet in view of the fact that over seventy per cent of all the cities fur-
nished data, and that in most cases the results were decisive, the conclu-
sions drawn may be considered as at least approaching exactness. No
attempt was made to determine the nature of the work given in the
schools of the different cities, nor are any figures available to show the
number of schools in which manual training is taught in the various
cities; but rather, this article will present a panoramic view of the extent
to which manual training is taught, and its place in general in the
public school systems of our cities. All statistics from which conclusions
are here drawn were furnished by superintendents in reply to questions
asked them in a circular letter.

1. INTRODUCTION OF MANUAL TRAINING.

One of the questions asked of each superintendent was, "In what
grade was manual training first introduced?" By the statistics it is
shown that the custom is to introduce this work for the first time in the
eighth grade. There is practically a uniformity in introducing it into

PRESENT STATUS OF MANUAL TRAINING 11

the first four grades, which represent the primary department. The
work in these grades is in most cases "busy work" and by many is not
called manual training work. There is a decided advance over the
primary grades in the number of cities introducing manual training first
in the fifth grade, followed by a gradual increase to the eighth grade.
To make this more concrete, it may be stated that sixty-two cities
reporting have introduced manual training first in the first grade, while
one hundred and sixty-three have thus introduced it into the eighth
grade. Not more than half as many cities have introduced it for the
first time in the high school.

Those schools which introduce manual training in more than the
first year of high school usually introduce it in all four years. There
is the greatest difference between the first and second years, because it is
customary to introduce it into the first year to give it a trial, and then
to extend it into the other grades of the high school. In general, the
history of the introduction and extension of manual training is as fol-
lows: In most cases it is begun in the eighth grade and gradually ex-
tended over the preceding grades; where it is begun in the primary, it
is introduced throughout the four grades; in the high school it is intro-
duced for the first time in the first year, and then gradually extended to
the later years.

Economic and utilitarian reasons iustifv the introduction ot manual
training first in the eighth grade. We will all agree, probably, that
manual training consisting of elementary benchwork is not only the
most interesting part of manual training work that is to be found in the
elementary school, but it is also the most valuable work in manual train-
ing offered there. It is to be expected, therefore, that this work would
be the first to be introduced where it is not possible, for economic
reasons, to put it in all grades. Further, it i§ placed in the last grade
of the elementary schools in order that it may be of service to those boys
and girls who will not go beyond the elementary school. From its in-
troduction at this point in the school curriculum, it has been developed
and extended until it covers today the whole field of elementary and sec-
ondary education.

2. GRADES WHERE TAUGHT.

Uniformity is the word to characterize the extent of manual training
in the primary grades in those cities having manual training as only a
few cities have it in the fourth grade that do not have it in the first

12 MANUAL TRAINING MAGAZINE

three. In fact, the status of manual training, as to number of cities
having it in the various grades, is clearly in accord with the facts pre-
sented concerning its introduction. In the intermediate school there is
more difference between anj- two grades than is found in the primary.
By far the larger number of cities have manual training in the seventh
and eighth grades. In comparing the first with the eighth grade, for
example, we find that there are more than twice as many cities which
have manual training in the eighth grade as there are of those that have
it in the first.

The number of cities giving manual training in the first year of the
high school outnumbers by thirty-five per cent those giving it in either
of the last two years. Many cities have it in the first two years only.
There are in the United States twenty-four cities that have special
manual training high schools known as "technical", "mechanic arts", or
"manual training high schools." Sixty-six per cent of them are to be
found in cities of the first class\ where, of course, the amount of money
to expend for such schools exceeds proportionally the amount appropri-
ated in smaller cities. The North Atlantic Section^ surpasses any other
in this respect, having nine cities of the first class with special manual
training high schools. There are also two cities of the second class'
and three cities of the, third class^ that have similar schools.

There are eighty-three regular high schools in cities of the third class
alone, in the North Central Section, in which manual training has been
introduced, this section surpassing every other section by an overwhelm-
ing number. In this same section there is a total of ninety-eight regular
high schools in which manual training forms a part of the regular
instruction. This is almost double the number of such schools found in
the North Atlantic Division, the only section with which the North
Central Section should be compared.

3. TIME GIVEN MANUAL TRAINING.

The course of study in the elementary school has been quite definite-
ly determined. After the time is allotted to the fixed studies there is
very little unoccupied time which can be devoted to the subject of man-

^ Cities with 100,000 population or over.

" "Sections" or "Divisions" are those used in Report of Commissioner of Edu-
cation.

"Cities with population of 50,000 — 100,000
'Cities with population of 8,000 — 50,000

PRESENT STATUS OF MANUAL TRAINING 13

ual training. This condition makes it impossible to expect that as much
time would be given to the subject of manual training in the elementary
school as would be given it in the high school where the course of study
does not occupy so completely the time of the student.

The time usually allowed this subject is from one to two hours.
The time allotted in most cases is determined not so much by the re-
quirements of the subject as bj^ the peculiar conditions in each school and
the unoccupied time which can be utilized for this purpose. One hun-
dred and six cities give an hour and a half per week ; sixty-eight give one
hour per week, and forty-eight allow two hours. These three groups
of cities comprise about eighty-two per cent of all the cities reporting.
There are cities that give the subject as little time as twenty-five min-
utes per week. There are four cities that devote four hours per week to
the subject; one which devotes five hours, and one, seven hours each
week during the year.

The course of study in the high schools throughout the country has
been undergoing a great change during the past several years. This
change has resulted in the introduction of many commercial and indus-
trial subjects. The course of study in the high school is more unsettled
than the course of study found either in the elementary school or in the
college. This unsettledness gives rise to the question as to what sub-
jects are of most worth in the high school course. Just what the an-
swer to this question will be is a matter which can be determined only
after the careful consideration which the subject is now receiving. In
connection with this paper it is pertinent only to say that this elasticity of
the course of study in the high school has made possible a great variety
of conditions relative to manual training in all classes of cities in every
section of the country.

As to the time required for the subject of manual training in the
high school, there is no such uniformity as is found in the elementary
school. The elasticity of the course has resulted in many differences as
to the time given this subject. There are thirty-three cities which give
the subject of manual training one and a half hours per week. There
are thirty-three cities which give three hours to this subject, twenty-five
cities devote two hours to the subject, and twenty cities give four hours
a week. Those that allot to the subject two and a half hours are eleven
in number. Those that give, the subject twice as much time, or five
hours per week, are twelve in number. The number of cities that give
five hours per week to the subject is twelve. The number of cities that

14 MANUAL TRAINING MAGAZINE

give seven hours per week is twenty-five, or five times as much time as
the thirty-three cities that give it one and a half hours. There are eight
cities not classified above as follows: Two giving thirty minutes per
week, three giving forty-five minutes per week, three giving about twelve
hours per week.

In general, of course, more time should be given manual training
work in the high school than is given to it in the elementary school.
The nature of the work, as compared with that of the elementary school,
requires more time. The periods of work should be, and in most cases
are, longer. Students should have sufficient opportunity to prepare
themselves for their work, and some time has to be allowed for the care
of the machinery after the work is accomplished. Then, too, the
students are better able to apply themselves to the work for a longer
time than are those in the elementary school.

The average time given to manual training in the different "sections"
of the country varies materially; in the North Central Section among
cities of the third class it is about three hours. The average time given
to the subject by the same class of cities in the North Atlantic Section is
less than two hours. Similarly, in the Western Section the time is al-
most four hours. In the South Central Division it is less than three
hours per week, while in the South Atlantic it is just two hours. In
general what is true of the third class cities is almost true of the larger
cities.

When manual training shall have earned an unquestioned place in
the high school course, then it will be dtermined more definitely what
amount of time should be given to the subject. That time, of course,
will not be the same for all cities, but surely the variety shown by these
figures does not represent the peculiarities of those citieSj^but rather the
unsettled condition of this subject in our public high schools. These
unsettled conditions are not to be taken as evidence that we are not
making progress, but they show results which are always brought about
by any change such as has come over the public high school in our coun-
try through the introduction of manual training and allied subjects.

4. MANUAL TRAINING^ A REQUIRED OR AN ELECTIVE STUDY?

Of the many significant facts brought out in this investigation, the
number of cities that require manual training in the elementary school,
is one of the most striking. Statistics show that 89.9 per cent of the

PRESENT STATUS OF MANUAL TRAINING 15

cities in the country giving manual training in the elementary schools
require it of all students.

First, it should be noted that the school authorities feel that the
subject of manual training is of too great importance to the elementary
school pupil to be made optional. Of course it is to be conceded that
students at that age are not as well qualified to determine what is best
for them as are the school authorities. Further, these statistics show
very conclusively that the course in all subjects, including manual train-
ing, is pretty clearly defined in the elementary school and that the school
authorities are not willing to sacrifice its equilibrium by haphazard elec-
tion of studies.

Turning from the elementary school to the high school, we find al-
most exactly the opposite situation. Out of two hundred and seven
cities reporting, that offer manual training in the high school, one hun-
dred and fifty nine of them permit the students to elect such a course.
In other words, seventy-seven per cent of the cities permit the students
to elect or reject manual training. Whether or not the leaving of this
choice to them is a wise arrangement in every case is an open question.
I am of the opinion, however, that manual training is of as much benefit
educationally to one student as to another, whether that student is to
enter the technical course of a university, or whether he is to enter the
profession of law or medicine or to go into business. If manual training
has the educational value which it should have if properly conducted,
and if the present tendency to make it "a trade" is not heeded, I am
fully persuaded that all students should be required to take at least the
first two years in the high school. The last two years must necessarily
take up work of a more technical character, and, therefore, might not be
of as much value to the high school student as some other line of work,
depending in a large measure upon the future career of the student.

5. IS MANUAL TRAINING THE RESULT OF PEDAGOGICAL OR SOCIOLOGI-
CAL DEMANOf

The statistics in table A are tabulated from the answers made to the
question, "Was Manual Training introduced into your schools because
the people demanded it, or because the school authorities or some local
organization urged its introduction?" It is quite a common opinion
that manual training has been introduced into our schools largely because
the people demanded it. A glance at this table will certainly disprove
any such contention. Nearly every superintendent reported upon this

MANUAL TRAINING MAGAZINE

TABLE A.
TO SHOW WHO IS RESPONSIBLE FOR THE INTRODUCTION OF MANUAL TRAINING INTO

THE PUBLIC SCHOOLS.

CLi O

ni a

o <u

«■= a

"So

13
>

£5

North Atlantic
First Class
Second Class
Third Class

South Atlantic

12
58

4
3

•85

1
13

2
4

2
1

2
1
6

Third Class

2
25

North Central

1
1

Third Class
South Central
First Class

Second Class

Third Class

2
1

JVestern

Third Class

Total

215

question, so that relatively the statistics may be considered as authorita-
tive.

Under the column headed "Pedagogical" is to be found the number
of answers containing the statement that manual training was intro-
duced because the superintendent or principal or the school board desired
it. Under "Popular Demand" is given the number of answers which
stated that the people demanded it. Under "Local Organizations" is
given the number of cities where organizations other than the school
board caused the introduction of manual training. Under such have
come W'Omen's clubs, business men's clubs, and various other similar
organizations. In Massachusetts the law^ requires the introduction of
manual training in cities of over twenty thousand inhabitants, and some
superintendents gave that as the reason why manual training was to be
found in their schools. It is to be noticed that such cities are few in
number. The law has had little effect relative to manual training be-
cause no penalty is attached for its non-inforcement. In the next
column headed "Rivalry" are noted three cities introduced manual train-
ing because other cities near them had manual training. A good illus-
tration of a case of this kind is Erie, Pennsylvania, where manual train-

PRESENT STATUS OF MANUAL TRAINING 17

ing was introduced in order to "keep up with the times" ; but it hardly
does that, as will be plainly seen when we consider the fact that only
thirty minutes per week is given to the subject.

It is an interesting fact to note that there are many cities where a
"Private Citizen" has made possible the introduction of manual training
into the high school. In this respect the North Central Division sur-
passes all others, for there are fourteen cities out of a total of twenty-
three that have had some person who was willing to divide his fortvme
with the city in order that the boys and girls might receive the benefit
which comes from manual training.

In looking over this table it should be noted (under "Pedagogical")
that there are two hundred and fifteen cities in which the school author-
ities introduced manual training. This number is sixty-five per cent of
the total number of answers which we have received. Fifteen per cent
of the answers received are credited to the column headed "Popular De-
mand." "Local Organizations" come in for eight and seven tenths per
cent of the answers, and "Private Citizens" are credited with seven per
cent. If we combine all of the answers, aside from those found in the
"Pedagogical" column, we find that the "Pedagogical" reasons for the
introduction of manual training, over and above the other considerations
combined, are fifteen per cent.

If we believe that the school authorities, school superintendents, prin-
cipals, and school boards, are the proper guardians of the educational
work of our cities, and if we are content to allow to remain in their
hands the present welfare as well as the future success of our city school
systems, then we ought to have the highest respect for their judgment
which prompted the introduction of manual training. In other words,
we shall have to conclude that they think that manual training is a val-
uable addition to the educational work of our public schools, for this
table leaves no doubt as to just who is responsible for the introduction
and extension of this work. Let it be conceded that in most cases the
school board of the city, or the superintendent, or the principal, probably
had the passive support of the people in the introduction of manual train-
ing. Yet even though we admit this, the fact still remains that the
party which takes the initiative is the one to which the credit for the in-
troduction is due, and that is certainly the school authorities. There-
fore, instead of manual training being in the school as the result of
sociological or popular demands, it has found a place in the school be-
cause of a pedagogical belief in its educational value.

18 MANUAL TRAINING MAGAZINE

6. OBJECTIONS TO MANUAL TRAINING.

In seventy-seven per cent of all the cities answering there have been
no objections to manual training work. Many superintendents of these
same cities have gone out of their way to state that manual training is
enthusiastically supported, and in some cities an extension is even de-
manded by the people, after the work has been inaugurated.

The largest number of objections that have been raised to manual
training are those which relate to the expense of the introduction of the
subject into the schools. It will be noted that the question of expense
is really only a question of the administration of manual training, and
not a question raised against the educational value of the subject as such
in the course of study. Without doubt, many of the cities that object to
it on the ground of expense would be heartily in favor of it if it could be
introduced with as little expense as a subject like history or geography.
The objection of expense might be raised against any particular subject
which would demand an increase in the pay roll of the school by the
addition of teachers. In other words, the economic conditions prevail-
ing in the school which give rise to this objection to manual training,
would probably prevent the extension or further development of any
subject in the school.

Three per cent of the cities reporting on this question, still consider
the subject of manual training to be a "fad", as it was very often called
when it was first given a place in the course of study. The small per-
centage of cities which now look upon manual training as a "fad" speaks
well for the change of attitude toward the subject. In most cases, even
where it has been considered a "fad", the people, after having learned
the value of the subject through experience, have come to demand more
of it. In no case has it been discontinued for this reason.

The question of room for carrying on the work was raised by some
cities in the North Atlantic Division, but not to any great extent, only
three cities having reported that it was a question of room for the intro-
duction of the work. This, of course, is really a question of expense,
although it is given as a separate objection.

In Louisville, Kentucky, and in Detroit, Michigan, particularly,
labor unions have objected to the subject of manual training in the pub-
lic schools. This objection of course, has been raised in some other
cities, and seems to arise from the ignorance of the laboring classes as to
the actual value of manual training, and what it proposes to do. On

PRESENT STATUS OF MANUAL TRAINING 19

the other hand, it is to be noted in this connection that in the city of
Reading, Pennsylvania, it was the labor unions that asked for the intro-
duction of this subject. From this fact, it is evident that they had come
to the conclusion that it not only would not interfere with labor, but
that it would be for the benefit of the laboring classes of the city to have
manual training become a part of the course of study.

The superintendent at San Francisco says, "The work should be
concentrated, that is, there should be two or three grammar schools
which should be manual training grammar schools, with the proper
course of study" ; that "under the system of 'local centers' the work is
too scattered to make it of the greatest possible value." This objection
comes about from the administration of the work of manual training.
It is not to be expected that the subject of manual training will find no
friction until some definite course has been worked out for it in the
curriculum of every city where it is introduced. The establishment of
"local centers" in well located schools is a good way, and the common
way to introduce the subject. The natural growth and extension of the
work in San Francisco will doubtless put manual training into all
schools, or at least into enough of them so that this objection of having
to send the children too far to these "centers" will be entirely dismissed.

One of the objections to manual training, and one which is perhaps
the most legitimate of those which we have to consider, is the fact that
it takes time from the other subjects in the school curriculum. The su-
perintendent of schools of Milwaukee, Wisconsin, raises the objection
that "there is not time enough for all work required", and also, "it is
too far to send seventh or eighth grades to the 'centers' ". The superin-
tendent at Savannah says, "We have no time for it in regular school
hours from nine to twelve o'clock; we have it in the afternoon". Sever-
al other cities have expressed the same objections. If manual training
seriously interferes with the other work of the school, of course this
question of time to carry on the work is a serious matter, provided al-
ways that this work in manual training is not of equal value with the
work which it displaces in the school. However, if manual training is
equal in educational value with the subjects which it limits in the course
of study, then this objection is not valid. A discussion of this question
will have to be deferred until some later time.

MANUAL TRAINING MAGAZINE

TABLE B.

TO SHOW WHAT OBJECTIONS HAVE BEEN RAISED TO MANUAL TRAINING IN THE

PUBLIC SCHOOLS.

None

Expense

"Fad"

Room

Other

North Atlantic

First Class
Second Class
Third Class

South Atlantic

First Class

12
55

11
4

1
22

1
1

Third Class

North Central

1
18

Third Class

South Central

1
10

Third Class

Jf'estern

Third Class

Totals

230

Attention is called to the fact that cities in the Western group
of states, consisting roughly of those states west of and including
the Rocky Mountains, with but one exception, report no objection to the
subject. This illustrates the fact that the western section of the country
stands ready to take advantage of every opportunity which promises im-
provement. This attitude of "open mindedness" is characteristic of the
people of the West, and much of their success in every line of activity
is due to this fact. Conservatism should not be allowed to prevail
against newly established practices which have received favorable consid-
eration in other sections of the country.

The objections in the North Atlantic Division come largelv from the
cities of the first and third class. A consideration of the objections
found here as compared with the lack of objections found in the West,
presents the corollary of the situation stated in the previous paragraph ;
namely, that the people of the East hesitate to introduce any subject into
the course of study the value of which has not been fully proven. This
well illustrates the conservatism of the 'people of the East. This con-
servatism of the East relative to school matters is the result of a strong
sentiment which it will take many jears to overcome, regardless of how

PRESENT STATUS OF MANUAL TRAINING 21

many or how strong may be the arguments used against it. In the East,
therefore, it is not surprising that we find every objection raised to
manual training that has ever been raised to this subject in any part of
the country. Classical training, born of English aristocratic ideals
though it was, has long been the standard of all education in the New
England and Middle Atlantic states from the elementary school through
the universit^^ The fact that manual training has round any place
whatever in the cities of the Atlantic Divisions speaks volumes in its
behalf.

7. THE EFFECT OF MANUAL TRAINING ON ATTENDANCE.

Each superintendent was asked to state what per cent manual train-
ing had increased the attendance in his city among the boys and among
the girls, in the elementary school as well as in the high school. The
answers to these questions are not as comprehensive as one might desire.
Many superintendents replied that it was impossible to tell how much
increase of attendance was due to manual training, and how much was
due to other causes. That the subject of manual training has increased
the attendance seems to be the general opinion of those superintendents
who have given the matter consideration. Just to what extent it has
done so is a matter almost impossible to determine.

Superintendents of the following first class cities have expressed
themselves as indicated :

Fall River, Massachusetts: "One or two per cent."

New Haven, Connecticut: "Perhaps 25 per cent among the boys and girls in

the high school."
Allegheny, Pennsylvania: "It holds the pupils in school longer."
Cleveland, Ohio: "No statistics from which to answer. We feel that high

school attendance has been greatly stimulated."
Milwaukee, Wisconsin : "Possibly 25 per cent."
Kansas, Missouri: "Do not know that it has affected it."
Louisville, Kentucky: "Doubled the attendance of boys in the high school."

Of the superintendents of cities of the second class who gave any in-
formation on this subject, the following are typical answers:
Lynn, Massachusetts: "Among the boys in the high school 30 per cent."
Peoria, Illinois: "Impossible to state, but there is a greater proportion of boys in

the buildings in which we have manual training than in those where it

does not exist."
Des Moines, Iowa: "Considerable increase among boys in the high school. Few

girls take it in high school."
Seattle, Washington : "We have no statistics but it is the general opinion that

it has materiallv increased the attendance."

22 MANUAL TRAINING MAGAZINE

Superintendents of the third class cities did not feel disposed to give
as much information relative to this question as did the superintendents
of other cities. The answers received from some of these are here given :

Belmont, Massachusetts: "Probably not at all, as attendance is compulsory

practically for all taking this work in the elementary schools."
North Adams, Massachusetts: "All that we can find room for."
Newport, Rhode Island: "Do not know. However, the boys outnumber the

girls in the high school."
Auburn, New York : "I am of the opinion that a good many of the boys and

girls remain in the school for the sake of Manual Training."
Port Chester, New York: "Think perhaps it has a tendency to increase the at-
tendance somewhat."
Town of Union, New Jersey: "Cannot give details at this time; about 10 per

cent."
Clearfield, Pennsylvania: "It has been a great help in keeping boys and girls

in school."
Warren, Pennsylvania: "A perceptible change for the better among both boys

and girls."
West Chester, Pennsylvania: "Among the girls in the elementary school a few

have continued for sewing, possibly 5 to 10 per cent; among boys in the high

school, approximately 20 per cent increase. That is a conservative estimate.

Among girls possibly 10 per cent in the high school."
Frederick, Maryland: "Among boys in the high school, 25 per cent."
Elyria, Ohio: "Among the boys in the high school, 5 to 10 per cent."
Bluffton, Indiana: "Among boys in the high school, 25 per cent."
Galesburg, Illinois: "I cannot say what percentage, but I feel satisfied it has

been one and an important factor in increasing the attendance."
Ann Arbor, Michigan: "No appreciable effect has been produced in this line,

but it has had a beneficial effect upon all other work, as to neatness and

accuracy."
Muskegon, Michigan: "Among boys and girls in the high school about 50 per

cent."
Saginaw, Michigan: "Among boys and girls in the high school say 30 per cent."
Janesville, Wisconsin: "Among boys in the high school about 50 per cent."
Menomonie, Wisconsin : "Among boys in the high school 50 per cent."
Racine, Wisconsin : "This is all conjecture anywhere. Manual training means

better schools and that means better attendance."
Atchison, Kansas: "Estimate about 10 per cent."

Mobile, Alabama: "As this is the second year it can not be estimated."
Pueblo, Colorado: "Among high school boys 20 per cent."
Ballard, Washington: "I believe the number of boys attending the high school

has been doubled."
Fresno, California: "Among boys in the elementary school 150 per cent;

among boys in the high school 50 per cent."

Owing to the recent introduction of manual training in many cities,
it is impossible to determine at present just what effect it has had upon
the attendance. The superintendent of schools at Racine, Wisconsin,
has explained the situation very pointedly when he says, "Manual train-

PRESENT STATUS OF MANUAL TRAINING

ing means better schools and better schools means better attendance".
This principle is illustrated in St. Louis where the superintendent of
schools has expressed himself in the following language: "The addition
of these tv\'0 new high schools has demonstrated a very important princi-
ple: high school enrollment depends largely upon the facilities offered.
Where these are improved and the high schools are placed in various
parts of the city so as to be easy of access, the enrollment will increase."
In general, from these statements it will be seen that there is a
variety of opinions relative to this matter of attendance. On the whole,
it seems fair to say that the superintendents throughout the country are
of the opinion that the attendance, especially among the boys in the high
school, has been somewhat increased. Where the attendance was good
before the introduction of manual training, one would expect to find
very little improvement as the result of its introduction. On the other
hand, where the schools have been poor, and manual training and its
necessary equipment has been added, and where possibly other general
improvements have been made in the school, the attendance has probably
been materially increased over and above what it otherwise would have
been. Just how much this increase in attendance is due to the one factor
of manual training is impossible to determine: it is impossible because we
can not say with certainty what the situation would have been had it not
been introduced. Any one who takes exception to the statement that
manual training has increased the attendance can be sure that his state-
ment can not be contradicted with mathematical precision. On the
other hand, those who believe that the attendance has been increased can
console themselves also with the thought that their contention likewise
can not be disproved.

WORK OF SUMMER SCHOOL STUDENTS,
BRADLEY POLYTECHNIC INSTITUTE.

THE ORGANIZATION OF MANUAL TRAINING IN THE
HIGH SCHOOL— I

Gilbert B. Morrison

IN presenting the order of exercises and projects as at present fol-
lowed in the McKinley High School, I am simply contributing to
that almost universal effort which is being made toward the adap-
tation of our schools to modern demands. I am not offering it as a
model to be adopted by other schools, wherein the conditions, ideals and
possibilities may be quite different from ours. I am not even offering
it as fully representing my own ideal of the best and most appropriate
course for the high school of today. It simply represents what we are
doing now as the best we have been able to work out in our own
environment.

Conditions are not constant; opinion is changing. Our educational
horizon is broadening. Certain lines in the perspective are indefinite or
missing, and an effort to respond to national demands is becoming gen-
eral. These demands are social and economic, and spring from an
instinctive tendency toward self preservation."^ This tendency is shown
by nations no less than by individuals. A consistent democracy is con-
stant change, as no two successive davs finds exactlv the same conditions.

ORGANIZATION OF MANUAL TRAINING 25

Therefore if there is any one thing that I would urge as necessary it is
that we be not in a hurry to legislate on courses of study. The sub-
stantial progress made in the reforming of our school curricula during
the past few years has its cause in the fact that we have not known just
what to do — just how to cope with new demands that press overwhelm-
ingly upon us. As a result, freedom has been accorded to the field men
who perhaps more nearly express the common needs of our civilization.
This freedom has resulted in a period of experimentation, of comparison,
and of intelligent observation. This spirit should be kept alive for
some time to come, for we have yet a long distance to come before we
shall reach modern requirements in their full measure. The time has
not yet come, and probably never will when any one man or set of men
can be trusted to formulate a democratic ideal, which can be sterotyped
into a perfectly stable system. Contributions to our present needs can
be little more than a body of suggestive hints. We must write articles
and exchange ideas, but after words have spent their force, the people
by a sort of brute instinct for self preservation act in accordance with
those elemental principles which can not be set forth in an argument.

We must admit that our progress in the past fifty years has been
seriously impeded by assumptions which became crystalized in the acad-
emic mind. Certain self-evident truths had been appropriated so per-
sistently as expressing the content of conventional curricula that the
habit of thinking of these truths and this content as identical had become
fixed. That the making of "men", the building of "character", the
preparation for "citizenship" are the objects of education, are axioms
which always have, and alwa^'S will be generally admitted without
debate; but the specific means best suited for the attainment of these
aims is a different matter.

The school men have after many )'ears of phrasing failed to inspire
the laity with a belief in a culture which does not reveal itself in
economic efficiency. Forward steps in education have always been taken
by those who voice the common sense of the laity. The demand for a
practical education which is just now everywhere manifest does not
shatter our cherished ideas of American citizenship — a citizenship that
is not circumscribed by the accident of birth. It is the development of
each boy according to his powers that should engage our attention. In
formulating a course of study we have tried to grasp that conception of
humanity, which is central and normal, and then gather our activities
about it. This central idea is, as I see it, to take each separate indi-

MANUAL TRAINING MAGAZINE

vidual boy or girl as a foundation, and then to build upon him or her
according to the nature of that foundation.

I pass now from these general reflections to the organization of the
studies and exercises in The McKinley High School. This school,
it should be remembered, is one of the district high schools of St.
Louis and in common with them contains a cosmopolitan course of
study and exercises, comprising nine groups of studies from which

• • # w

• • 1

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■liiiiiiHi

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mmam

■ ■ .

students may choose. The groups, or "courses", are named: Scientific,
General, Classical, Art, College Classical, College Scientific, Commer-
cial, Manual Training, and Preparatory to Teacher's College. All of
these courses have the following studies in common, though in somewhat
different proportions: — English, Algebra, Geometry, Botany, Physiol-
ogy, Physics, and History.

The advantage we claim in having all of these courses complete in
the same school and in the same building are, ( 1 ) It enables each child
to find in his own school in his own district any study or exercise which

ORGANIZATION OF MANUAL TRAINING

experience has demonstrated as having a right to exist in a secondary
school. (2) It offers each child the free latitude of choice under com-
petent advisors. (3) It offers differentiation without distinction of
rank or caste. (4) It permits a change of course without a change
of schools when it is discovered that a wrong selection has been made.
(5) It places pupils in a position to compare values and to observe
the methods and results of different ideals. (6) It enables a pupil to
finish his course with his former friends and associates. (7) It enables
a pupil to choose special or technical work without crowding him entire-
ly off the conventional highway to learning. (8) It secures in the
same school great individual diversity and perfect social unity. It ad-
mits differentiation without class estrangement.

From these nine groups at present, more than forty per cent of the
pupils entering the McKinley High School choose the Manual Training
group, and it is the organization of the work of this course to which I
am calling attention in these articles. The following is an outline of the
course of study.

MANUAL TRAINING COURSE.

HRST YEAR.

English.

Manual Training.

Drawing.

Botany (first half-year).
Physiology (second half-year)

Algebra.

SECOND YEAR.

English.

Manual Training.

Drawing.

Physics.

Geometry

THIRD YEAR.

FOURTH YEAR.

English.

Manual Training.

Drawing.

One of the following languages:

Latin, German, French, Spanish.

Physics (first half year), and Chem-
istry (second half-year), or Alge-
bra and Geometry.

History.

English and Shakespeare.

Manual Training.

Drawing.

One of the following languages:

Latin, German, French, Spanish.
Chemistry or
Trigonometry.
History.

In the academic studies the individuality of the pupil is appealed to
throughout, and promotion is made by subjects. The course provides
the mechanic arts for bojs and the domestic arts for girls. But it is the
mechanic arts to which I shall now direct attention. In the elementary
schools of St. Louis manual training is provided once a week through
the seventh and eighth grades, so that the pupils come with some

28 MANUAL TRAINING MAGAZINE

knowledge and skill in the use of certain tools. After preliminary
instruction in the further use of tools, and the general study of woods
the first work is the selection of an exercise which will give skill and
practice on some simple process in joiner3^ Before doing this, however,
the teacher calls the pupils attention to several applications of this pro-
cess impressing upon him the necessity of some knowledge of it before
he can hope for much success in making things in which it must be em-
ployed. The boy learns that the mortise and tenon has a broad appli-
cation in the manufacture of such articles as sash, doors, furniture,
framing, bridge work, etc. In the selection of the exercise or article
to be made illustrating the process, the individuality of the pupil is con-
sulted. He may for example, make a simple mortise or tenon joint, a
table leg, or four table legs assembled in a table 'fram?, according to his
advancement, ability and speed. No attempt is made to make all boys
do the same amount of work, for this would be like trying to make two
pendulums of different lengths beat at the same rate.

So soon as a boy shows sufficient skill in the use of his tools he is
encouraged to make some useful article such as a table, a chair, or a
stand. We do not find the boy who gets no further in this exercise
lesson than the making of the simple joint becomes discouraged. If he
makes a joint by the correct use of his tools, which receives the teacher's
approval, he feels that he has shown his ability to at least make a part
of a table as a mechanic would do it. He has proved to that extent his
economic efficienc}^ He has shown that he can work along correct
lines. We allow the bo^'S some choice within technical limits in the
selection of their exercises, but we never leave them fancy free to potter
along in their own way. We are not afraid of dwarfing their initiative
powers when we hold our boys down to systematic progressive work.
We avoid that so-called "constructive" work which expects a boy to
find his own technique while expressing "The Self" in ill chosen "crea-
tions."

Normal motives appeal to normal boys. The average boy wants an
education ; he wants to become a useful man ; he wants the pleasure
which comes from a sense of power to do things as men do them; he is
willing to work for this power and for the skill which brings it. We
do not iorget the importance of learning to think, but the importance
of learning to work is paramount. The joy of systematic, skillful, suc-
cessful work when it is well timed is as great as the joy of play. There
is an occasional boy who will not readily respond to normal motives — the

ORGANIZATION OF MANUAL TRAINING 29

lazy, spoiled boy whose ambition is mc a Hired cy the selfish gratification
he experiences from moment to moment in his amusements. For him
we may sometimes be justified in resorting to molycoddling methods.
We may allow him to "make something" which suits his fancy in the
hope that he may be led to see for himself the importance of systematic
work.

In connection with the shopwork, we have a course of designing
which we apply after the boys have finished the first quarter's work.
This we hold to be of first importance. By referring to the accom-
panying tables the scheme of our work for the first j-ear may be obtained.
It will be observed that we give attention, (l)to the processes of join-
ery; (2) to the applications of joinery; (3) to the exercises, articles or
projects illustrating the processes; and (4) to the form of design which
is applicable to these processes and exercises. We aim at correct tech-
nique, utility, good workmanship, and artistic execution. We carefully
avoid those practices which would not command the respect of practical,
intelligent mechanics. Of the great importance of such a measure of our
high school manual training I shall speak at a future time when I turn

MANUAL TRAINING MAGAZINE
TABLE I. — Joinery.— First Year.

Process

Application

Exercises

Illustrating: the
Process

il. Care of Tools General

Form of Design

applicable to

Process and Exercise

I2. Study of Woods General

3. Gaining

Shelving, Pigeon
Holing. Furniture

Half Joint
Brace Joint
Lap Joint
Dado Joint

4. Mortising

Sash, Doors, Furni-
ture, Framing,
Bridge Work

5. Forming

Mortise and Tenon
Joint, Table Leg,

Mortise and Tenon
with relish

Trays, Lamps,
Book Racks, Fur-
niture

Pin Tray, Pen
Tray, Whisk Hol-
der Paper Knife,
Moulding, Book
Rack

Inlaying or Carv-
ing

Finishing
6. Staining
Varnishing

All Interior Wood-
, work and Furni-
I ture

All Exercises ex-
cept the Joints

7. Splicing

8. Mitering and
j Gluing

jBuilding Construc-
I tion and Framing
Interior Finish,
Mouldings, Pic-
ture Frames, Pat-
tern Making

Various Splice
Joints

Miter Box, Jewel
Case, Picture

Frame, Triangle, Inlaying
Beveled Tray

9. Tongue and
Grooving

3d 10. Angle Joining

Flooring, Box Mak-
ing, Slides, Furni-
ture

Book Rack, Stand,
Lamp

Low Relief Carv-
ing

Pattern Making,
Furniture

n. Splining

Round Corner
Joints, Light Cab-
inet Making

Clock Case, Tab-
ourette. Lamp
Stand

Glove Box, Hand-
kerchief Box,
Jewel Case

High Relief Carv-
ing

Inlaying

12. Dovetailing

Drawers, Framing,
Boxes, Braces

I Dovetail Joint, Re-
' volv. Book-Rack,
I Chest, False
Dovetail

Chest Banded with
Copper, Inlaying,
Carving

4th

13. Irregular Shap-
ing

Pattern Making,
Cabinet Making

Paper Weight, Pin
Tray, Pen Tray,
Ink Stand

114. Cabinet Mak-
ing

Furniture, Interior
Woodwork and
Finish

Magazine Holder,
Tabouretle, "T"
Square, Screens,
Writing Board,
Electrolier

Carving, Line and
Surface Relief

Any acceptable
Method of Decor-
ation

ORGANIZATION OF MANUAL TRAINING

TABLE II.— Drawing.— First Year.

Process

Application

Exercises

Illustratingr the

Process

Form of Desisrn

applicable to

Process and Exercise

1. (a) Lettering

3. (a

Design

(Fri.)

General

Surface Decor.

2 small sheets of
Freehand and In-
strumental Letter-
ing

Elements of Design

Ruling Pen
Practice
Design

General
Surface Decor.

jl small sheet

! Elements of Design

Spotting

Working Draw-
ings

Orthograph-
ic Projec-
tions 3rd i
Qd-.
Design JSurface Decor

7 Drawings of

Geometrical Blocks
and Shop Exer-
cises

Surface Decor, of |Composition
Shop Exercises ;

+. (:

5. (a

6. (a

Working
Drawings

Design

Shop Practice
Surface Decor.

2 Large Sheets of

Table Machine [

Parts

Decoration of Book St. Line
Rack, etc.

.Isometric
Projection
and Render-

Design

Picture and Con-
structive Purposes

Decoration of
Joinery Exercises

Cabinet
Projection
and Render-
ing

Design

[Picture and Con-
I structive Purposes

jForm and Surface
Decoration

1 Large Sheet of

Geometrical

Forms
Inlaying

and Carving
Decoration of

Glove Box, etc.

Curved Line

1 Large Sheet of
Geometrical
Forms, 1 Large
Sheet of Drawing
desk rendered

Designs for Low
and High Relief
Carving

7. (a

Freehand
Drawing
from Ma-
chines
(Pencil)

Design

Preliminary to
making of Work-
ing Drawings and
Pictures

Form and Decora-
tion of Cabinet
work

Steam Pump, Ma-
chine Tools, etc.

Designs of Lamp Form and Decora-
Shades, etc., with tive
Copper Banding

8. (a

Freehand
Drawing
from Casts
(Charcoal)

Design

Architectural
Drawing

Form and Decora-
tion of Cabinet
work

Casts of Human |
Anatomy and
other objects. '

Design of Pen Form and Decora-

Tray, etc. (cont.) tive

MANUAL TRAINING MAGAZINE

to the problem of industrial education. Whatever we have been able
to accomplish is due largely to an enlightened supervision which within
reasonable limitations enables us to work in an unrestricted atmos-
phere.

Our work as outlined in these tables, and in others which will fol-
low are subject to modification and change. These outlines show what
we did during the past vear. Credit for the arrangement of Table I is
due to Stanley H. Moore, Roy C. Woolman and E. F. Card of the
McKinley High School, and R. A. Kissack of the Yeatman High
School; and table H to A. J. Burr and Edward Frauenfelder of the
McKinley High School, and M. J. Scherer of the Yeatman.

The next article which will tabulate the work of our second year,
will contain a short discussion of the Ai?ns as distinguished from the
Aim of manual training.

LEATHER TOOLING BY STUDENTS IN APPLIED DESIGN,
BRADLEY POLYTECHNIC INSTITUTE.

EMBROIDERY.— I

Gertrude Roberts Smith

IN the present revival of the crafts, and the high ideals aspired to in
their various activities, it is earnestly hoped embroidery will
maintain the dignified position it has occupied in the past.

On the fruits of healthy happy work we have much daily literature,
and our hope for a large part of the mental and moral vitality of
education in the future, seems to rest upon the concentration of all our
powers toward the forgetfulness of aught, save how to do something
well. In recognizing the physical demand for beauty in the happiness
coming from work, we find justification for great expenditure of time
and money in the development of new fields of expression and almost
personal appeals for special subjects. With the truth that the more
varied our interests the greater our pleasures, we must remember, the
door to all nature's treasures is not opened with the same key, hence our
effort to appreciate with intelligence and toleration the work of others.

It is not claimed anything new is contributed through this article, to
the art-craft of the needle. Rather, a renaissance is desired for it in the
clearer atmosphere of fine design thought, which is coming to us from
the inspiration of such lovers of the beautiful as Mr. Arthur W. Dow
and Dr. Denman Ross. Surely, no one craft can combine more sympa-
thetically, or in more varied way, perfection of textures in space and
color harmony, than cloth and stitches which can be controlled by the
needle worker. The possibilities for thoughtful adjustment of color is
limitless in a scale of embroidery silk. The colors are not unlike pastels
and should the artist of the needles so desire the effect of broken color
can be produced as surely as from the palette of the painter.

In our age needlework has probably shared with china painting
greater degradation than any of the crafts. Under the name of Art
and Royalty it has been tortured into every conceivable technique which
could be invented to further the interests of commercial gain. Our
feverish desire for novelty has been fostered by grafting new names on
old products, or what is more misleading, old names on an unintelligent
rearrangement of originally good material. There is much to be longed
for in the so-called revival of colonial embroidery; while all the laws
of design have been violated at one time or another under the name of
Mount Mellic. Whatever the first ideals of Kensington embroidery

34 MANUAL TRAINING MAGAZINE

may have been, we are now most conscious of the evils it has left with
us.

The return to honest principles, and special commendation of robust
materials, as hand-woven linens, etc., which William Morris stood for in
embroidery, did more than any one movement in modern times, to save
the art, from those extravagances under which it had been buried, utterly
dead to our cravings for good taste.

So far removed are modern embroideries from the beautiful examples
of the past, shown in our museums, that the average visitor gazes at
them through their glass coverings, as curiously as at the mummy wrap-
pings of ancient Egypt, and with as little thought of any lesson from
them touching our own time. To any one who has enjoyed fashioning
in the real, some image which his own imagination has created, these old
embroideries are fraught with a richness and sincerity of purpose most
convincing. At the same time, the adjustment of design and technique
to materials, responds truly to all we know of aesthetics. From the
simplest to the most ornate, where the design is good, either because of
space or color interest, or both, we find pleasure. That there must have
been pleasure in its making seems evident, since the design suggestions
usually reflect the every-day 1'*'^ of the period and place in which they
were produced.

There is a special charm in the individuality marking the primitive
embroideries, which the larger and more gorgeous examples of a later
period rarely possess. Their simplicity makes the processes by means of
which a result is arrived at easier to analyze. They seem to have a
message for us. I am convinced, it is through familiarity with them and
the knowledge coming to us from study of design, that our new school of
embroidery is to be built up, rather than through the societies of decora-
tive art as they now exist.

That embroidery is still considered abstractly an art, is shown by
its admittance to the various exhibitions of arts and crafts. But that at
present the best thought of our design training has not been put into it,
is evidenced by the meagerness of the exhibits and the poverty of imagi-
nation as well as beauty, generally shown in them. The fact that the
machinery of the needle is so directly controlled by the worker should
place the design ideal higher. Not but that there are technical limita-
tions imposed by thread and cloth. In the very ductility of their nature
lies one of the dangers of too great realism in design ; and again, the
stitchery seems, in the opportunity it offers for invention, to blind the
worker to the more important matter of effect as a whole.

EMBROIDERY

MANUAL TRAINING MAGAZINE

EMBROIDERY

38 MANUAL TRAINING MAGAZINE

In the execution of those examples of the older needlework which
give us most lasting pleasure, more than one kind of stitch has rarely
been used, and it has been my experience in actual practice, that satis-
faction is with difficulty achieved where more than two are combined in
the same design. This refers to work in colors ; work in white, or one
color value, offers a somewhat different problem. It seems worth while
to consider seriously, this question of stitches, for it has been a prevalent
error in the minds of many who love to do needle work, that stitchery
constitutes embroidery, and having lessons in the latter means being
taught to use the needle in some new and mysterious way.

Real lovers of beauty in embroidery, are constantly irritated by ques-
tions relating to its execution, the real purpose of its creation being
missed altogether. How this condition has come about we shall not
now enquire. But the fallacy of it is manifest in the work we know
and recognize as superior to our own. The truth is, that in needle-
work as in any other craft, a knowledge of its tools, is but to
strengthen its art. From long familiarity with their usage, comes to
the needleworker, courage and power to do the unusual and make it
convincing.

Good embroidery always regards the woven threads of the back-
ground. Presuming it is cloth we are considering, to it our embroidery
should bring, not only a clear expression of some design thought, but
preserve a pleasurable harmony in textures. The latter is well illus-
trated by the cross stitch embroideries so familiar to most of us. The
designs are often far from good but the construction of the stitches,
accenting as they do the angles formed by warp and woof, constitute in
themselves great charm. When worked on coarse material the thread
weavings assert themselves in the design spacings, and our satisfaction is
given additional gratification. (Fig. 1.) It is regretted the example
shown in the embroidered leggin,' cannot here convey the exquisite
beauty of color arrangement. In it we have clear strong blue and red
alternated in the regular repeat of an equally intense green. The spaces
are perfectly controlled, and when the simplicity of the means is consid-
ered the result is amazing. In its way art can go no farther.

In Fig. 2, we have great richness obtained, by the simplest possible
outline stitch. Color even has not been called upon to add its interest,
and the soft crimson of the design depends only upon the direction of

The illustrations accompanying this article were made from examples of
embroidery in the Boston Museum of Fine Arts.

EMBROIDERY

■->»>«iiii»i, iiifc « iijjiiWijWMjr'yT-^'

^< ■ ;v

FIG. 4 TURKISH EMBROIDERED SCARF. GREATLY REDUCED. COLOR MOST

BEAUTIFUL — TWO VIOLET PURPLES, TWO YELLOWS.

40 MANUAL TRAINING MAGAZINE

Stitches for variety. The massing of lines in the pattern gives tone
qualit}- at intervals, where the eye may pause with pleasure. The larger
spaces of the design are ingeniously opposed to those left in the back-
ground, and a reasonable construction with quiet movement preserved
in the more slender parts of the design.

The third illustration shows design beautifully adapted to border
space. The colors are gold, edged with deep blue.

The fourth illustration is a fine adjustment of color; the texture
here is especially soft and smooth. Two values from the purple scale
are balanced with two from the yellow, one of each being modified in
intensity. The whole design is outlined with soft black.

In these illustrations we have designs perfectly suited to the material.
It could not be said of any one of them, "This would be better ex-
pressed in another medium." Note that those curves whose beauty
would be disturbed by cloth wrinkling have been avoided. This may be
counted an essential in embroidery. In good designs where curved
forms do exist, they are generally kept in harmony with the cloth weave
by a suggestion of angles in the outline.

Where the background is of finely woven material, either linen or
silk, the design may be smaller and preserve greater delicacy in drawing.
Again the distance at which it is to be seen and the purpose for which it
is to be used should influence its manner and selection of material.

The early handicrafts of our country have always had interest for
me. In them we feel adjustment of desire for beauty, with dignified
restraint. Our grandmothers found and prepared the materials from
which they spun threads and wove cloth. They made their own dyes
and often used them in realizing some design which their fancy had con-
ceived. In the compromise often enforced by natural conditions, little
wonder we have developed in these creations power as well as the vitality,
without which no object fashioned by the human hand can have lasting
interest or value. These works are in a class by themselves, almost
exempt from criticism.

In the freedom from self-consciousness fostered by outside conven-
tions, these early workers were more fortunate than we. With them the
thought was primarily of the thing being fashioned, and as it was made
at some physical sacrifice, the demands of service and durability were
properly considered, and the best possible material and work put into
it. It is to be regretted the old idea of ""its being worth while" has
given place to the modern thought, "It's entirely too much work."

If embroidery is again to become a living art, it must be from real
love of creating beauty in it, all thought of the quantity to be produced
or the time it involves being forgotten in the higher ideal of qualitj\

SOME DECORATIVE BOOKS

Gertrude Stiles

THE type of book here illustrated brings into use certain processes
of forwarding which are done in the same manner as in any
more advanced example of library binding. A library binding
of half leather, if bound from the sheets will have in order the following
steps: folding, cutting, forming into sections, sewing, cutting of boards,
rounding, backing, lacing in, covering, pasting down end sheets. In this
book, we begin with the folding and cutting, form into sections, and then
sew as for a library binding on tapes. We stop when the book is at this
stage, impressed by the decorative possibilities in the sewing — the
straight lines .of tape pleasantly spaced across the back and the man-
agement of the threads, caught up at intervals, form a design in bright
color against the dull background of the tapes, — all this seems too inter-
esting to be lost. Some such mental process has led to this very decor-
ative type, the structural condition already existing, constituting its ar-
tistic claim.

These books were made with success by pupils in the sixth, seventh
and eighth grades in the bookbinding class in the School of Education,
Chicago. They were used as visitors or guest books, — blank books, of

MANUAL TRAINING MAGAZINE

course, made from good quality heavy grade book paper, or M. B. M.
charcoal paper. They were sewed upon tapes, ribbons, or leather cut
into strips ^-in. wide. Bright silk twist was used in the sewing, in

color contrasting or harmonizing
with the colors of the materials
used. The covers were of linen,
Japanese grass cloth or of different
cover papers. Sometimes, if cov-
ered in plain cloth or paper, a fur-
ther decoration was added, of sten-
cil or lettering. The colors and
materials were at the selection of
the pupils and many tastes were
displayed. One child designed the
book for the guest chamber in his
home and used as covering a bit
of the cretonne used in the room

h&ck

joof" or till.

FIG. 1.

lurnishings, with ribbons and silk to harmonize.

After yielding to this decoration produced by the sewing process we
have the narrow path of
the more orthodox library
binding, omit the round-

infold

//'

ing and backing entirely;
we cover and finish our
boards as fancifully as we
choose ; we say good-bye
to precedent and follow
our fancy.

In the folding and
sewing, however, tradi-
tion and precedent must
rule.

~2'!^ {olJ

FOLDING.

\ 3^" fold

If a hand-made paper ^^^- -•

is used, preserve the deckle edge, allowing it to come at the foredge
and foot of the book, and the cut edge at the top. (Fig. 1.) All
charcoal papers measures 19 x 25-in. This folded four times will divide
the sheets thus:— 19x25, 19x123^, 9>^ x 12^/^, 9y2x6}i. A dozen

SOME DECORATIVE BOOKS

sheets of charcoal paper makes a fair sized book: one sheet will form
a section of four folded sheets, or eight leaves, or 16 pages. (Fig.
2.) We are dealing with blank sheets. If the sheets were printed,
they would fold in the same manner, and at the foot of the first
page of each group of sheets which form the section would be a

number or a letter indicating the
order in which the sheets should be
folded and placed, that they may
be read consecutively. These
numbers or letters are called "sig-
natures". The printer also applies
the term "signatures" to the entire;
group of sheets, forming what the
bookbinders call "sections".

If this were a printed book ws
would not alter the sections or the number of sheets forming a section
but with the blank book we may do as we like. We have twelve sec-
tions, four sheets each, but let us make sixteen sections of three sheets
each, being careful as we divide that we keep the cut edges at the head

FIG. 3.

FIG. 4.

and the deckle on the foredge and foot. A hand-made paper is never
perfectly square, but by keeping the cut edges which should be straight,
at the head, you will have always a right angle formed by the cut edge
of the head and the folded edge of the back.

MARKING UP.

Place the folded sections together, forming now a book, and put
between waste boards, old book covers, or two small pressing boards;

MANUAL TRAINING MAGAZINE

FIG. 5.

knock all the sections up squarely at the back and head, and place in the
cutting press. It is important the head should be at right angles with
the sides; test with a square. Mark a straight line ^ of an inch from
the head and from the foot, do this with square, and saw slight cuts in
the folded backs on these two lines. These lines are the marks for the
kettle-stitches, and the knot' formed there by the thread will sink into

these openings. (Fig. 3.)

SETTING UP SEWING
FRAME.

The sewing frame
should be set up with four
tapes. These tapes can
be tied to the horizontal
bar of the sewing frame,
but better still to have
always on the frame sev-
eral "lay cords", heavy
cords looped over the bar, tied securely and hanging 4 or 5 inches below.
This loop ofEers a good, strong hold and the tapes can be pinned or tied
to this, with the further advantage of economizing in tape. Fasten the
four tapes to the lay cords (Fig. 4.) Sit in front of the frame with
screws toward you. Place your book on the bed of sewing frame with
the back of the book against the slit in the bed of the frame and the
head to the right. Dispose your tapes across the back of the book so
that they are evenly spaced, or spaced
according to a design previously
planned ; draw the tapes down
through the slit in the bed of the
frame and fasten with thumb tack.
Push your board and book close -
against the tapes; screw up the rings
of the frame to tighten the tapes;
look a second time at your spacing to see that the tightening has not
altered these relations, and you are ready to sew. Mark a pencil line
straight up the tapes on the back of the book. . (Fig. 5.)

The tapes should be equally tight and it is better to place the book
and tapes toward the right end of the horizontal bar. This allows the
arm to pass between the left hand upright of the press and the tapes, a
position convenient for working.

-^S

FIG. 6.

SOME DECORATIVE BOOKS 45

SEWING.

Now place the book face upwards near at hand and take up with
left hand the first section ; open it carefully to the middle of section and
slip the forefinger inside to keep the place; be sure that the head is even,
that is all three of the sheets comprising the section are level at the head
and. none of them slipped down. Place it flat on the pressing board,
the back against the tapes according to pencil marks, and the head
to the right. With the right hand insert the threaded needle in the

KW/nz/i

FIG. 7.

saw-cut made near the head of the fold; pass it through this into the
inside of the section, where the left hand takes it and thrusts it back,
passing it out against the right hand side of the first tape; here the
right hand again takes the needle and crossing the tape passes it back at
the left hand side of the tape. The thread crosses the four tapes in the
same way and comes out at last at the kettle-stitch saw-cut at the foot
of the section. Pick up next section and place in position; thrust the
needle through the foot kettle-stitch cut, and sew as with the first sec-
tion, only passing from foot to head in place of from head to foot.
When the thread comes out at head kettle-stitch, tie it firmly to the loose
end of thread which is still hanging there. Tie in hard knot and allow
the knot to sink back into the saw-cut. The third section is then taken
up and sewed as was the first from head to foot. When reaching the
foot, and emerging from the inside of section, the thread should fasten
to the first two sections to hold the three securely at this point. To do

46 MANUAL TRAINING MAGAZINE

this, pass the needle between first and second sections behind the thread
which has previously joined them, but before drawing it tight, pass the
needle through the loop thus made by the thread, and a tight knot is the
result, called unaccountably a "kettle-stitch." (Fig. 6.)

The fourth section is then placed in position and started in the same
way as the three previous, but instead of crossing the tapes directly, the

needle passes under the
group of threads previ-
ously crossed on the
tape, catches up these
three threads into a
knot like the kettle-
stitch and then passes

o\ tVeo^oV. ^^^^^5^^*^ N^ on mto the section m

regular order. This

FIG. 8. • -1 *

serves primarily to

tighten the sewing, and in the second place is made decorative. In the
book of sixteen sections the thread of every fourth section can be used to
catch up. A variety can be made by different groupings. (Fig. 7.)
When necessary to join the thread, be careful that the knot does not
occur on the outside of the section. A weaver's knot is best, cut the
ends y2 in. long and fray out. In sewing learn to keep the left hand
inside the section and allow it to do the work there, and the right hand
to do all the work on the outside. The left hand can also assist in
holding the sheets firm. By bearing down heavily with the side of the
hand and the little finger the section can be held in place and still allow
the other three fingers and thumb to manipulate the needle. This is
important, difficult at first, but
when once learned, better and
quicker sewing is the result. The
disadvantage of sending the right
hand around the frame and into
Mie book, to inquirj into the doings of the left, are obvious.

After the catch-up stitch no other complications arise, and each sec-
tion is sewed in its order. At the end make two kettle-stitches for
greater security. Be careful not to forget the kettle-stitches. Always
make one as the thread finishes at each section. Draw the thread tight,
and always, when pulling it to tighten, pull in the direction the thread
is going, or a badly torn section will be the result. (Fig. 8.) Do not

SOME DECORA TIFE BOOKS

draw kettle-stitches too tight, or your book will bulge through the
middle. (Fig, 9.) When finished the book should have the sections
showing level at the head, the tapes rightly spaced and going straight
across the back, not wrinkled or crooked and the stitches crossing them
evenly. Loosen the screws of sewing frame. Take out thumb tacks
and pins and your book is sewed.

CUTTING THE BOARDS.

Boards should be a good quality of binder's board, between 1-16
and 1-18 in. in thickness.
These should be cut to ex-
tend 14, in. beyond the size
of the book to form what
is called the "squares" of
the book, and is for pro-
tection to the leaves. Al-
low this projection to be
on the three sides only, —
the head foredge and foot.
If our book is 6^ x 9^
then boards should be
6^x9%.

COVERING.

If our cover material is
cloth, it is better to leave
the body of the cloth

unpasted, and paste only those portions which turn over the edge;
with some ordinary white paper, and use this side against the cloth.
Allow }^-'m. for turning in of the cover material. Use paste, not glue
pull it over smoothly without stretching. Better to paste the two long
sides first, then ends; in case the cloth does stretch, this will help it to
stretch evenly. When covering with cloth, the corners work better if
the sharp right-angle of the board is cut down just enough to take off
the sharpness of the angle.

Wbeo cvtli'na ^Iffj-or tape^ slfl.nt' ^m/t
in direc/rorj of arrets

FIG. 10.

LACING IN

Place the boards in position on the book, the squares adjusted, and
the boards flush with the back. Draw the tapes out on top of the

MANUAL TRAINING MAGAZINE

boards, straight across at right angles to the back, and Y^-'in. from the
back, mark two points indicating the width of the tapes. (Fig. 10.)
One board can be marked by the other, being careful that you do not
mark them both for one side. Take your knife and cut a slit in the
board for the tape; make the cut slanting away from the back. Draw
the tapes through snugly, so that when the board is closed there is no
slack in the tape. Paste down end of tape on inside of board ; with a
hammer beat the board where the slit was made, and it will close, holding
the tape firmly. Put in ties for the front in the same way. If tapes are

/2l

,y \^<i,sti. -pa-hdr

FIG. 11.

made long enough bring them through to form ties. This carries out the
implied construction of the tapes going all around the book, but is not
necessary.

PASTING DOWN ENDS.

Throw back the board cover, slip a waste piece of paper which is
larger than the book sheet under the first page; (Fig. 11.) paste all over
the front of the first page, slip out the waste paper, and close the cover
on the pasted sheet; press dow^n with the hands. Paste end sheet at
other end of book in same way. Then inside each cover, slip in a
pressing tin covered with clean paper, and press for a moment under
quick hard pressure. Take out and substitute blotting papers in place
of the tins ; place in press again, but not hard pressure, and allow to dry.

The final purpose of these books is a varied one. Beside their use
as visitors books, they are excellent as a register for a club or society, for
banquet gatherings, for a child's annals or even to hold an artist's
records of certain pictures, when and where painted, where sold etc.
The decoration can be nothing beyond that of tapes and sewing or it
can be as elaborate as one wishes, materials and color adding all richness
of effect that mav be desired.

SOME DECORATIVE BOOKS

In the photograph below, the cover material is dull linen of a natural
color, the leather is an olive green Levant, the silk a duller green, and
the metal of dull brass. Copper lends itself to most delightful decora-
tion,— be careful to use a thin sheet metal or it will appear clumsy.
Metal fastenings could be made, always remembering that they should
not be too heavy for the character of the general construction. The
book without backing and rounding is of a more or less transient nature,
and while it will endure the wear it is liable to have will not endure
artistically a decoration more suited to a solidly backed book. In the
photograph on page 41, the larger book was sewed on linen tape, colored
a dull salmon tint ; the silk used was golden brown, the cover a biscuit
colored cover paper, and the fastening a loop of tape, through which is
thrust tape ends finished off with dull Venetian beads. These books are
all made of charcoal paper ; one is the exact size of the folded sheet, the
other two cut down 1^4 or 2 inches at the head, giving a little variety
in shape. The third book, page 41, is sewed with green silk on natural
colored linen tape and the cover paper a Kuro Nkaboban from Japan.

MANUAL TRAINING MAGAZINE

Ci:SIGNED AND EXECUTED BV STUDENTS IN TRENTON SCHOOL OF
INDUSTRIAL ART.

THE COMMON JOINTS'

William Noyes

THE making of joints as joints less and less constitutes the curri-
culum of manual training courses, but since joinery involves the
constant use of joints, a reference list of them, with illustrations,
definitions and uses will be of convenience to workers in wood.
The various kinds of joints may be classified according to the direc-
tion in which the joined pieces meet, as; I, End to end, H, At right
angles, HI, At oblique angles, IV, Edge to edge.

I. END TO END.

1. A lapped and strapped joint is made by laying one end of a
timber over another and fastening them together with bent straps on the
ends of which are screws by which they may be tightened. It is very
strong joint and is used where the beams need lengthening as in false
work or in long ladders and flag poles.

2. A butted and doweled joint is made by inserting one or more
dowel pins in the ends of the two pieces butting together. It is used
in joinery where there is little transverse strain.

3. A fished joint is made by butting the squared ends of two timbers
together and placing short pieces of wood or iron, called fish plates, over
the faces of the timbers and bolting or spiking the whole firmly to-
gether. It is used for joining timbers in the direction of their length,
as in boat construction.

4. In a fished joint keys are often inserted between the fish plate
and beam at right angles to the bolts in order to lessen the strain that
comes upon the bolts when the joint is subjected to tension. In wide
pieces and for extra strength as in bridge work the bolts may be
staggered.

5. 6, 7 and 8. A scarf or spliced joint is made by joining together
with flush surfaces the ends of two timbers in such a way as to enable
them to resist compression, as in 5, tension, as in 6, both, as in 7 where
the scarf is tabled, or cross strain as in 8. No. 5 is used in house sills
and in splicing out short posts, Nos. 6 and 7 in open frame work. A

1. Corrections will be gladly received by the writer.
Copyright, William Noyes, 1907.

52 MANUAL TRAINING MAGAZINE

joint to resist cross strain is stronger when scarfed vertically (Fig. 8
is a plan) through its depth than flat-wise across its width.

II. JOINTS AT RIGHT AXGLES.

9. A doweled butt joint is made by inserting, with glue, dowel pins
into holes bored into the two pieces to be joined. It is used in cabinet
making, as in joining the edges of two boards at right angles where the
presence of nails would be unseemly.

10. A toe-nailed joint is made by driving nails diagonally through
corners of one piece into another. It is used in fastening the studding
to the sill in balloon framing.

11. A draw-bolt joint is made by inserting an iron bolt through a
hole in one piece and into another to meet a nut inserted from the side.
It is very strong and is used in bench construction, wooden machinery,
etc.

12. A plain butt joint is one in which the pieces join endwise or
edgewise without overlapping. It is used on returns as in ordinary
boxes and cases.

13. A glued and blocked joint is made by gluing and rubbing a
block in the inside corner of X.\\o pieces which are butted and glued to-
gether. It is used in stair work and cabinet work as in the corners of
bureaus.

14. A hopper joint is a butt joint, but is peculiar in that the edges
are not right angles on account of the pitch of the sides. It is used in
hoppers, bins, chutes, etc.

A halved joint is one in which half the thickness of each piece is
notched out and the remaining portion of one just fits into the notch in
the other, so that the upper and under surfaces of the pieces are flush.

15. A cross-lap joint is a halved joint in which both pieces project
both waj's from the joint. A very common joint used in both carpentery
and joinery as where stretchers cross each other in the same plane.

16. A middle-lap joint is made in the same way as a cross-lap joint,
but one piece projects from the joint in only one direction. It is used to
join stretchers to rails as in floor timbers.

17. An end-lap joint is made in the same way as a cross-lap joint
except that the joint is at the end of both pieces. It is used at the
corners of sills and plates, also sometimes in chair-seats,

18. A dovetail halving or lap-dovetail is a middle-lap joint with the
pin made dovetail in shape, and thus better able to resist tension. It is
used for strong tee joints.

THE COMMON JOINTS

f~~^~^F^^^

~^p'

ClPl trs^TSD

,.=C^

.^ y A

.<:^

_E^:^

_S f"! ,'-'

^igr Iff <gr

54 MANUAL TRAINING MAGAZINE

19. A beveled halving is made like a middle-lap joint except that
the upper end of the upper piece is thicker, so that the adjoining cheeks
are beveled. It is very strong when loaded above. It was formerly
used in house framing.

MODIFIED HALVING JOINTS.

20. A notched joint is made by cutting out a portion of one timber.
It is used where it is desired to reduce the height occupied by the upper
timber. Joists are notched on to wall plates.

21. A checked joint or double notch is made by cutting out notches
from both the timbers so as to engage each other. It is used where a
single notch would weaken a timber too much.

22. A cogged or corked or caulked joint is made by cutting out only
parts of the notch on the lower piece, leaving a "cog" uncut. From the
upper piece a notch is cut only wide enough to receive the cog. A
cogged joint is stronger than a notched because the upper beam is not
weakened at its point of support. It is used in heavy framing.

23. A ledge or rebate or rabbet is made by cutting out a portion of
the side or end of a board or timber to receive the end or side of an-
other. It gives more surface for gluing -and makes a strong neat finish
for boxes.

24. A dado or gained or grooved joint is made by cutting a groove
in one piece into which the end or edge of the other fits. Shelves are
frequently "dadoed" into their uprights. It is used for the bottoms of
drawers and for water tight boxes.

25. A dovetail dado is made by cutting one or both of the sides of
the infitting piece on an angle so that it has to be slid into place and can-
not be pulled out sidewise. It is used in fine book cases.

MORTISE-AND-TENON JOINTS.

The tenon in its simplest form is made by dividing the end of a tim-
ber into three parts and cutting out rectangular pieces on both sides of
the part left in the middle. The mortise is the rectangular hole cut to
receive the tenon. The sides of the tenon are called "cheeks" and the
"shoulders" of the tenon are the parts abutting against the mortised
piece. The mortise is made slightly deeper than the tenon is long.

26. The common mortise-and-tenon or stub mortise-and-tenon is
made by cutting only two sides of the tenon beam. It was formerly
used for lower ends of studding or other upright pieces to prevent
lateral motion.

THE COMMON JOINTS

56 M.^M.^L TR.^IMXG MAGAZISE

27. The through mortise-and-tenon is made by cutting the mortise
clear through one piece, and by cutting the depth of the tenon equal to
or more than the thickness of the mortised piece. The cheeks of the
tenon may be cut on two or four sides.

28. The blind mortise-and-tenon is similar to the simple mortise-
and-tenon described in 26. The tenon does not extend through the
mortised piece, and the cheeks of the tenon may be cut on two or four
sides.

29. A wedge mortise-and-tenon joint is a through joint in which
after the tenon is driven home, wedges are driven in between the tenon
and the sides of the mortise. The wedges are dipped in glue or white
lead before being inserted. The sides of the mortise may be slightly
dovetailed. It is used to keep a tenon tighth' fixed as in wheel spokes.

30. A wedged mortise-and-tenon joint may also be made by driving
the wedges into saw kerfs in the tenon instead of along its sides as in
29. It is used in ornamental joints as well as in carpentry.

31. The fox-tail tenon is a blind mortise-and-tenon in which the
mortise is made slightly wider at the bottom than the width of the tenon.
Wedges are driven into saw kerfs in the tenon before inserting into the
mortise; then when it is driven home the wedges spread out the tenon
and make it fill out the mortise. It is used where the mortised piece is
already in place so that a wedged mortise-and-tenon is impossible, and
also in strong doors.

Z2. The dovetail mortise-and-tenon is a through mortise-and-tenon
beveled on one side so as to form half a dovetail. The corresponding
side of the mortise is also beveled and made \vide enough so that when
the tenon is pressed well up against its beveled side a wedge may be
driven into the space left on the straight side. It is used to tenon a
beam into a post especially where the post is fixed against a wall. It is
also used in wood machinery.

33. A pinned mortise-and-tenon is one in which a pin is driven
through holes bored through the mortised beam and through the tenon
to keep them from drawing apart. It is used in heavy framing as in
bridges, in wagon making, in window sash, etc.

34. A keyed mortise-and-tenon is one in which the tenon protrudes
through the mortise far enough to receiv.c a removable key and thus be
drawn up tight to the mortised piece. It is used in work benches and in
ornamental joints like knock-down bookcases and in other mission furni-
ture.

THE COMMON JOINTS

58 MANUAL TRAINING MAGAZINE

35. A tusk tenon or shoulder tenon is one in which the tenon
proper is quite thin but is reinforced by a thicker shoulder called a
"tusk". The upper shoulder is beveled. The object of this form is to
weaken the mortised piece as little as possible but at the same time to
increase the strength of the tenon. It is used in joining tail beams to
headers in floor framing.

36. The double mortise-and-tenon consists of two tenons side by
side in one piece fitting into two corresponding mortises. It is used in
joinery as in door frames, but not in carpentery.

37. A slip joint or end or open or box mortise-and-tenon is what
would remain if a mortised piece were sawn off along one side of the
tenoned piece. Window screens and other light frames such as those
for slates and for printing photographs have this joint. This joint mul-
tiplied is used for small machine-made boxes.

38. A haunched mortise-and-tenon is made by cutting away part of
the tenon so that that part of it will be much shorter than the rest. The
haunch gives the tenon great lateral strength and saves cutting so large
a mortise hole. It is used where the rail of a table meets the leg so that
the end of the leg may be as strong as possible. It is also used in join-
ing the rails to the stiles of doors.

39. A housed mortise-and-tenon is one in which the whole of the
end of one piece of timber is let in for a short distance or "housed" into
another. Treads of stairs are housed into string boards. It is com-
mon in' grill work, and in railings.

Dovetailed joints are so named from the shape of the pieces made to
fit one another. The proper angle for the dovetail is shown in 40.

40. The through single dovetail is made like the slip joint except
that the tenon or pin is beveled so that it can only slip out one way.

41. The through multiple dovetail consists of a series of alternate
projections and indentations in the end of each board. These are known
as pins and sockets which form the joint by fitting one another closely.
It is used in tool chests and in fine boxes.

42. The half lapped or half blind dovetail is a joint in which the
pins on one board do not extend entirely through the thickness of the
other board. It is used in joining the sides to the fronts of drawers.

43. The mitered, secret or blind dovetail is a joint in which only
part, say one half, of both boards is dovetailed, the outer portion being
mitered. The edges of the boards are also mitered right through for a
short distance so that when finished the dovetails are invisible. It is
used in highly finished boxes.

THE COMMON JOINTS

60 MANUAL TRAIMNG MAGAZINE

A beveled joint is made by beveling the pieces joined so that the
plane of the point bisects the angle at which the pieces meet. This is
called the "miter" and maN' be 45 degrees or any other angle. It is
neat but weak unless reinforced by a spline.

44. A plain miter is a joint where the beveled edges or ends abut
and are simply glued or nailed together. It is commonly used in picture
frames, inside trim, etc.

45. A plain miter may be strengthened by the insertion of a double-
ended dovetail inlaid across the point. It is used by Oriental joiners.

46. A doweled miter is one in which one or more dowels are in-
serted and glued into holes bored into the beveled edges. It may be used
instead of nails as e. g. in large picture frames.

47. A spline miter is one in which a "spline" or "feather" of thin
wood is set into a saw kerf across the joint. It is used in picture frames
and boxes.

48. A ledge and miter or lapped miter joint is made by rebating
and mitering the boards to be joined so that the outer portion of the two
boards meet in a miter. It is strong and good looking and may be glued
or nailed. It is used for fine boxes.

49. A miter and butt joint is a simplified ledge and miter joint and
is useful for joining pieces of different widths.

50. A stretcher joint is a slip joint in which one or both sides is
mitered. It is used in frames for stretching canvass for paintings by
driving wedges from the inside.

III. OBLIQUE ANGLES.

51. A strut joint is a form of miter joint used in making trusses.
52 and 53. A thrust joint or tie joint or toe joint is one in which

two beams meet at an oblique angle, one receiving the thrust of the
other. The toe may be either square as in 52 or oblique as in 53. The
pieces are bolted or strapped together with iron. It is used for the
batter braces of bridges.

54. A plain brace joint is one in which the brace is simply mitered
and nailed into place. It is used for bracket supports.

55. A housed brace joint is a joint in which the brace is housed into
the rectangular pieces except that the outer end of the mortise is cut at
right angles and the inner end diagonally to receive the brace which is
cut to correspond. It is much stronger than 54.

THE COMMON JOINTS

62 MANUAL TRAINING MAGAZINE

56. An oblique mortise-and-tenon or bevel-shoulder joint is one in
which the shoulders of the tenoned beam are cut obliquely and its end
is cut off at right angles. The cheeks of the mortise are correspond-
ingly sunk. By these means the tenon prevents lateral motion w^hile the
whole width of the beam presses against the abutment. Thus a much
larger bearing surface is obtained. The whole is bolted or strapped
together. It is used in heavy truss work.

57. The bridle joint is an oblique joint in which a bridle or
"tongue" is left in an oblique notch cut out of one beam. Over this
tongue is fitted a grooved socket cut obliquely in the other beam. It is
used in truss construction.

58. The bird's mouth joint is an angular notch cut in a timber to
allow it to fit snugly over the piece on which it rests. It is used in
rafters where they fit over the plate.

IV. EDGE TO EDGE.

59. A plain or rubbed joint is one in which the edges of two
boards are glued and rubbed together tight. It is used in table tops,
drawing boards, etc.

60. A rebated, rabbeted or fillistered joint. Rebating is the cutting
of a rectangular slip out of the side of a piece of wood. The re-entering
angle left upon the wood is called the rebate or rabbet. A rebated joint,
then is one in which corresponding rebates are taken off edges so that
the joined boards may overlap. It is used in flooring and siding.

A board is rebated and filleted when two adjoining rebates are filled
with a fillet.

61. A matched or tongue-and-groove joint is made by making a pro-
jection or "tongue" in the center of the edge of one board, and a corres-
ponding groove in the center of the other so that they will match to-
gether. When used for flooring, the lower side of the grooved board is
slightly rebated so that the upper edges will surely touch. This sort of
flooring can be blind nailed.

62. A beaded joint is similar to a matched joint except that a bead
is worked on one edge to disguise the joint for decorative purposes.

63. A spline joint is made by plowing corresponding grooves in the
edges to be joined and inserting a spline or slip-feather. It is used in
plank flooring.

64. A doweled joint is made by jointing the two edges carefully.

THE COMMON JOINTS

boring holes opposite each other and inserting dowel pins when the two
edges are glued together. It is used in table tops, etc.

65. A long edge miter joint is made by mitering the long edges of
boards to be joined. Since the object is usually good appearance, this
joint is glued. It may be reinforced by inserting a slip-feather along the
joint or corrugated nails in the ends of the pieces. It is used in tabo-
rets, pillars, etc.

EDITORIAL

Experiments With the growing demand for a more adequate system of
in Industrial industrial education, the practical schoolman is beginning
to devise ways and means of meeting it. To him has
come the opportunity, more than to anyone else, to render a great ser-
vice, and we hope he will make the best of it. We shall look for many
enlightening experiments during the next few years. Already we hear
of public high schools strengthening and multiplying their technical
courses and we would not be surprised to learn soon that some public
school had been organized to offer such a course as was outlined by
Professor Paul H. Hanus, chairman of the Massachusetts Commission
on Industrial Education, when he said :

The industrial schools needed to-day to supplement the existing public
schools should receive pupils fourteen to fifteen years of age who declare their
intention to learn a trade, and would therefore be parallel to the existing high
schools, but independent of them. Such schools would offer a course of study
covering four years. The first two years would comprise general shop instruc-
tion with related drawing, mathematics, natural science, the history of industry
and commerce, shop and business English, and the reading of appropriate arti-
cles and books.

The last two years would give instruction for particular trades, and for
each trade represented, the drawing, mathematics, physics, chemistry of that
trade, the history of that trade treated both as special history and as a branch
of general history, civics treated as concretely as possible, and English as before.

The essentials of such a school may easily grow up in connection
with a manual training high school. Just as one group of studies now
fits for the engineering college, another may train for the machine and
building trades. Suggestions for such a group can now be obtained
from the courses of study in the Wilmerding School of San Francisco.
The proposed technical high school for Cleveland, Ohio, which Presi-
dent Howe of the Case School of Applied Science says will aim specifi-
cally to train young men to become successful manufacturers, may also
offer some suggestions. But this industrial tendency and possibility in
manual training high schools is perhaps best illustrated in the fourth
j-ear of the new course of study for the Stuyvesant High School in New
York City, recently prepared by Dr. Frank RoUin, principal of the
school, and the New York board of superintendents. The course is

EDITORIAL 65

planned to be of special benefit to boys who wish to go directly from the
high school to their life work. The old course will remain for the boys
who wish to enter higher institutions of learning. The follo\^ ing is an
outline of the new course :

FIRST YEAR.

English 5

Algebra 5

Freehand drawing 2

Mechanical drawing 4

Joinery and cabinet-making 10

Music 1

Physical training (with physiology and hygiene) 2

SECOND YEAR.

English 3

Plane geometry 4

Chemistry 5

Freehand drawing 2

Mechanical drawing 4

Wood-turning, pattern-making, and foundry 10

Physical training 2

THIRD YEAR.

English 3

Plane geometry and trigonometry 3

Physics 5

Modern history 3

Mechanical and architectural drawing 4

Forging and machine shop practice 10

Physical training 2

FOURTH YEAR.

English 3

Shop mathematics 3

American history and civics 4

Advanced chemistry or economics or industrial and com-
mercial law or applied mechanics, steam and electricity.. 4
Special shop practice in one of the following electives 10

(1) Building construction (carpentry, sanitation, including

heating and ventilating, electrical wiring and in-
stallation.)

(2) Advanced forging and tool making.

(3) Advanced pattern making and foundry practice.

(4) Advanced machine shop practice.

(5) Industrial chemistry, lectures, and laboratory practice.
Physical training 2

£6 MANUAL TRAINING MAGAZINE

But high schools alone, no matter how technical they beconje, can-
not solve the problem entirely. The great army of children, who are
forced by circumstances to leave school and become wage-earners as soon
as the law will permit, never reach the high school. If they are to be
trained for industry it must be during the grammar school period.
The problem of separating those who cannot go beyond the grammar
school and providing for them a special school, or of giving optional in-
dustrial courses outside of the regular school hours or of revising th^
grammar school curriculum to meet the demands of industry is a
difficult one, but we believe it will be solved. The Manhattan
School for Girls, though a private institution, has already been a
great inspiration to many who are studying this problem, and the work
and results of such schools as Hampton and Tuskegee are being studied
by more teachers than ever before. Every evening or day school, private
or public, that takes pupils of grammar school age and gives them special
training for industrial life may be furnishing data toward the ultimate
solution of the great problem that is immediately before us.

In this connection we are reminded of the educational experiment
just being inaugurated in Trenton, N. J. at the suggestion of Director
Frederick of the School of Industrial Arts. Pupils of the public schools
having special ability in drawing are to be gathered together at the Art
School on Saturday mornings and given thorough technical instruction
in art processes. This idea of developing natural aptitudes by selection
and special training early in school life is not a new one^ — the sugges-
tion comes from Europe — but it is of special interest just now as its
aim is the best training for individual children with ref erer ce to lat3-
vocation.

Mr. Larsson Last wii-ter Mr. Bahabha, inspector general of education
Honored. ^^ Mysore, India, was commissioned by his government to

investigate the systems of manual training in England and America. Af-
ter quite an extended tour through both countries he visited the Sloyd
Training School in Boston and was so much pleased with the system
he found there that before he left the school he expressed the desire that
Mr. Larsson go to India for the purpose of introducing sloyd. On
returning to his native land, Mr. Bahabha, in reporting to his govern-
ment, suggested that an invitation be sent to Mr. Larsson. This sug-
gestion was adopted. The official invitation came early in June and was
at once accepted, leave of absence being granted by Mrs. Quincy A.
Shaw the honored patron of the Sloyd Training School. On the way

EDITORIAL 67

to India Mr. Larsson made a short visit to Sweden, his native land,
and then left London for Bangalore about the middle of July. He will
remain in India six months.

Mr. Larsson's work in India will be confined almost entirely to the
training of a class of selected teachers and the arousing of public senti-
ment in favor of the work. The government hopes that at the end of
six months some of the teachers in the class may be able to carry
forward the work.

In this connection we recall that Gustaf Larsson came to Boston
in 1888, and since that time has been adapting Swedish Sloyd principles
to American conditions. His power to discriminate between essentials
and non-essentials, his willingness to incorporate the making and use of
working drawings into his system, and his general attitude of open-
mindedness toward educational problems have enabled him to gain and
hold the foremost place among American sloyd teachers, and have placed
him in the very first rank of all American teachers of manual training.
The work of no other man has had greater influence upon manual train-
ing for the upper grammar grades. Mr. Larsson is not merely an ex-
ponent of the principles formulated by Herr Salomon of Naas. under
whom he received his training; he represents the broader American sloyd
which cannot be separated from other American work in manual train-
ing. But if such a separation could be made, sloyd would be found to
contain much that is most likely to be permanent in what has vet been
really attained in American manual training.

ASSOCIATIONS

William T. Bawden, Editor.

NATIONAL EDUCATIONAL ASSOCIATION.

The Los Angeles meeting marked the fiftieth anniversary of the organization
of the N. E. A. It will rank as one of the most important meetings of the Asso-
ciation because of the adoption of the Charter and the successful bridging over
of the trying period caused by the omission of the San Francisco meeting and the
present disturbed railroad situation.

The tendency, so noticeable during the last decade, to give the school and
its curriculum more of social content and to bring it into closer contact with
social needs and conditions was markedly in evidence at all of the sessions.
The Manual Training Department, the first representative of this movement to
obtain recognition from the National Association, has this year to welcome as
its allies two new Departments, the organization of which has been made neces-
sary by the growing influence of this movement, and whose assistance will render
possible a more thorough working of the field and more efficient and fruitful in-
vestigation. The department of Technical Education will confine its attention
mainly to the field of higher education, and the Department of Agricultural
Education will make special study of the rural school and agricultural college.

The attendance at the sessions of the Manual Traininp; Section and the ac-
tive interest displayed by all were most gratifving. Our most hearty apprecia-
tion is due the retiring President, Frank M. Leavitt, of Boston, for a well or-
ganized program with its timely discussions of problems urgently demanding
solution and for the selection of speakers who from wide and successful experi-
ence were able to offer many valuable suggestions.

The first session, a joint session with the Art and Elementary School Sections,
was held on Tuesday afternoon, July 9th. The general topic under consideration,
"The Development of an Adequate Course of Study in Manual Training for
Elementary Grades," was discussed from three main points of view: (1) that
of the teacher of the manual arts, by August Ahrens, State Normal School,
Warrensburg, Mo.; (2) that of the child-study specialist, by Professor Dresslar,
University of California; (3) that of the school superintendent, by Charles H.
Keyes, Hartford, Conn.

George W. Eggers, Chicago Normal School, was to have discussed the sub-
ject from the first point of view but was unable to be present. Mr. Ahrens
who was on the program to discuss Mr. Eggers' paper kindl}^ consented, on short
notice, to fill the gap. "I would have you conceive," said he, "the main definite
end of manual training for the individual to be the systematic training of the
hand in construction work through the use of tools and the manipulation of
materials, and the acquisition of facts and ideas that make for power and effici-
ency in social and industrial service." He emphasized content as well as
training, and placed ways and processes above the finished product. The fin-
ished product is but the concrete approach to the end — an adequate course flexi-
ble and graded to suit the varying stages of the child's development. While ad-

ASSOCL^TIONS 69

vocating due regard to the natural interests of children he affirmed that "The
course will not grow out of fleeting, spasmodic, and temporary impulse or fancy
of childhood into a fragmentary unrelated scheme of training, but temporary in-
terests and needs will be wisely directed and shaped towards purposeful and per-
manent ends."

Professor Dresslar, who followed, claimed that manual training in its fu-
ture larger and truer sense would mean learning how to enter into organized
activity with the hand, whether in the use of tools or on the playground, on the
farm or in the fishing-smack. He deplored the lack of depth and breadth of
youthful experience that characterizes the children in our cities. The needs of
children demand that their growth in consciousness be a direct result of the organ-
izing and relating of sense stimulation through motor activity. As the feelings
are in large measure the resultant state of consciousness growing out of the
present state of muscular activity, manual training is to that extent emotional
training and closely related to physical training. He pleaded for the mental
enrichment of the work, giving the child greater power to feel, to think, and
to express hinself. The natural normal child makes plain the relative values
of the many varieties of work offered. We are too prone to force upon him some
finely worked out scheme that we have evolved out of our own mature conscious-
ness. He suggested a school farm as a necessary part of every city system.

The choice of the last speaker of the session was indeed a happy one.
Supt. Keyes in a brief address indicated the essential points as seen by the ad-
ministrator and suggested a definite way of reaching something tangible. He
claimed that the responsibility for the inadequacy of our courses rests on the su-
perintendents and principals. They must see to it: (1) that proper time oppor-
tunity is provided for accomplishing something worth while; (2) that the course
be placed, not only formally but through the spirit of the whole school staff, on
an equal footing with the other subjects; (3) that no attempt be made to lay out
the actual work before consultation with a manual training instructor, an art
teacher, a master of child-study, a physical culture teacher, and an efficient
grade teacher; (4) that they themselves are responsible for the proper correla-
tion of educational endeaz'or and effective teaching, rather than fanciful and
ingenious schemes for correlating subjects; (5) that they give adequate recog-
nition to the environment of the school as a factor. We are not to dream of a
uniform course even for one state; that would be both unwise and unfortunate.
At the same time all courses must recognize the fundamental nature of the child.

Following the suggestions of Supt. Keyes the Committee on Resolutions re-
ported as follows: "Whereas, the cumulative work of the Department during the
last two years in seeking a more rational statement of courses of manual train-
ing seems now to indicate a iiecessity for some definite work by a special com-
mittee: Be it therefore Resolved, — That the Manual Training Department of the
N. E. A., now in session, recommend the appointment of a committee for the
purpose of collecting data of the manual training work done throughout this
country, that suggestive courses adaptable to various conditions found therein
may be formulated by it. Further, be it resolved, — That this committee consist
of three persons now actively engaged in manual training, with power to add to
their number a superintendent of schools, a teacher of art, a child-study specialist,

70 MANUAL TRAINING MAGAZINE

a grade teacher, and representatives from such other departments as may be
deemed advisable to increase the efficiency of its work. Further, be it Resolved,—
That the committee be appointed by the President for a term of two years and be
requested to make a preliminary report at the next meeting of the Association."

The resolution was adopted unanimously and the usual steps were taken
to obtain an appropriation from the Board of Directors. The Board set aside
the sum of $500 for the use of the committee. Later in the week President Leavitt
appointed the following to act on this committee: B. W. Johnson, supervisor of
manual training, Seattle, Wash., chairman; H. D. Brundage, Stout Training
Schools, Menominie, Wis.; Miss E. E. Langley, School of Education, Chicago.

The second session was held on Thursday morning, the general topic under
discussion being, "The Relation of Industrial Education to Public Instruction."
Magnus W. Alexander, of the General Electric Co., Lynn, Mass., was unable to
be present to present his paper on, "Industrial Training as viewed by the Man-
ufacturer."

B. W. Johnson, Seattle, Wash., limiting his discussion to the high school as
it exists at present, pointed out that during the first two years the students
are too immature and too limited in general experience economically to undertake
definite industrial training. We should see to it that during these years the
students get the necessary enrichment of experience and gain in maturity so that
with economy both to themselves and to society they can receive definite indus-
trial training during the last two years. The first two years would enable the
individual to discover his special aptitude and to lay a general foundation for
subsequent special work. The work should be closely related to the activities of
the community. The girl should receive as generous treatment as the boy.

Jesse D. Burks, Teachers' Training School, Albany, N. Y., followed with a
discussion of that most perplexing part of the problem, the later years in the
elementary school and the transition to the high school in the case of the
favored few or out of the school into the actual life of affairs in the case of
the great majority. He emphasized the fact that our whole educational system
is weakest just at this point, and set forth in the following propositions what he
deemed a true statement of the situation and its remedy: (1) there is a wide-
spread feeling among pupils and parents that the last two or three years of the
elementary school course are of less practical value to children than the same
years given to vocational pursuits: (2) investigation shows that under present
conditions the years between the ages of fourteen and sixteen, whether spent in
school or at work, are for the great majority of children wasted years so far as
industrial efficiency is concerned; (3) the work of the last few years of the
elementary school, like that of the traditional high school, disregards differences
in native capacity and in prospective careers of pupils although these differences
appear with increasing force at the very time when the children are passing
through these years; (4) the systematic recognition of special aptitude in the
organization of school work supplies the rational basis for secondary as distin-
guished from elementary education — the division between elementary and sec-
ondary education is at present made too late; (5) under an adequate system of
secondary schools, boys and girls would be made conscious of their individual
powers, and thus would be enabled to adjust themselves rationally, rather than

ASSOCIATIONS . 71

fortuitously, to the requirements of social life; (6) with proper data concerning
the inheritance and personal development of individual pupils, it would be pos-
sible for teachers and school officers in co-operation with pupils and parents to
determine with considerable accuracy the careers for which individuals are best
fitted; (7) it may be assumed that, on the whole, chidren will remain in school
as long as they and their parents regard It as distinctly to their advantage to
do so and economic conditions do not prevent; (8) the conclusion clearly indi-
cated by the foregoing is that adequate provision for vocational training be-
ginning at about the sixth year of school would tend to prolong the school life
and increase the vocational efficiency of the great mass of children, especially
of those who enter industrial and domestic pursuits.

The closing session of the Department, a joint session with the Department
of Indian Education, was held on Friday morning. Three very suggestive
papers were read. Elbert H. Eastmond, Brigham Young University, Utah, dis-
cussed "Rational Art and Manual Training in Rural Schools." He dealt with
work, aims, method, and materials, mainly from the elementary side. His
photographs of work from various schools in Utah were very suggestive. M.
Friedman, Haskell Indian Institute, Kansas, gave a general idea of the special
adjustments necessary when presenting the work to Indian boys and girls.
Miss R. M. Hodge, Los Angeles, discussed the value of the work in dealing
with the immigrant child — from southern and south-eastern Europe, the Orient,
and Mexico — and the sub-normal or physically deficient. This paper closed
the session.

Jesse D. Burks, Albany, N. Y., was elected president of the Department for

the ensuing year.

James Collins Miller,

Throop Polytechnic Institute,

Pasadena, Cal.

THE SOCIETY FOR THE PROMOTION OF ENGINEERING EDUCATION

The Society for the Promotion of Engineering Education held its fifteenth
annual meeting at the Case School of Applied Science in Cleveland, July 1st
to 3rd, 1907. The program dealt very largely with technical school problems of
such a nature as to be hardly of interest to Manual Arts teachers.

On Wednesday morning, Calvin M. Woodward was called to give the
report of the Committee on Industrial Education. He prefaced his report by
announcing that what he had to say could hardly be called a report of the
Committee, but a statement of his own personal opinion. He heartily endorsed
manual training in the secondary schools as the greatest step in Industrial educa-
tion. It serves to train the youth for work In industrial fields and is the best
feeder of the higher technical school. Thus the modern product is both theo-
retic and practical. The engineer who can both plan and execute is the most
important asset of the manufacturer. Manual training has another important
result In making the schools attractive and worth while.

The advanced trade schools founded by corporations, with a broad educa-
tion as a prerequisite are also to be encouraged.

72 MANUAL TRAINING MAGAZINE

There are two classes of boys whom the secondary schools do not reach, and
for these provision should be made. First, those who from taste or necessity,
nearly 85 per cent, never enter secondary schools. Upon these, the greatest
influence should be brought to bear to enter either a manual training or classical
school or a vocational school. Each boy should be free to choose his school. The
manual training school is the ideal in which one third of the time is given to
mechanic arts, two thirds to cultural studies. The vocational school, giving two
thirds of the time of mechanic arts is educationally narrower than the manual
training school.

The second class of boys includes those from 18 to 24 years of age who have
had little industrial education and are working through the day. To these
should be offered the privileges of the mechanical plants of the schools, during
the hours when the equipment stands idle. Such could be of advantage in night
schools. Professor Woodward mentioned a Sunday morning school in St. Louis,
in which he was personally interested, and which proved very popular.

Mr. Woodward's talk was supplemented by Professor Williston of Pratt
Institute, a member of the Committee, who enumerated without particular com-
ment the movements in industrial education throughout the country.

The topic of the day which excited the most discussion and comment was
The Co-operative Engineering Course at the University of Cincinnati, presented
by Professor Herman Schneider, for the University and Chas. S. Gingrich of the
Cincinnati Milling Machine Co., for the manufacturers. In introducing his
subject. Professor Schneider said that he was reading this paper at this time
under protest, as he would prefer to present it three years hence. The Co-
operative course has been in operation but one year and the experiment is new.
The course covers six years and includes all of the university work taken by
the pupils of the regular four-year technical course, and a thorough experience
in the practical shopwork in all of the various departments of the Cincinnati
Milling Machine Co. The shopwork alternates week by week with the class-
room work through six university years, and is continuous during the summer.
The boys receive daily wages increasing until a maximum of 21c per hour is
reached in the sixth year. While their wages at first are not sufficient to pay all
expenses, they have the opportunity of borrowing from a loan fund, all of which
with careful planning they can repay by the end of the six years.

The advantages of this course to both the employer and the young man are
apparent and manifold. The manufacturer secures men of a high type, trained
to fit the particular needs of his shops — men who can design with a knowledge
of details, as well as execute. The young man early gets an intimate knowl-
edge of business methods, manufacturers' processes, good address and broad
sympathies through a close association with labor conditions and attitudes, a
uniform development for life — finally, the essentials making for good citizenship.
What is possibly more material, he can at the close of his college course, command
a salary large enough to be attractive to him.

Mr. Chas. E. Downton gave an interesting account of what the Westinghouse
Electric and Manufacturing Co., is doing towards the education and social bet-
terment of its employees, through special apprenticeship courses and co-operative
societies. H. E. R.

ASSOCIATIONS 73

THE ILLINOIS MANUAL ARTS ASSOCIATION.

The executive committee held two meetings at Cleveland, O., at the time of
the meeting of the Western Drawing and Manual Training Association, at
which time several important features of the 1908 meeting were decided upon.

It was decided to lengthen the program by providing for three sessions
instead of two: Friday afternoon, Friday evening, and Saturday morning. The
principal features of the Friday afternoon session will be the reports, with dis-
cussion, of two committees: the committee on course of study in the manual arts
for primary and intermediate grades, Seymour L. Smith, DeKalb, chairman ; and
the committee, William F. Raymond, Peoria, chairman, appointed to investigate
the general question of "belt-driven versus individual-motor-driven machinery for
manual training equipments."

It is expected to have the usual Banquet at the Friday evening session,
followed by addresses. The Saturday morning program will include a dis-
cussion of the course of study in shopwork prepared by a conynittee, C. A. Ben-
nett, chairman, for the State Course of Study.

The date of the meeting is February 7-8, 1908.

WESTERN DRAWING AND MANUAL TRAINING ASSOCIATION.

The election of Chas. A. Bennett as president of the Western Drawing and
Manual Training Association has necessitated the reorganization of its editorial
board. William T. Bawden of Normal, 111., is now chairman and F. H. Selden
of the University of Chicago is in charge of the advertising. The only member
of the old board still remaining is Ira S. Griffith of Oak Park. This board is
now acting in conjunction with the editorial committees of the Eastern Manual
Training Association and the Eastern Art Teachers Association in getting out
the report of the Cleveland Meeting.

It is probable that the date of the next meeting of the Association, which is
to be held in Indianapolis, will be a little earlier than usual. April 8-11 is
convenient for the Indianapolis local committee and will probably be adopted
by the executive committee of the Association.

The August number of the Manual Training Teacher contains the Fifteenth
Annual Report of the affairs of the English National Association of Manual
Training Teachers as prepared by the Execptive Council of that body. Among
other things the following points are recommended to the Association "as deserv-
ing very earnest deliberation:— 1. The proper systematic training in a duly
organized training college of those who wish to become manual training
teachers. 2. — That it is high time that manual training should be not only
obligatory, but taught in hours which make a manual training lesson equal in
duration to a whole morning or afternoon session of the ordinary day school.
3. That tool-sharpening and the like are a part of the child's training in the
manual training classroom, and should not be made the subject of extraneous
tasks forced upon the teacher to carry out in his spare time."

SHOP PROBLEMS'

George A. Seaton, Editor.

CUTTING BOARD.

A problem almost as old as manual training itself is what is commonly
called the cutting board. That it has value as a model is evidenced by its con-
tinued use and perhaps it will bear repeating for the sake of the slight change
which W. A. Van Deusen of the Cleveland Central Manual Training School
introduces. This consists of the cutting of a groove across the under side into
which a cross strip is tightly fitted. This addition not only offers an oppor-
tunity for excellent practice in the use of tools but also has a certain historical
interest. In the days when smooth pieces of board were not so easily obtained
as at present, the cutting board was the result of considerable labor and it was
worth while devising some scheme for prolonging the time of its use. According-
ly the cross strip set in the back took the brunt of the wear and could be renewed
from time to time, while the front remained unmarred as it hung conspicuously
on the wall. In addition to the chance offered of renewing the surface subjected
to the most wear, the fact that the grain of the wood ran in the direction of the
cut tended to decrease the rapidity with which the knife was dulled. Ordinarily
the board was made larger than the one shown in the drawing, which has been
reduced to a size adapted to school needs.

PADDED STOOL.

A project which never fails to interest the boys and one of which they are
always sure to be proud when it is completed is the little footstool. As shown
with dowel joints it is very easy to construct but very serviceable. If preferred,
it could readily be made with the mortise-and-tenon joint in place of the dowel
joint. Another change that might be made is the using of cleats to support the
top board instead of rabbeting the rails. The top of the posts can be given a
number of different shapes according to the ability of the worker.

The upholstering takes considerable care to be a success. Genuine leather
may be used as a cover or one of the imitation leathers, of which that known as
Chase leather is excellent. If this is used as shown in the drawing, going clear
over the rails, a piece about 16 by 20 inches will be needed. Instead of doing
this a piece about 11 by 15 inches may be used and brought down but a half
inch over the rails. In this case it will be necessary to finish the edge with a
piece of gimp. For padding either tow, moss or curled hair may be used and
the amount will depend upon the material. From a half pound of tow to %

'Note: What is being attempted in this department is merely suggested in
this issue. It is expected that later issues will reveal more fully its plan and
scope. To be most successful such a department cannot be the work of one man,
nor even can it be the work of many under the initiative of one. Its greatest
success means that all the readers must volunteer any valuable ideas with which
they become acquainted. Though such ideas may seem old to the contributor,
they may be new and valuable to many readers of the Magazine. We ask then
the honest criticism and hearty support of all who find this department interest-
ing.— Ed.

SHOP PROBLEMS

■f^

fV/T

76 MANUAL TRAINING MAGAZINE

pound of curled hair will be ample. The first step will be to lay a stick about
an inch thick lengthwise of the stool on the rails. Over this is stretched a piece
of muslin 11 by 15 inches which is temporarily tacked in place along the upper
edge of the long rails. The stick can now be removed and the padding forced
in from both ends until the top is neatly rounded into shape. A tack is first
placed in the center of each of the shorter sides which may now be tacked in place
by working from the center towards the corners. Any large lumps in the top
can be removed by loosening the tacks on the long sides and stretching the muslin
tighter over the lumps. The corners are the last to be tacked in place and can
be fitted by making a 45-degree cut just far enough in from the outside corner to
make a tight fit around the post. Care must be taken to get plenty of padding
in the corners. All tacks may now be driven home and the leather put in place
much like the muslin, working from the center of the sides toward the corners.
The leather is held in place by ordinary tacks driven in the under edge of the
rails in the stool illustrated, or along the upper edge of the rails where the
leather does not cover them. Any extra leather should be trimmed off with a
sharp knife and the large gimp tacks put in for ornament. Where it is desired
to have the top especially smooth and free from bumps some cotton batten should
be placed under the leather.

TABOURET.

Walter M. Mohr's article on the "Decorated Shop Model" (1905 Year Book
of Council of Supervisors of the Manual Arts) suggested the lines of the tabouret
shown, though the dimensions given are those used in East Cleveland. This
makes an excellent application of the mortise-and-tenon joint and can be modi-
fied by using four legs instead of two.

LETTER RACK.

Those who noticed the exhibit of the Bradley Polytechnic Institute at the
last manual training convention will be interested in the drawing of the brass
letter rack which was there given with the several steps in its making. Aside
from its beauty it has a worth in suggesting the possibilities in a field now just
beginning to be developed, namely that of metahvork which may be undertaken
with a very few hand tools. Especially as this metahvork is combined with
wood are the prospects attractive. The forming of the wooden back is but a sim-
ple problem in woodwork but the different steps undertaken in forming the brass
part are instructive in showing how few the tools needed in the work. After
the outline has been laid out upon the metal, a series of prick punches are made
just inside the outline which serve to center the drill which is next used. By
placing these holes close enough together it is an easy matter to cut out the metal
occupying the open spaces and a little work with the file brings the piece to
dimensions. The piece is finally bent to shape, polished and riveted.

THE ELECTROPHORUS.

The electrophorus has proven itself to be an interesting model for seventh
grade boys in Watertown, Mass. It offers a simple method of generating a sup-
ply of electricity with which a number of experiments, such as are suggested in

SHOP PROBLEMS

MANUAL TRAINING MAGAZINE

SHOP PROBLEMS

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MANUAL TRAINING MAGAZINE

..g>.

9'.

le-T-iH

SHOP PROBLEMS

text books dealing with electricity, may be performed. Under favorable condi-
tions of cleanliness, dryness, and warmth, sparks %-in. long may be obtained.

The cover should be well sandpapered before the tinfoil is glued to it. Two
circles of tinfoil 4^-in. in diameter may be cut from tinfoil obtained at a tobacco
store and their edges overlapped as smoothly as possible when glued to the cover,
for electricity escapes rapidly from sharp corners and edges. An ebonite rod can
be made from a rubber comb or other piece of hard rubber, or secured at a
hardware store. It should fit snugly into the cover.

Before the pan is filled with the resinous mixture it should receive several
heavy coatings of shellac to prevent air bubbles from the wood when the warm
mixture is poured in. This mixture is of fourteen parts by weight of resin, four
of thick shellac, two of turpentine, and one of paraffine. The melting should be
done in a rather large vessel as compared with the amount to be melted because,
the materials are quite inflammable and the heat causes an abundance of air
bubbles, which however mostly pass away with continued stirring as the mix-
ture cools to the right consistency for pouring. After the mixture has been
allowed to harden in the pan it should be made as flat as possible by scraping or
sandpapering.

Sealing wax alone makes a good mixture.

To generate electricity rub the mixture briskly with woolen or fur for a
minute or two in a warm, dry atmosphere. Then, handling the cover by the
ebonite rod, place it upon the pan, touch its upper surface with the finger, then
lift it from the pan and it will discharge a spark upon any conductor brought
near td its rounding edge. Harris W. Moore.

MANUAL TRAINING MAGAZINE

MADE BY BOYS IN GRAMMAR GRADES, SPRINGFIELD, MASS.

CURRENT ITEMS

Clinton S. Van Deusen, Editor.

Professor W. F. M. Goss, known to manual training teachers as the author
of "Bench Work in Wood" but more generally known as an engineer of wide
experience and the dean of the department of engineering at Purdue University,
has accepted the position of dean of the College of Engineering of the University
of Illinois. He will also be the director of the newly organized School of Rail-
way Engineering.

John W. Curtis, for the past two years in charge of the manual training
department in the provincial normal school at Cebu, Phillipine Islands, has re-
signed his position to return to "The States" on account of the tropical climate in
Cebu. It is to be hoped that the work, so well begun by Mr. Curtis, will fall
into the hands of someone able to carry it forward in the same spirit.

Dr. Ernest B. Kent, from the B'nai B'rith Manual Training School, Phila-
delphia, Pa., is to be director of industrial and manual training at Jersey City,
N. J. Clarence S. Moore, who has had the manual training at Manor School,
Stanford, Conn., and George F. Foth who has been supervisor of both drawing
and manual training at Ashbourne, Pa., are to assist Dr. Kent.

John Thompson, who has been director of manual training at Braddock, Pa.,
is to be director of manual training in one of the Pittsburg, Pa., schools.

John N. Lobdell, has the manual training work at the MacKenzie School,
Dobbs Ferry, N. Y.

Chas. O. Atwater is to be instructor of manual training at Montclair, N. J.
He has been in the public schools, Indianapolis, Indiana, for the last few years.

Howard B. Berry and Walter I. LeRoy are to teach manual training in the
New York public schools.

Addie G. Reeves is to teach manual training in the new York Orphan
Asylum at Hastings, N. Y.

Julian A. Burruss resumes his work as director of manual training at Rich-
mond, Va. Mr. Burruss has been studying at Teachers College for the last two
years and supervising the Richmond work.

Thomas K. Lewis returns to his work at Ohio State University after a year's
leave of absence.

George H. Nutt returns to his work at the George School, Swarthmore, Pa.,
after a year's leave of absence.

Howard S. Harris is to have charge of the manual training work at the Or-
thopedic Industrial School, White Plains, N. Y.

Fred Thorne has the work in manual training at the Hackley School,
Tarrytown, N. Y.

Miss Worthy Johnson is to assist in manual training and have the domestic
science work at the State Female Normal School, Farmville, Virginia.

Shizuka Utsumi is to be director of manual training in one of the higher

84 MANUAL TRAINING MAGAZINE

technological schools in Japan. Mr. Utsumi was given a year's leave of ab-
sence by his government to study in this country.

Paul Buhl a graduate of the University of Minnesota is now teaching
manual training at Wheaton, Minn.

Bessie Savage of the University of Michigan is now teaching manual arts
at Valley City, N. D.

E. Franklin Zoerb who has attended the University of Minnesota is now
teaching manual training at Menominie, Wis.

Mr. Loffhagen, who has been a teacher in the shops of Washington Uni-
versity, St. Louis, Mo., discontinued teaching at the end of last year.

T. M. Wood takes the principalship of the Labette County high school at
Altamont, Kan. One requirement that the board made of the principal was that
he should be qualified to teach manual training.

Wm. Curtis is now in charge of manual training in the schools of Houston,
Texas.

Harry King has been transferred from one of the district manual training
schools of St. Louis to the Yeatman High School of that city.

Oscar Chaney a graduate of the Normal Manual Training School at Wichita,
Kan., has charge of the manual training work at Parsons, Kan.

Chester B. Lambirth, who taught forging in the Central High School at
Cleveland, O., is now in the high school at Brocton, Mass.

Helen F. Ekstrom of the public schools of Springfield, Mass., has accepted a
position as teacher of manual training in the public schools of Boston.

Fannie B. Prince, teacher of manual training in the Roger Wolcott School
of Boston has resigned to devote her time to her parents.

Ernest W. Beck, formerly assistant in the Eliot School, Jamaica Plain, Mass.,
has accepted a position as teacher of manual training in the public schools of
Trenton, N. J.

The following changes among manual training teachers is reported from
Georgia: J. P. Campbell who has been in charge of an industrial school experi-
ment in the western part of the state has been elected to direct industrial work
in the Third District Agricultural School at Americus; Ira Williams has been
elected to a professorship in one of the district agricultural schools. Miss
Thursby, formerly teacher of manual training in the Hancock Co., schools is
supervising hand work in Dublin.

Wm. M. Towle is the new Superintendent of Shops at the Clarkson School
of Technology at Potsdam, N. Y.

Leslie D. Haynes, who has had charge of manual training in the Rayen
School at Youngstown, O., goes to Cornell University as an instructor. His
position at Youngstown is filled by Clyde E. Wilson formerly of the Manual
Training High School at Louisville, Ky.

The work in both manual training and domestic science at Cincinnati, O.,
has been carried into the 6th grades, and one more first-year high school branch
has been added. The salary schedule has .been raised so that the salary of a
grade teacher of manual training may go to fifteen hundred dollars and for
domestic science to ten hundred and fifty dollars. For this reason there were
few changes in the teaching force this year. Miss Thompson of the domestic

CURRENT ITEMS

86 MANUAL TRAINING MAGAZINE

science department was married last June and Louise P. Yale goes to Kansas
City, Mo.

The following teachers have accepted positions in Cleveland, O. : James F.
Barker formerly director of the Hackley Manual Training School at Muskegon,
Mich., is principal of the new technical high school. Ada B. Williams formerly
of Pratt Institute is now Supervisor of Domestic Science. Edward A. Hilgen
of Indianapolis is to teach manual training in the grades.

L. N. Bryant formerly of Cleveland is now Director of Manual Training at
Saginaw, Mich.

Marv A. Wright of Springfield, 111., is now assisting Miss Goldsmith the
Supervisor of Manual Training at Bloomington, Ind.

Five new centers for seventh and eighth grade manual training have been
opened in Minneapolis. The following teachers have been added to carry on the
work: W. W. Claus formerly director of Manual Training, Dubuque, Iowa;
Eugene T. Farley of Austin, Minn.; John B. Corcoran who was teacher of
manual training in the Phillipines and later a student at Chicago University;
Terence W. Gilbert from Oswego Normal School, Oswego, N. Y. ; Floyd W.
Ray from Mechanics Institute, Rochester, N. Y.

After you get a new school building, the next thing to do is to refine the
influence it has upon the children by adding beautiful pictures and other works
of art. Sometimes this is difficult because of lack of funds. The new Webster
Manual Training School at Omro, Wis., is showing what can be done without
large appropriations where students and teachers work together to raise money.

The Worchester, Mass., Art Museum is opening a School of Design and
Metalwork. Katherine B. Child and George J. Hunt are to be instructors, and
C. Howard Wolker of Boston is announced as lecturer on design.

The Jacksonville, 111., schools now have a thrifty department of manual
training with headquarters in the high school building.

Eugene C. Graham, formerly instructor in Manual Training at the Central
High School, St. Paul, Minn., has been elected director of Manual Training of
the public schools of Davenport, la.

WASHINGTON.

The growth in manual training the last year in all parts of the State is very
encouraging — a growth in extent and interest and a growth in method and mat-
ter. The general prosperity everywhere and its favorable reaction on teacher's
salaries and the increase of funds available for education, together with a conse-
quent need for better educated men and women, has made manual training
possible and attractive, when before it would not have been given a hearing.

The three state normal schools, Ellensberg in the central part, Cheney, ten
miles from Spokane, and Bellingham in the extreme northwestern part of the
state offered courses in elementary manual training during the past summer.

The State Agricultural College at Pullman, in the southwestern part of the
state, (Washington is larger than all the New England states), in the prosperous
wheat growing country, has its courses in domestic sciences and arts, and in
engineering, and is preparing teachers in manual training through its depart-
ments of education. This vear a new course is offered to be known as "The

CURRENT ITEMS

gg MANUAL TRAINING MAGAZINE

Department of Elementary Science" intended to deal mainlv with the practical
application of science and manual training along industrial lines in the years
corresponding to the tenth, eleventh and twelfth grades of school work. This
three-year course is planned to serve those who cannot or do not desire to go on
to college, and who are needed to go back to the farm or shop as intelligent
workers, rather than superintendents and engineers.

On the coast, Tacoma has made great advancement in this line. Mr. Whit-
comb, has equipped the beautiful new Tacoma High School with a department
of manual arts, providing freehand and mechanical drawing rooms, domestic
science laboratory, sewing room and two shops for benchwork and wood-turning.
Four assistants are under his direction in teaching the three hundred boys and
girls who elect this course. Two centers have been provided for the grammer
grades boys and girls, the work beginning this fall.

Everett, "the city of smoke stacks", has secured G. B. Hoag of River Falls,
Wis., to organize and direct the department of manual training, and Laura A.
Stowell of Calumet, Mich., is in charge of the domestic science department.
Superintendent Thornberg is beginning the work right by providing for the girls
in cooking and sewing as well as the boys in shopwork, and in the grades as
well as the high school.

Snohomish, a town of 3,500 population, has made a beginning in a small
but vigorous way. Superintendent Hodge, not having funds sufficient in the
public treasury, secured help from the business men and began some elementary
work in wood for the boys and sewing and cooking for the girls, the latter
taupht by Mrs. Hodge. He now plans fitting up a building formerly used as
a county jail with benches, a motor and lathes for work in the high school, and
expects to raise $5,000 in the town by subscriptions, the popularity of the work
making such an undertaking possible.

Seattle has grown prodigously, by increase in numbers and by annexations.
Four towns or districts contiguous have lately been annexed. Ballard, the largest
of these, has 75 teachers, four of which are in the manual training department.
Tq care for the high school enrollment, which now amounts to 2700 pupils, a
second new high school has been provided to take care of 1000 pupils. The
increase last year was accomodated in the Franklin Annex where a cooking, and
a woodworking and drawing room were fitted up, and about 150 of the first-
year pupils were provided for in the manual training course. In the grammar
grades there are now thirteen centers for the boys and four cooking centers for
the girls. This is the first-year cooking has been taught to the eighth grade
girls. The new Lincoln high school will provide for only the first two years
of the manual-training course, the last two years to be given at the central
building. This is done for two reasons : The cost of equipment in the last two
years is much more expensive, and the classes are always very small, consequent-
ly expensive to teach. These classes can be combined and the equipment and
teachers at the central building will be sufficient. It will be easier to offer spec-
ial trade or industrial courses in these last two years as electives, with teachers
capable, and equipment adequate for such work, and at an age in the boys' and
girls education when such specialization may be safely begun if conditions re-
quire them to make the choice.

CURRENT ITEMS

DESIGNED AND MADE BY SUMMER SCHOOL STUDENTS AT
BRADLEY POLYTECHNIC INSTITUTE.

90 MANUAL TRAINING MAGAZINE

There are now thirty-four special teachers in this department. Lura Reason,
formerly of the Hackley Manual Training School, Muskegon, sunervises the
sewing and cooking, and Clara P. Reynolds, formerly of Great Falls, Montana,
and the past year successful teacher of art and design to the girls in the
Seattle high school, will assist in the supervision of the manual training for the
elementary grades. Miss Agnes Craig leaves the domestic art department of the
high school to accept a position in the College of Industrial Arts, Denton, Texas,
as head of the Department of Domestic Art, under President Cree T. Work.

A twenty per cent increase in salaries has made it possible to secure better
teachers. The future is very bright for constructive educational work in the
Northwest. B. W. Johnson.

CALIFORNIA.

There are at present twenty-seven manual training centers in the city of
Los Angeles. Manual training is to be introduced into the public schools of
Berkeley City this year. Venice is to have a domestic science department.

That the manual training work at Santa Barbara has taken a strong hold
upon the community is evidenced by the fact that at a special bond election held
recently, a new sloyd building was provided for. This will supplement the
equipment of the Blake Memorial Building and will give adequate space for
metalworking and domestic science as well as the special work of the normal
department. In this connection, it is significant that the state board of public
instruction at its meeting in December, 1906, endorsed the normal training of the
Anna S. C. Blake Manual Training School and recommended the same to
countv superintendents, who are permitted to grant special certificates for manual
training on a diploma of graduation from this school. This summer Miss Ednah
A. Rich, principal of the school, taught one of the courses at the School of
Education, University of Chicago and then returned home to conduct her own
summer classes, which followed the meeting of the N. E. A.

From a comparatively small beginning, manual training work in the schools
of Santa Anna under the direction of Albert M. Shaw has this year been ex-
tended so as to give one recitation per week to all boys in the fifth, sixth,
seventh, and eighth years of the grammar schools. The girls of the same
grades take domestic science at the same time. The work has also been intro-
duced into the high school. A very strong public sentiment has been developed
in favor of the work. Bonds have been approved to erect and equip a large new
building. Supt. J. A. Cranston is deeply interested in manual training and gives
every encouragement for its successful development. The outlook is most prom-
ising for a successful future.

Pamona started work in manual training two years ago. An equipment for
woodworking costing about $600 has now been provided. Concerning the scope
and plan of the work, the director, A. J. Pirdy, recently wrote:

"Woodwork is taught in grades five to eight inclusive. Our course of
models is very similar to those of Mr. Larsson, with some changes made neces-
sary by local conditions. All material is furnished by the Board, except where a
boy wishes to make something requiring a considerable amount, when the boy
IS asked to furnish his own material. This is not a fixed regulation and I often

CURRENT ITEMS 91

furnish the material and encourage the making of larger and more useful things
for the home, but only after the boy has demonstrated his ability to do good,
careful work. I find it a very wholesome incentive for a boy to have a little
personal capital involved.

"As to drawings we do about as most manual training teachers — have pupils
copy some drawings, make some from the model, and work directly from blue
prints. We do very little drawing in the "shop", but try to have the drawing
done during the drawing lesson in the grade room. In each grade, however, we
have at least two models made from drawings done in the metric system. Th's
is to encourage the use of that practical system and to corroborate the grade work.
(The teaching of the metric system is here begun in the 5th grade.)"

Mr. Pirdy subjoins the following: "P. S. — I might add that only boys take
woodworking; the girls, cooking and sewing."

The manual training department of the San Diego schools is beginning its
twelfth year. The past year has counted for greater progress than any previous
year, and this has been greatly stimulated by holding exhibitions of the work
from time to time during the past two years and by placing a permanei.t exhibit
in the rooms of the Chamber of Commerce.

The course of study includes paper, cardboard, raffia, etc., in the first five
grades, supplemented by the sand table for illustrative work in history and
geography. The boys of the sixth, seventh, and eighth grades are given bench-
work. The girls are given sewing.

Contemplated changes in the general organization of the school system pro-
vide a room in each large building equipped for benchwork and also a room
to be devoted to domestic science.

A polytechnic course will be added to the high school curriculum as soon
as possible after the completion of the new building now in course of construc-
tion. The city has a well-equipped private school for the teaching of pattern-
making and foundry practice. Public interest is increasing in the Manual
Training School and foundations are being laid for a new demand — the evening
trade school. In some quarters this is being talked of now and it is hoped that
the establishment of a polytechnic high school will provide the room and teachers
for a trade school.

The State Normal School at San Diego has a well-equipped shop in con-
nection with its training school. This is to be enlarged so as to provide for the
students in the normal school proper, and a special preparatory course for
teachers who contemplate entering the manual training field will be added.

A movement, far reaching and radical in its significance and one that means
much in the history of scientific and technical education in the west, is announced
from Throop Polytechnic Institute. Throop was founded sixteen years ago and
has had a wonderful growth, having at present some six hundred thirty students
and comprehending five schools: elementary, commercial, academy, normal and
college. The increasing demand on the Coast for well-trained men in engi-
neering lines and the absence in the southwest of any strong college of engineer-
ing has led to the establishment of such an institution.

A new site of some 22 acres has been secured and adequate buildings are
being planned. In the meantime changes have been effected such as to provide

MANUAL TRAINING MAGAZINE

amply for the college during the few months it is to remain in its present quar-
ters. Electrical and mechanical engineering will receive chief attention; and
some thousands of dollars are to be spent in equipment and several additional
instructors are to be engaged for the coming year.

The academy, and the normal school of art, manual training, domestic
science and domestic art are to be strengthened and developed. The commercial
school will be merged into the academy, and the elementary school will be given
a separate campus with new buildings, and will be affiliated.

Dr. Walter A. Edwards, who for ten years has been at the head of the
Institute has severed his connection with the school and will identify himself
with the Los Angeles High School as head of the classical department. Prof.
Arthur H. Chamberlain who has been identified with Throop for several years
has agreed to remain as acting president until a permanent president is installed,
and Professor Benjamin F. Stacey, head of the department of history and
economics is acting dean.

"The Board of Trustees", says President Chamberlain, "are a unit in
declaring for college extension. We have a superb site such as shall meet the
demand for years to come. The plan proposed means buildings adapted to our
needs ; it means an increased and strengthened faculty, and already we have
forty of as well trained men and women as can be found in any institution of
like character in the country; it means money, and we have assurances of in-
creased endowment. But the thing of chief significance is the fact that the
Institute is to be put upon the plane of the best engineering colleges in the
country."

REVIEWS

History of the Pestalozzian Movement in the United States. By Will S.
Monroe. C. W. Bardeen, Syracuse, N. Y., 1907, 8 x 6-in., pp. 224.

To most teachers who have studied text-books on the history of education
written five or more years ago the name of Pestalozzi stands merely as one of
the list of European reformers, which includes Comenius, Rousseau and Froebel.
It suggests a life of visions and sacrifice in the cause of humanity but seems very
remote in time and place. Professor Monroe's book changes all this ; it makes
a vital bond of connection between Pestalozzi and the best educational develop-
ment in our own country and time. And the teacher of manual arts is especially
interested in this volume because it covers the germinal period of the manual
trainin-T; idea.

But more than that, a pleasant touch of romance is given to the record of
one's pedagogical ancestry by getting acquainted with William McClure at New
Harmony, Joseph Neef and "Neef boys from the Falls" of the Schuylkill, Bron-
son Alcott and his negro pupil in Boston, or even Edward A. Sheldon and his
"ragged school" in Oswego. When one thinks what has come down from these
men he is almost ready to say. Blessed is the man who is enough of an idealist
to become a practical failure. However, this is not a fair inference from the
book, for it also presents the work of such strong, practical men as Henry Bar-
nard, Lowell Mason and William T. Harris, who caught and utilized and handed
down to us somewhat of the spirit of the earlier men and made the teachings of
Pestalozzi a vital force in American education.

When one has finished reading the book his only criticism is that the author
didn't tell him all he wants to know about the subject — he wishes some of the
chapters had been three or four times as long — but this is the same as saying
that the author has accomplished his purpose and all the reader has to do is to
search out and read the books given in the very complete bibliography at the end
of the volume. — B

Sloyd for the Three Upper Grammar Grades, by Gustaf Larsson. George
H. Ellis & Co., Boston, 1907. 7x 10-in., pp. 60; price, teachers' edition, $1.25.

This book consists of fifteen introductory pages — including definitions, gen-
eral principles, conventions used in drawing, fundamental steps in whittling,
sawing, planing, boring and chiseling — ten plates of working drawings for
seventh grade, nine for eighth grade and thirteen for ninth grade. To these
are added photographs of models and notes on equipments. With the plates for
each year is given a synopsis showing the progression and variety of models,
exercises, tools and wood. The book is essentially a collection of working draw-
ings, and as such will be heartily welcomed by teachers of grammar-grade
woodworking everywhere. It contains many of the time-honored sloyd models,
such as the wedge, shrub-label, penholder, tool-rack, bread-board, and coat
hanger, but it also contains many new ones, such as the ironing stand, window
stick, book shelves and other small pieces of furniture.

94 MANUAL TRAINING MAGAZINE

A welcome feature is the attention given to supplementary or optional models
and to the encouragement of individual thought on the part of pupils in designing
or suiting the model to his own use. This and other progressive features of the
book prove that there is no marked difference between the best American sloyd
and the best American manual training for the grammar grades. Indeed, they
are one and the same thing, and most teachers who call their work manual train-
ing will find little to criticise in this book except Mr. Larsson's discussion of the
term manual training. In this he forgets that the use of a word determines its
meaning and that to one generation a word may have a much broader significance
than to the previous one.

A feature of the book that will attract attention is the recommendation that
the metric system be used in a part of the models of the ninth grade. Most of the
drawings for this grade are figured in both the English and the metric systems.

A pupil's edition consisting of the plates printed on heavy grey paper with
holes punched in one end for binding is sold at 50 cents each. — B

The JFoodivork Scholar's Guide in the Use of Tools. By C. W. D. Boxall.
Published by O. Newman & Co., London, 1903. 12x8-in., pp. 38; illustrated.

"In presenting this little work to the manual training world, the author hopes
that the accompanying notes and sketches will be found useful as an adjunct to
the practical demonstration of instructors." — Preface.

This book consists of twenty-nine plates, each plate consisting of notes on
some particular tool or tool process, fully illustrated by crayon sketches. In
addition to these plates there are notes on the structure of tools, structure and
growth of trees, on timber, and the seasoning of timber, and on the classification
of exogenous trees.

The drawings illustrate quite well the different operations and the directions
are concise and to the point.

The author is to be commended for having described the tool processes with-
out reference to any particular set of models. He seems to have realized what
most American writers of books on woodwork have not, that one's models as a
whole are interesting to one's self alone, while the interest in tools and tool
processes is universal among craftsmen.

With additional plates, illustrating and directions for making the joints
most commonly used, we should have a book that any teacher of woodwork could
use to advantage with his classes.

It is rather unfortunate, however, that the planes described are the old
wooden ones of our grandfathers, that the claw-hammer is replaced by one more
suitable for metal work — one which necessitates the use of pincers in withdraw-
ing nails. The center-bit, too, which receives a whole plate is hardly worth so
much attention in view of its being so little used now-a-days.

As a whole, the subject matter is well presented and the book is in the right
direction. Ira S. Griffith, Oak Park, 111.

Lehrgang fur Modellieren. By Otto Mayer. Frankenstein & Wagner, Leip-
zig, 1907. 9i4x65^-in., 24 plates and 14 pages of text; price 2 Mk.

This grade course in clay-modeling seems very strange to an American
teacher who is inspired with our present ideals in art education. He may ap-
prove of much of the technique, but he cannot understand why realistic serpents

REVIEWS 95

and birds' nests should be the decorative motifs for candlesticks and matchsafes.
He may agree that modeling a beetle on a lilac leaf or a worm on a plantin may
be a help in nature study, but when the lizard and the ivy vine are made to
twine over and around the stump of a tree and the whole cut off horizontally
and gouged out to make a recepticle for matches or pins the effect is far from
satisfactory, from the American standpoint. To be sure it combines nature study
and modeling into a so-called useful article, but in this case we prefer less cor-
relation and more freedom. Not all of the models are subject to this criticism —
indeed some of them are excellent, especially some of the examples of plant forms,
but even in these we miss the study of plant structure which leads to the type
of design which is approved not only in America but in the best German
decorative art. From our standpoint the course is narrow and lacks freedom of
handling. — B

Art Education Draivinp Book Course. Books 1 to 8 inclusive. Prang Edu-
cational Co., Chicago. Books 1, 2 and 3, size 9^/2 x 6J^-in., pp. 44, price 15
cents each. Books 4, 5, 6, 7, 8, size 85^ x ll'/2-in., pp. 40, price 20 cents each.

This is a new series of books which has only recently come from the press.
The greater part of the material and the plan have been taken from the "Text
Books of Art Education," and the same subject order has been closely followed.
The distinctive difference is not one of plan or of subject matter or of aim, but
of form. Unlike the "Text Books of Art Education" the pages of the Art
Education Drawing Books may be used for drawing, the right-hand page in
each book of the series being left blank and the left hand page containing sugges-
tive illustrations and very full directions for both pupil and teacher for work-
ing out the lesson. The page arrangement is such that the right hand page may
be used directly for pencil or water color drawing, or it may be used for mount-
ing drawings done on other paper, or certain kinds of constructive work in the
flat,' thereby making it a record book in which to preserve the best effort of the
pupil.

In addition to the directions on the illustrated left-hand pages relating
definitely to particular lessons, the inside of covers contain general directioi.s
pertaining to methods and materials, and very helpful suggestions for color work
which the books provide to an extent, color pages being bound in the front and
back of each book. A Glossary of Terms peculiar to the subject is printed in
each drawing book for the convenient reference of both teacher and pupil.

The sequence of subjects is the same as in the "Text Books," namely:

I. Out of Doors. II. Growth, Blossom, Fruit. III. Life and Action.
IV. Beauty in Common Things. V. Apparent Direction of Edges and Out-
lines. VI. Measuring and Planning. VII. Design.

Broad in scope, rich in suggestion and examples of the best technique, yet
definite enough to be practical, these books ought to be especially suited to the
needs of schools without a trained supervisor of drawing.

First Steps in Mental Groivt/i. By David R. Major. The Macmillan Com-
pany, New York, 1906. 7^ x 514-in., pp. 360.

This volume is based upon a record which the author kept of his own child
from birth to the end of the third year. These records were not merely in the
form of notes, for many photographs of the child and drawings made by the

96 MANUAL TRAIMXG MAGAZINE

child were added. This accounts for the fact that the book contains ten pages
of illustrations.

The aim of the book is to present data, both observational and experimental,
bearing upon certain aspects of infant mind which seem to the author to be fun-
damental to later mental development. The scope of the book is suggested by
the following chapter headings: Hand and arm movements, drawing, feelings
and their expression, development of imitation, color, number, form, association,
memory, imagination, play, pictures, behavior of the child before his image, lan-
guage.

Dr. Major's observations concerning form study, drawing, color and pic-
tures will be especially interesting to teachers of drawing. — B

Course of Study for the Common Schools of Illinois. Revised by the standing
committee of the county superintendent's section of the State Teachers' Associa-
tion. Published by C. M. Parker, Taylorville, 111., 1907; price 30 cents.

This represents the work of many people. The outline in drawing was pre-
pared by E. J. Lake of the University of Illinois, in household arts by Miss
Isabel Bevier, also of the University, the elementary constructive work by Ed-
ward F. Worst of the Chicago Normal School, and the woodworking by a com-
mittee consisting of Charles A. Bennett, Bradley Poyltechnic Institute, L. H.
Burch, Western Illinois Normal School, William T. Bawden, Illinois State
Normal University, Ira S. Griffith, Oak Park, and Seymour L. Smith, Northern
Illinois State Normal School.

Selected Bibliography on Industrial Education. Bulletin No. 2 of the Na-
tional Society for the Promotion of Industrial Education. By Charles R.
Richards, pp. 32.

This bibliography has been compiled in response to many inquiries, and
gives references to the most important statistics, books and articles bearing on the
questions of vital interest in the present discussion of industrial education. Its
convenient arrangement by subjects and the extensive notes under the several
titles listed make it especially valuable. Copies may be obtained by addressing
the secretary of the Society, Prof. Charles R. Richards, Teachers College, New
York City.

The following have been received :

Primary Hand Work. By Wilhelmina Seegmiller. Atkinson, Mentzer &
Grover, Chicago, 1906. 7^ x 5-in., pp., 136.

This attractive little handbook is the result of a revision of "Suggestions in
Hand Work" by the same author. The later book, however, is more comprehen-
sive and is rearranged so as to present a graded courses for the first years of
school life.

Manual Arts Number of the Educational Bi-Monthly. June, 1907. Pub-
lished by the Chicago Normal School.

I his contains a dozen articles on the various phases of the manual arts.
Among them are "Vocational Values in Elementary Manual Training" by
Ernest B. Kent, "Work in Textiles" by Edward F. Worst, "How Curricula in the
manual arts might be planned in Outline" by Frank M. McMurray and Oscar
L. McMurray.

VOLUME IX NUMBER 2

Manual Training Magazine

DECEMBER, 1907

FOR PIONEERS.

William Hawley Smith.

IN the early stages of the establishment of any new enterprise, the
cause is liable to suffer as much or more from the ignorance, the
mistakes and the ill-directed zeal of some of its supporters as from
the criticisms, the complaints and even the howls of its enemies of vari-
ous degrees of intensity. No one is to blame for this condition of affairs.
It is one of the unavoidable items that always obtain in such a situation.

And because these things are so, it is the part of wisdom for those
who head any new procession to "go slo", as dear old Josh Billings
used to say, and not to be too eager or too anxious to go "fast and far
in a day." It is all right, and just as it ought to be, to pull the throttle
wide open when one is running a "limited" over a well-ballasted ana
thoroughly settled road-bed, on schedule time and under a block system;
but to try to make the same speed with the same locomotive over a line
that, as a matter of fact, has as yet only a few ties and rails laid here and
there, while, for the most part neither the direction nor the terminus of
the main track has been fully determined, much less mapped out and
thoroughly surveyed, I say, to try to "speed" under such circumstances
is to invite trouble, to say the least, and would be very apt to result in
wrecks many, costly, and generally disastrous and expensive.

And it seems to me that this condition obtains very largely in the
status of manual training and domestic economy courses of study and
methods of instruction, as these are at present conditioned.

As I have said, no one is to blame for this, but the facts remain; and
because they do, they demand a conservatism and caution on the part of
all parties concerned, that will be salutary — that will save the cause
from set-backs many and serious, and from absolute wreckage in not a

98 MANUAL TRAINING MAGAZINE

few cases. I make this statement after visiting a considerable number of
schools of this kind, in different sections of the country, and from person-
ally observing the work done and attempted to be done in them.

This phase of the situation was first brought forcibly to my notice as
I was inspecting a manual training school in one of the foremost cities
of the West. I was accompanied by the City Superintendent of Schools,
one of the wisest and ablest in this or any other country, a man who had
had more than a quarter of a century's experience in his chosen pro-
fession and whose success had been phenominal from the first. The city
had furnished a fine building for this department of school work, and it
was well outfitted with tools and machinery. And yet —

We went into a room where a class of boys and girls was at work
under the instruction of a teacher who was supposed to be able to do
well the teaching that was required. But a most cursory glance at what
was doing showed that both in matter and method the work was far
from what the necessities of the situation required. We looked on for
a few minutes, and then the Si^perintendent whispered to me, "Come
away." And we came away.

As we went down the hall, going towards another room, the Super-
intendent said: "What you have just seen is a fair sample of what
manual training has to go up against in these days of its beginning, and
will have to, for a good while yet. The fact is, everything about the
business is so new and untried that no one knows what is best to be done,
or how to do it! I don't know either of these things myself, for I have
had no experience in the premises to guide me, and I can't find anyone
who can tell me, with any degree of certainty, what I want to know —
what I ought to know to make a success of the work. When we started
in, I went to a university and got the most promising young man they
had in stock, and put him in charge of the plant and its curricula ; but he
broke down inside of six months. He had theories to burn, but when it
came to practice, he was powerless. He couldn't use tools to amount to
anything; that is, he personally had no technical skill regarding the
things he undertook to teach. The result was that he could not furnish
his pupils any ideals to work up to — he botched the things he tried .o
make, and his pupils did as he did. What else could be expected ?

"That was the record for our first season," he continued. "I let this
man go at the end of his year, and in his place I got a practical mechanic,
a man who had technical skill in his own right, and who could make
things and make them thoroughly. But he had no knowledge of teach-

TO PIONEERS 99

ing, had no idea as to how to impart what he knew so well — the boys
ran over him, and I had to let him go at the end of his first term! It
was a black eye for us, but we lived through it, somehow, and kept going
in spite of these drawbacks. Now I have at the head of the school a
young man that I have largely raised myself, so far as his education is
concerned, and we are working things out as well as we can. But the
trouble still is, to get efficient teachers for the work we want done — and,
worse than that, to find out what we really ought to do."

Now this was an honest confession, and my notion is that it voices
the experience of all equally honest superintendents, all over the country.
All we can do about it is to do as this man was doing and still continues
to do, namely, "cut and try," and feel our way along, to the best of our
ability. Only that way can salvation lie, only so can success be attained.

And I regret to say that there are superintendents and instructors not
a few who are unwilling or unable to work by this common sense and
sane method. I do not blame them so much, but I trust I may be ex-
cused if I note a few of the ways in which, it seems to me, some of these
have gone wrong, and so have harmed the cause they stand for.

The commonest fault I have noticed is the demand of many instruc-
tors for too complete and expensive an outfit to start in svith. The error
is a most natural one, and for this reason : Most of these men and women
have received their training in schools which are furnished with the most
perfect equipments and appliances that money can buy or the market
affords. They have learned to do things with the help of all these clever
and exceedingly handy tools and machines, and it is but natural that
they should wish for their likes when they set up teaching on their own
hook.

Thus, if a teacher has been educated in a woodworking shop where
there was a first-class band-saw, which was always ready when he
wanted to rip a board, it is but natural that he should wish for its
duplicate whenever he has a board to rip. So he demands a band-saw
as a part of his outfit. Indeed, I have seen more than one case where
this method of ripping a board was the only one that the instructor was
master of ! That was the only way he had ever done such work !

But the fact is, that a band-saw is a luxury rather than a necessity
for the great mass of the rank and file of the wood-working fraternity,
outside of large manufacturing establishments. It is the plain, muscle-
driven rip-saw that has to do this work, for the bulk of wood-workers.
Yet I have seen more than one manual training teacher who could not

100

MANUAL TRAINING MAGAZINE

use this most common and most necessary tool with accuracy and dis-
patch, and who, for this reason, has demanded an expensive band-saw as
a part of his outfit. This is only a single instance of what stands for a
very common fault — a fault that has done much to harm the cause that
needs help rather than hindering.

Thus, in a town of moderate size, a generous-minded man gave a
thousand dollars to start a course of manual training in their public
schools. The Superintendent, the directors and all the people of the
town were enthusiastic over the gift, and those in charge of it went to
work, to realize the best returns that could be had out of it. They went
to a university and got a graduate to undertake the management of the
business, the Board employing him for a year, at a fair salary, which was
paid out of the public fund.

But now, see! The young man began by declaring that a thousand
dollars was no fit amount of money with which to equip a manual train-
ing school! He spent that sum in a twinkling, and called for more so
earnestly that the original donor doubled his subscription, and all of the
increment went the way of its predecessor. The most perfect and ex-
pensive machines and tools were bought, regardless of anything except
what the instructor felt that he needed. The result was, that the bur-
den became too great for its promoters to carry, and after a year of ex-
periment the whole attempt was abandoned. All of which was a great
pity, to say the least.

On the other hand, I have seen manual training instructors who
were doing most successful work without a single machine except such as
they have made themselves. They have begun their work "most any
old way", with whatever tools they could get together "by hook or
crook." And I have seen such schools winning out royally. If they
needed something that they hadn't the money to buy, they made it them-
selves, as best they could. Crude, indeed, in a way, some of these
home-made machines have been, but that is only a part of the story, and
a small part at that. They did the work, but they did more than that.
Some one has said that any fool can work with tools, but it takes a wise
man to work without them. There is a deal of wisdom in the remark,
and it is in line with what I am trying to say. I used to read some
verses, in an old reader, about the Yankee' boy and his pocket knife, in
which there was a line, the sense of which was that the young scion not
only "could make the machine, but could make the machine that made
It. That's the idea, and its like should be basic in all manual training
work.

TO PIONEERS 101

And so I say, buy the best tools and machines, if you can get the
money to do so without ruining the cause you are trying to set up. But
if you cannot get what you want in this way, take what you can get to
start on, and with these for a beginning, go on from grace to grace.

In a similar way, I have seen teachers of domestic science make the
mistake of having all their cooking done by gas — not a coal or wood
stove in the whole establishment. This is a common fault of training
schools for such teachers. Most of these schools are in cities or towns
where gas can be had, and so their schoolrooms are fitted up with gas
stoves. But the fact is that many of these teachers will be called on to
teach in towns where gas cannot be had, and to teach pupils who will
have to cook with wood or coal at home. The consequence is that needs
and training fail to match in such case, and failure is the result. Half
the success in cooking by coal or wood lies in knowing how to make a fire
and keep it right! And yet I have seen scores of teachers of cooking
who couldn't make a coal or wood fire and keep it right, to save their
blessed souls. My notion is that training schools for teachers of cooking
should, for the most part, be equipped with wood or coal cooking-stoves,
and that teachers should have special drill in making and running a fire
right.

Again, don't promise too much as to the results that will come from
the introduction of manual training and domestic economy work in a
school. These factors will not bring the millenium in a few minutes, or
years; and it is folly for teachers to talk to their patrons as if they ex-
pected such returns. Always remember that any innovation must malce
its way among the rank and file with "exceeding slowness" as the river
Arar ran, and that a boom is very apt to "bust" when the reaction sets
in. And it will set in ; it always does. Booms are merely temporary
spurts, and their "bust" is always on the margin. So it is a mistake to
raise the expectations of patrons or pupils too high, or to make them too
intense in these particulars. Say that this work will help, that it will
keep a lot of boys and girls in school that could not be kept there other-
wise, and that it is a good thing to try, anyhow. Say this, and prove
your words true by your deeds; by what you can "show down." So
shall your reward be great all along the line. But if you promise more
than you can perform, raise hopes that cannot be realized, you will harm
more than you help the cause you are laboring to forward. Be earnest,
be enthusiastic, if you will, but "don't slop over."

Again, beware of making fixed courses of study, in either manual

102 MANUAL TRAINING MAGAZINE

training or domestic economy, and requiring all pupils to take the same,
whether or not. This way ruin lies, and that right soon. There are
girls who can never be taught to cook or sew, to amount to much of
anything; there are boys who can never learn to drive a tack into a two
inch oak plank without splitting the plank! (I speak practically within
bounds, even if metaphorically, as every honest and common-sense teacher
knows). And because these things are so, it is contrary to the best in-
terests of this cause, at this stage of the game, to try to force uniform
work upon all the pupils, regardless. I have seen many a back-set for
the good work which had its roots grounded in this very common error.
A plentiful supply of pupils can be had by taking those who have heads,
hearts and hands for this sort of work, and if we will take these, who
love what they do, and make the most of them — bring them to the high-
est grade of efficiency, we shall help the work as nothing else can. Then
men will see our good works, and glorify the cause we stand for.

It is an ungracious task to criticise, and I have done little else in
what I have written. Some other day I will try to say some things that
are more definitely constructive, but this must do for now. Danger sig-
nals must be set, especially on all partly constructed and newly made
roads, and I have hung up a few herewith that I hope may keep some, at
least, from getting stuck, breaking down, and going to smash in any
of several ways. The cause I am writing about is, beyond doubt, the
greatest in the modern educational movement, and those in charge of it
ought to be wise to the limit, to save it from halts and hindrances.

President Roosevelt, in his Keokuk, la., speech, which he made as I
write, paid a grander tribute to industrial education than to anj other
form of mental, moral and spiritual training. In doing this, he simply
voiced what multitudes of people are coming to see is true. With his
far-seeing eye, and his intuitive ability to pick up things that are in
the air, he told his audience of the greatest thing that is to happen in the
immediate future in the educational world. Let the pioneers in the
cause he so ably set forth see to it that they make as few mistakes as
possible in furthering the design that he so graphically outlined.

THE ORGANIZATION OF MANUAL TRAINING IN THE
HIGH SCHOOL.— II.

Gilbert B. Morrison.

A COMPLETE history of education would reveal the interesting
fact that every subject of study which has found a permanent
place in the schools has had what may be termed its academic
period — a period in which its right to a place in the curriculum has been
defended on purely educational grounds as distinguished from practical
or utilitarian considerations. It is also interesting to note that this
period followed the period of its introduction, which was purely utili-
tarian in its aims.

It will be the purpose of this article to distinguish between the aim
of manual training wherein its objects have enough in common to '^e
considered singly, conceived under the general term "culture," and the
aims of manual training which are expressive of the more specific mo-
tives of different persons when they elect the work for practical or utili-
tarian purposes. I also desire at this time to give special emphasis to the
importance of skill as an ideal to be held constantly in mind during the

103

104 MANUAL TRAINING MAGAZINE

teaching process. I shall do this in the light of other subjects whose
aims and purposes have been dominated by the same laws and principles
of selection.

In Milton's time Latin was studied because it formed the common
vehicle of thought. It found its place in the curriculum of the schools
of that time, not because it was supposed to have disciplinary value, but
because it had practical value; its aim was utilitarian. The first type
of high school in this country — the academy of colonial days — ^was in-
tended for boys who expected to go to college and prepare for one of the
"learned professions", particularly the ministry. Greek and Latin
were considered indispensable to these professions, and because of their
usefulness to these callings they were placed in the curriculum of
studies. The pedagogical literature of those days contains no argu-
ment for the "culture value" of these studies. Thus the study of these
languages had many aims. In the 16th century Latin was the com-
mon vehicle of learning; its aim was in pursuit of that learning. In
colonial times it formed a considerable part of theological literature
and church doctrine ; and one of its aims was in pursuit of this literature
and this doctrine. It had many aims and they were all utilitarian in
character. It was not until the various branches of science knocked at
the door of the curriculum that the culture value of Latin and Greek
found expression. While the culture value of these languages must have
been greatest while they were a part of daily experience, the culture
motive did not appear till after they had ceased to be to some extent a
part of this experience. In coming down to the present time while this
experience has narrowed, the study of Latin and Green still has certain
definite aims. The scientist studies them for their derivative uses; the
medical student for their employment in medical literature and the writ-
ing of prescriptions; the pharmacist for their terminological uses. The
philologist studies them for that linguistic comparison which forms the
major part of his actual work. It will be observed that wherever the
leading purpose is utilitarian there will be found various aims of lan-
guage study; it is only when the purpose becomes purely academic that
we find the aim of these studies, and that aim is culture. This culture
aim was the conception of school men whose main purpose has been the
establishment of systems of education which would be permanent and
complete as ends in themselves.

Another illustration of this tendency may be found in the study of
mathematics. Algebra in its primitive stages was used by the Arabs

ORGANIZATION OF MANUAL TRAINING

105

in supplementing and equalizing in the transposition or exchange of
terms in what we call the equation. It was a practical art, and probably
first had its use in some kind of exchange or barter.

Geometry according to Herodotus, the earliest authority on this
subject, had its origin in the necessity of measuring lands in Egypt for
the purposes of taxation. First followed as a practical art, it afterward
became a deductive science. Both algebra and geometry started as arts
with purely practical aims. In our own time these branches are still

WOOD-TURNING EXERCISES.

pursued with practical aims by the industrial and engineering classes
who use them in the measurement of quantity. Their aims are as num-
erous as the occupations employing them. Between these ancient and
modern aims — these widely separated continents of human experience —
we find the broad, open sea of mathematical scholastics, abstract in their
nature and purposes and single in aim. And again that aim is culture.
Again this culture value will not be denied, and it is probably greatest
where there has been the least claim made for it — in the practical ex-
periences of life.

The culture value of these studies which are not put to actual use
in practical application is really a matter of opinion and, of course, is
not susceptible either of proof or disproof.

Remembering that a great deal passes for culture which is not such,
and that the primitive instincts of the laity exhibit little longing for it
in the abstract; and also noting that social conditions in advanced stages
seem to have evolved the notion of special studies for special purposes, it
may be wholesome for us teachers to inquire a little more closely than

106 MANUAL TRAINING MAGAZINE

has been our habit into the real nature of this culture, and try to find
the vital element. Teachers will be loth to abandon their cherished idol.
If we still believe that the culture idea is not mere sentiment, we must
find and name its true essence. In doing this we may find an important
principle which may aid us in interpreting some cf the claims made for
manual training in so far as these claims are for its culture merely as
such.

Now I think it will have to be admitted that this element, this name,
this essence is best expressed in the word skill. In order that there may
be no possibility of a misinterpretation of the word, I shall give the defin-

ition in Webster's Dictionary, which expresses the exact meaning that I
attach to it, in order that what I shall say may be perfectly clear: —
"Skill is the familiar knowledge of any art or science united with readi-
ness and dexterity in execution or performance, or in the application of
the art or science to practical purposes; power to discern and execute;
ability to perceive and perform; expertness; aptitude; as, the skill of a
mathematician, physician, surgeon, mechanic, etc." and we may add,
reading or translating a foreign language, teaching, playing games, as
football, baseball, tennis, chess, etc., etc.

Wherein lies the efficiency of the teacher of Latin ? Evidently in his
skill in assisting and stimulating the pupil to the acquisition of knowl-
edge and skill in perceiving and performing the many inflectional,
syntactic operations in reading and translating. Incidentally the effici-
ent teacher adds interest to the study by frequent reference to its deriva-
tion, its relation to other languages, and to the history of the people who
used it, but no one will deny that were it not for the skill acquired in
handling the forms, the power in translating, the thing would not be
worth talking about as a branch of study. The pupil would be marked

ORGANIZATION OF MANUAL TRAINING

107

zero; and the teacher would be counted a failure. The culture lies in
the skill, both on the part of the teacher imparting, and on the part of
the pupil acquiring. It is this skill and this skill only which will enable
the pupils later to enjoy the literature, the art and the history which r.re
revealed through the language.

Wherein lies the efficiency in teaching mathematics and the culture
of learning it? Is it in the knowledge which comes from the history of
mathematics, its relation to other subjects, or its sociological import as
applied to the arts of life? This broad view of the value and meaning

of mathematics is interesting, necessary, and will come incidentally to the
student who can use and apply the science ; but the world will never ask
the student, "By what method did j^ou study mathematics?" or "what
is the sociological import of mathematics?", but rather, "Do you know
mathematics, and can you apply them to this or that occupation" ? The
culture, of course, comes with the skill, with the power to solve problems
with accuracy and dispatch; and the skill of the teacher in aiding the
pupil in this acquisition is the only measure of his efficiency. In the
"hierarchy of aims" of mathematics we may then include the aim of the
teacher, and that aim is the skill in teaching the analysis and solution of
problems.

Of the many illustrations that might be used I have selected the fore-
going for the purpose of showing that in considering the aims as well as
the aim of manual training we are not dealing with a new principle in
education, but that we are studying an old principle with a new subject.

When primitive man first grasped a club to wield in ofiEense and de-
fense, or fashioned this club or other material into a rude tool for the
purpose of assisting his hands in building his hut, his aim was practical.
From that time to the present, through countless ages of stress and

108 MANUAL TRAINING MAGAZINE

struggle, the growth from barbarism to the highest civilization is con-
comitant with the skill exercised in the improvement and use of this tool.
In fact, skill is the only measure either of its degree of perfection or of
its use. It is interesting to know the history of this tool, and the
sociological relations of its many uses in the arts and sciences, and inci-
dentally this knowledge and these relations are so all-pervading that they
almost force themselves upon the minds of persons of ordinary intelli-
gence. The wide significance of the uses of the hand is necessarily felt
to some extent by all, but it is known in its greatest extent only by the
few, and possibly by none. But to whatever extent it can be perceived
by different individuals and however useful and interesting it may be,
these relations are only incidental to the real content of manual training,
either as training per se, or to its use and application in the experiences
of life.

Manual training like other branches has many aims. The pure utili-
tarian aim of the primitive man has been perpetuated in all the arts and
crafts of life as well as in all engineering and architectural courses. In
the trade schools in all the countries of the world the manual arts have
been employed for the purpose of giving pupils the skill necessary to
compete successfully in the occupations of life. And this competition
has always been successful just to the extent that the competitors have
been skillful. Again, the world does not enquire of the man seeking an
artizan's position, "By what method did you learn the mechanic arts?",
but the question ever has been and ever must be, "Have you a skillful
hand?". Not, "Did you enjoy every moment of the time you were
sweating over your exercise in the school"?, but "Did you master that
exercise"? Not, "Did you amuse yourself 'constructing' a toy to please
a fleeting fancy"?, but "Can j^ou use your tools man-fashion?"

Now, it is interesting to observe that manual training like other
branches above referred to has its aim; and again that aim is culture. In
this country we have claimed, and I think we may still, to a certain
extent, claim that manual training does give culture equal in its own
way to that of other studies, even when it is not intended to put it to
practical use in its applications. But as in other studies, this will
depend almost wholly on whether the training has imparted the power
which alone can come through the somewhat strenuous acquisition or
skill. Incidentally, it is necessary and interesting to contemplate this
work in its wider aspects, to philosophize about it, to read about it and
to hear lectures about it, even perhaps by people who know very little

ORGANIZATION OF MANUAL TRAINING 109

about it — people whose success and usefulness lies not in the skill of the
artist or artisan but in the skill of talking. But it can not be too strong-
ly insisted that this wider vision is not the culture that makes manual
training valuable as a culture study ; it is the skill acquired in the mastery
of the technique which has been evolved by the race in holding tenacious-
ly to the best practice of skilled mechanics. It is only by this means that
the results of this evolution can be appropriated by the learner. We
can, then, but conclude that the teachers aim must be the impartation of
skill and it therefore follows that to do this he must himself be skillful.
He must be skillful, not only in the execution of the processes of the
mechanical art he teaches, but he must also be skillful in the art of
teaching. It is through the acquisition of skill that the world's workers
are produced. There are other ways to produce talkers, but workers
must first learn to work, and this to be effective must come through
skillful application. It must not be forgotten that excellence is qualita-
tive, not quantitative.

The accompanying tables furnish an outline of the work in manual
training and drawing done during the second year in the McKinley
High School. To those who are most attracted by artistic, usable
articles, these exercises will be somewhat lacking in interest. It is the
joinery of the first year and the forging of the third year that give the
most latitude and freedom to the hand. In these the hand not only
guides the tool but furnishes the power. But to those who like to study
the machine as an entirely new element in training, these exercises will
be full interest. Heretofore the movements of the hand have been indi-
vidual and independent both as to position and time, but now these
movements must become co-operative and dependent. The boy must
enter into partnership with a force outside himself. In the use of the
lathe he can reach results only by combining his own force with that of
the revolving piece of stock on which he is working. This force is uni-
form, unconscious and uncompromising. He sees before him a new
condition which requires absolute conformity. This conformity de-
mands the keenest attention and implicit obedience to the law of rotary
motion. The lathe is a perfect disciplinarian. The attention alwaj's
to be observed in the turning shop is beautiful to behold. The edu-
cational quality of this co-operation with the moving force of machinery
is unique and of a high order. Here skill is not only permitted, but it
is demanded, and as this demand comes from the unconscious motion of
the lathe, it is uncompromising and inexorable. The hand at the turning
tool must obey orders or something not in the program is going to hap-

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MANUAL TRAINING MAGAZINE

TABLE III.— Turning.— Second Year.

1.1

Process

Application

Exercises

Illustrating: the

Process

Form of Design

applicable to

Process and Exercise

1. Care and use
of Lathe and Tools.

2. Centering,
Roughing and
Straight Turning.

General.

Cylinder.

3. Taper Turn-
ing.

Spindles.

Bats.

Columns.

Spindle.

4. Compound
Curve Turning.

Spindles.

Newels.

Posts.

Spindle.

5. Sandpapering,
Staining, Finishing.

All Interior
Woodwork and
and Furniture.

All Exercises af-
ter No. 3.

1st

6. Concave and
Convex Turning.

Balusters.

Posts.

Spindles.

Stocking Darner.
Spindle.
Potato Masher.

7. Beading and Bed Posts, Fret
Cutting Down Work, Spindles, Carving Mallet.
Square. Table Legs, Chair Table Leg.
Legs, Porch Posts.

8. Lectures on
Materials.

General.

9. Tool Handle
Turning.

All kinds Tang
Tools.

Screw Driver
Handle.

Turning Tool
Handle.

File Handle.

Chisel Handle.

10. Boring, Fit-
ting and Astemb-
ling.

Loose Handles.

Spindles.

Balusters.

Rolling Pin.
Revolving Spool.
Holder.

11. Face Plate Rosettes.
Work. Corner Blocks.
Goblets.

Rosette.
Goblet.

] 2. Plug Chuck
Work.

Napkin Rings.
Jewel Boxes.
Puff Boxes.
Tea Caddies.

Napkin Ring.
Tea Caddy.
Jewel Box.

Constructive De-
sign, Carving and
Inlaying.

13. Face Chuck
Work.

Pattern Making.
Interior Finish.

Jardeniere Stand.
Pin Tray.
Picture Frame.
Ball.

Constructive De-
sign and Carving.

14. Gluing and
and Built Up
Work.

Pattern Making.
Cabinet Making.

Goblets.
Trays.

Indian Clubs.
Gavels.
Dumb Bells.

Constructive De-
sign.

ORGANIZATION OF MANUAL TRAINING

TABLE IV.— Molding.— Second Year,

u
ti

•a

Process

Application

Exercises

Illustrating: the

Process

Form of Design

applicable to

Process and Exercise

1. Lectures on
Metallurgy,
Foundry Equip-
ment and Cora-
position of Com-
mercial Alloys.

Foundry Practice

2. Preparation and
Mixing of Sand
and Facings.

Foundry Practice

3. Bench Molding.

Foundry Practice

Angle Block,
Gland, Wrenches,
Pipe Fittings,
Pulleys, Bench
Block and Face
Plate

4. Making, Baking
and Setting of
Cores.

Foundry Practice

Pipe Fittings, Pul-
leys, Bench Block
and Face Plate

2d
Cont.

5. Art Bronze
Founding.

Bronzes, Medal-
ions, Ornamental
Brass and
Bronze Work

Escutcheon, Push
Button, Plate,
Door Plate,
Drawer Pull,
Hinsre Tail Me-
dalion

Modelling in Wax

6. 'Floor Work.

Foundry Practice

Pulleys, Pit Work

7. Management of
Furnace and
Crucible Melt-
ing.

Foundry Practice

8. Preparation of

Charges of Foundry Practice
Brass and Iron.

9. Skimming and
Pouring. Foundry Practice

10. Cleaning,

Tumbling and Foundry Practice

Pickling of

Castings.

pen. In addition to attention, the skill required exercises other definite
mental functions. The conception of form which must guide the hand
in holding the tool calls for an active effort of the imagination equal to
that of freehand drawing. And this is true whether the turning is done
by the use of a templet — a longitudinal surface pattern — or whether it
is done freehand. In the former case this effort is employed in design-

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MANUAL TRAINING MAGAZINE

TABLE V. — Drawing. — Second Year.

Process

Application

Exercises

Illustrating the

Process

Desien

(a) Principles General Problems
of Orthog- in Mechanical
raphic Pro- Drawing
jection

(b) Design

Form of Turning
Exercise

Representations of
Planes, Points,
Lines, Rotation
of Lines, Special
Problems

Design of Tool
Handles, Napkin
Ring, Tea Caddy,
Jewel Boxes

Form

(a) Intersec- Sheet Metal Work
tions of and General
Planes with Problems
Curved Sur-,

faces

(b) Design. Form and Decora-

, tion of Turning
Exercises

Conic Sections

Design of Jardi-
nier Stand, Pin
Tray, Picture
Frame, Indian
Clubs, Goblets,
Travs, Dumb
Bells

Form and Decora-
tive

3. (a) Intersec- jSheet Metal Work

tions of
Curved Sur-
faces
(b) Design.

and General
Problems

Form and Decora-
tion of Turning
Exercise

Intersections, Cyl-
inders, Cone,
Spheres. |

Designs at Es-
cutscheons and
Door Plates

Form and Decora-
tive

(a) Line
Shading

(b) Design

Rendering of
Drawings

Geometrical Forms
Ring and Pulley

Fonn and Decora- Design of Drawer
tion of Patterns Pulls, Hinge
Tails

Form and Decora-
tive

5. (a) Shades and! Architecture
Shadows

(b) Design

I Geometrical Forms

Form and Decora- Design of Push-
tion of Patterns Buttons, Plates,
j Medalions

Form and Decora-
tive

mg and making the templet, and in the Latter case in the independent
guiding of the tool, and is comparable to the guiding of the pencil in
freehand drawing, for both must execute .the conceived form, the one in
co-operation with the machine, the other independently.

The application and meaning of turned articles are manifest, for
they occur on every hand in both interior and exterior woodwork, and in
furniture and other useful and ornamental articles. The Dart of tne

ORGANIZATION OF MANUAL TRAINING

113

TABLE VI.— Pattern Making,— Second Year

Process

Exercises
Application Illustrating the
Process

Form of Design

applicable to

Process and Exercise

1. Gneral Consid-
erations, Drafts
Shrinkage and General
Finish Allow-
ances '

Angle Block,
Face Plate,
"V" Blocks

3cl

2. Internal Draft

Wrench, Gland,
Hollow and Pulleys, Gears,
Ribbed Patterns Cup Center, Sur-
face Plate, Shaft
Coupling Bill

3. Parted Patterns

Pipe Coupling,
Pipe Return,
Patterns necessitate Pipe Tee, Bench
two or more parts Block, Sheave
Wheel

4. Dowels, Fillets
and Fasteners

Surface Plate,
Parted and Screw Tack, Face
Ribbed Patterns Plate, "V" Block

4th

5. Core Prints
and Boxes

All Cored Pat-
terns

Levelling Block,
Pipe Fittings,
Pulleys, Ink Bot-
tle Holder, Planer
Jack

Screw Jack, Sur-
6. Ribbed PatternSjRibbed Patterns face Plate

7. Built Up An-
nular Patterns

Cylindrical Pat- Pulley, Bell, Pro-
terns pellor Blade,
Cylinder

turning course in which the chuck is used admits free play in construc-
tive design, carving, and inlaying in proportion to the time and talent of
the pupil.

The pattern-making and molding constitutes a significant part of the
second year's work. The making of patterns requires much care and
skill and the necessity of accuracy in their construction is enforced upon
the mind of the boy when he comes to use them in his foundry practice,
for a defect in his pattern would spoil his exercise. The finished casting
embodies a series of inter-related operations, including the making of
the pattern, which requires careful thought, protracted attention and the
exercise of ingenuity and judgment; and in his use of both wood and
metal, and the processes of handling them, the boy experiences many
points of contact with the world's work.

In the next number along with tables showing our work of the third
year I shall consider the relation of drawing to manual training and the
significance of the art movement.

A COLLEGE COURSE IN CONSTRUCTIVE DESIGN.
Charles R. Richards.

UP to the present time very little has been done towards teaching
form design in the schools in connection with constructive work.
Much progress has been made of late years in the matter of
instruction in surface or pattern design, but little has been attempted in
any systematic way towards a consideration of the elements involved in
the fundamental design of constructions in wood, clay or metal.

The reasons for this are not far to seek. In the first place, there
enters into the problem of constructive design, so many elements, both
functional and aesthetic, that it is not easy to separate one from the
other; and in the second place, the considerations of proportion, contour
and distribution of masses and members, are in many ways more subtle
than the quantities presented in surface design, and correspondingly dif-
ficult to bring to the appreciation of young workers. It is much easier
to start with a given contour, and then work out a surface decoration
that relates satisfactorily to the contour, than it is to design an outline
that shall be thoroughly pleasing in itself. In the same way it is easier
to take a piece of construction, such as a table, and apply surface en-
richment to it, than to so design the table that it shall be effective and
self-sufficient merely by force of its proportions and outline. And yet,
these latter considerations are, of course, in such structures, the funda-
mental elements of aesthetic effect, and of much more primary import-
ance than the question of surface decoration, and for these reasons it is
obviously demanded, however difficult the task may be, that instruction
in this direction shall have a place wherever work in construction is
attempted.

Functional considerations, of course, have first place in the problem.
The adjustment of primary form and dimensions, material and structure
to best serve the given end, must determine the fundamental de-
sign. When these considerations are satisfied, there is a margin in
which purely aesthetic demands may be considered, and the material
foundation refined and enriched, and made more interesting and pleasing
to the eye. That these refinements should in no way interfere with the
fulfillment of the first set of conditions, goes without saying.

In the actual conduct of the college course to be outlined, the first

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CONSTRUCTIVE DESIGN

115

set of factors are always considered, but the emphasis of the course is
placed upon aesthetic relations, and these alone will be given any space
in the following pages.

It should be noted that this course does not touch the problem of
surface enrichment, which is, of course, a legitimate and important ele-

*" ment in the full problem of constructive
design, but for the sake of concentration,
confines itself to questions of outline,
proportion and distribution of members.
The method of instruction followed
is, first the definition of a concrete prob-
lem ; the presentation of varied examples
showing its successful solution, or that
of other problems of the same type;
FIGURE 1. the enunciation and illustration of cer-

tain general principles; and after the designs have been worked out, a
comparison and criticism of the results before the class.

The writer does not regard an emphasis of guiding principles before
the students work is attempted, however carefully and guardedly they
may be made, as an ideal method of instruction. With the very limited
time at the disposal of this course, however, and the fact that very few
of the students taking it have had any large amount of art training, it
would seem the most
practical method of
bringing out the signif-
icance of the quantities
involved, and of cover-
ing the desired field.

The main principles
brought forward are
those of consistency
and variation. By con-
sistency is meant ad-
justment of form to

function and the bar- figure 2.

monious relation of masses and details. In it are included the ideas
of balance, symmetry, rhythm and consonance of movement. Through
variation, interest is gained by change and contrast of mass and line,
enrichment and refinement of detail. On the interplay of these two

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MANUAL TRAINING MAGAZINE

ideas is built up whatever of principle is applied in the various problems.
Both invention and refinement of a motive are given play in the
work of the course, but in most cases less emphasis is placed upon
origination than upon the refinement and adjustment of a suggested
motive.

Plate I.

Problem I. The first problem is concerned with the simple ar-
rangement of rectangular masses, and deals with the distribution of
spaces in a two and a three tier panelled wainscot, as in Figure 1 and
Figure 2.

Such wainscots are, for the sake of economy, frequently built of
equal square panels, and in this set and rigid form offer little of interest
except in the play of light and shade on their differing planes. The
conditions, however, afford an excellent opportunity for pleasing
arrangement of spaces through nicely adjusted variation.

The possible modifications of a two tier panel are, of course, limited.
The sense of stability would seem to demand that the larger panel be
placed below as in a, Plate I, rather than above, as in b, and within
this arrangement an infinite number of proportions are of course
possible. To secure a thoroughly pleasing effect, it is essential to
observe here the principle of subordination, and to proportion one of the
panels as the clearly dominating mass, with the other as a secondary
member.

Arrangements like c are obviously unsatisfactory because of uncer-
tamty of effect, and those like d because of extreme difference in
mass. In the latter case the eye feels a lack of relation between the
spaces, and a shock of contrast in passing from one to the other.

The students' designs shown in Figure 3 and in Figure 4, have each a

CONSTRUCTIVE DESIGN

117

primary mass clearly emphasized, and a secondary mass in pleasing rela-
tion. It is possible that some of the simplicity of efEect in Figure 3 may
come from the similarity of portions represented by the two spaces.
Such likeness of proportion between adjacent masses varying in size,

FIGURE 3.

FIGtJRE 4.

often exerts a strong influence in uniting what would otherwise be a
confused and complicated effect.

Greater interest of effect may be gained by variation horizontally as
well as vertically, as in Figure 5, and by still further differentiation
as in Figure 6.

With a three tier arrangement, a greater number of arrangements

118 MANUAL TRAINING MAGAZINE

are possible. Some of these are shown in Plate II. One dominating
mass and two equal secondary masses, or three varying masses are
possible, the latter tending to greater richness of effect.

FIGURE 5.

FIGURE 6.

The order of the spaces one to the other is of primary interest.
The arrangement of a is geometrical and obvious. It is like the
scale in music. It is continuous movement without bounds. The eye
is carried onward but never brought to rest, b and c employ the
same masses but have beginning and end. They are balanced — static.
They stay in the frame.

CONSTRUCTIVE DESIGN

119

Students designs are shown in Figures 7, 8 and 9. It will be
noted that in these designs the uniform width of frame enclosing the
panels exerts an important unifying influence upon the entire effect. A

CD en

en en

b
Plate II.

FIGURE 7.

change in the size of the rails enclosing a small panel, is sometimes
desirable, as in Figure 8, but this should be made very carefully, as any
such change tends to further complication of effect.

Problem II. The panelled door presents much the same problem

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MANUAL TRAINING MAGAZINE

as the wainscot, but in this case the distribution of m:;sses is more
affected by functional considerations. The lowest rail of the door is
always made larger for reasons of strength and resistance to wear, and

FIGURE 8.

FIGURE 9.

one of the other rails is generally so placed as to lend support to the lock
and handle. In the days of rim locks this lock rail was so placed as to
receive the lock centrally, as in the Colonial door of Figure 10. With

CONSTRUCTIVE DESIGN

121

a mortise lock such a position would weaken the joint which holds the
rail, and in consequence the rail is nowadays placed somewhat above or
below the lock.

At the present time, in doors made for inside use, not so much im-
portance is attached to this supporting function of the lock rail as for-
merly, but from the purely
aesthetic side, it is a question
whether recognition of the im-
portance and evident function
of the lock can be omitted with-
out detracting from the effect,
as witness Figure 11.

FIGURE 10.

In the older doors of the simple
house type, the panels were made solid,
and the width of the panel, both for the
sake of strength in the frame, and in
order to lessen the results of shrinkage,
was comparatively small, seldom run- figure 11.

ning over ten or twelve inches. Today, with the use of built up panels,
the width is increased, and it is now common practice in such doors to
use one panel filling the entire width, as in the last figure.

The first door problem is that of an inside single door, with the usual
limits of dimensions. A number of the most common types of panel dis-

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MANUAL TRAINING MAGAZINE

tribution is illustrated in Plate III. It is evident that the same principle
of subordination enters into the movement of the panels, as in the ques-

Plate III.

tion of massing. A design like Figure 12 gives a half-way effect. It

is neither vertical or horizontal, and is uncertain and unpleasing for that

reason.

On the other hand, in an arrangement like b, Plate III, the dominant
vertical movement of the panels is in harmony with the
shape of the door, but its otherwise meager effect is re-
lieved, and an element of vivacity added by the single con-
trasting cross panel. Examples of students' designs are
shown in Plate IV.

Figure a is in danger from the uncertainty of move-
ment referred to above. The effect of this design would
be improved by an increase in the width of the bottom rail.
In c the rails show well-studied proportions but the lock
is badly placed from a structural standpoint.

Problem III. Larger doors present opportunities ioi
more elaborate groupings. - In outside doors both the
effect and appearance of strength is aimed at, and such

doors, when made of wood, often have the panels arranged in squares,

with heavy encompassing frame work.

In the inside double doors of the salon type, however, a natural

FIGURE 12.

CONSTRUCTIVE DESIGN

123

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MANUAL TRAINING MAGAZINE

CONSTRUCTIVE DESIGN

125

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MANUAL TRAINING MAGAZINE

opportunity is presented for rich and varied grouping. The French
have excelled in this study of panel spacing, and doors of the Louis
XIV, XV and XVI periods, present exquisite examples of panel divis-
ion. Figure 13.

FIGURE 13.

The Japanese also, in their temple and palace gates, have dealt with
this problem of panel spacing in a charming way, using generally some
variation of the motive shown in Figure 14,

In the tall double door, running up to perhaps nine or ten feet, it is
evident that a greater number of single divisions may be employed than
in the lower single door. A fourth division often takes the form of a
small panel at the top, and here a nice question is presented as to whether

CONSTRUCTIVE DESIGN

127

this is better made of the same size as the other small panel, or a fourth
unit of size introduced. The latter is a move away from simplicity of
effect, and the adjustment must be nicely studied if it is to result in an
improvement in the design.

Students' designs are shown in Plates V and VI. Figure a in Plate
V would probably be improved if the small panel were made slightly
larger and the width of the enclosing rails somewhat reduced. Figure
a, Plate VI, possibly suggested by a Japanese example, shows a well dis-
tributed panel scheme but is weak as to the width of both stiles and rails.

FIGURE 14.

G. R. SMITh

LIVE OAK TREE MOTIF.

EMBROIDERY.— II.

Gertrude Roberts Smith.

"Embroidery is not among the things zuhich have to be done. It is
in the nature of a superfluity; the excuse for it is that it is beautiful/^

THE expression of art in embroidery is primarily design-thought in
stitches,which defines clearly some orderliness of space relations
and, at the same time, exhibits care in the selection of materials.
Whatever the purpose for which an article is being beautified with
stitches, durability and fitness should be considered. The hours oi pains-
taking labor involved in planning and executing a design motif, however
simple, becomes labor unworthy its art unless there be in it lasting quali-
ty. As a rule it is desirable to put a richer material on a simpler, as silk
on linen, rather than linen on silk but, whatever the character of the
cloths selected, let them be the best of their kind. Shiny stuffs, as silk and
satin are to be avoided, as hard and unsympathetic. Brocade has less
danger as its pattern gives broken light. Linen is, when all the quali-
fications desirable for embroidery are considered, a most satisfactory
fabric, and can be obtained in such variety of color and texture, that for
the present we will consider its use alone.

128

EMBROIDERY 129

The natural colors are safest and in the end best, for as we have
noted a rising scale of richness in the njaterials we are superimposing, so
we avail ourselves of the impressiveness given by an increasing color
scale. A jewel-like quality is obtained by opposing color to a proper
neutral, and toned linens give to color schemes something of the envelope
we so admire in Japanese prints. The round threads and slight irregu-
larities found in hand spun and woven linens recommend them espec-
ially for our purpose. When studied, the range of color from light to
dark and warm to cold, offers limitless scope for the application of
color in embroidery. If expense is not to be considered, these linens may
be woven to order and in any shade desired. For many purposes, how-
ever, the Russian peasant crash, obtainable in most dry goods stores, is
beautiful and inspiring. The fact that its width is limited to from
fifteen to eighteen inches, is sometimes an obstacle in its use, but when
frankly seamed together, it can often be treated as one width. These
linens vary in price according to their fineness, costing from twelve to
thirty cents a yard.

Linen embroidery thread which could be very valuable to the needle-
worker is practically prohibited since, from the nature of its fibre, it will
not hold dye, and the rubbing of a thread as it passes and repasses
through cloth will fade colors that are unaffected by sunlight. Fading
in wash is largely brought about by the same cause. Mercerized cotton
has been so developed that its texture is not unlike silks and may be used
when the colors have been tested. The embroidery threads sold in art-
craft shops and recommended by them as vegatable dyed give to the
worker all the advantage of individual experiment without the tedious-
ness and discouragement attendant upon controlling coloring matter at
first hand. Tussah silk has a quality in its color and texture, which is
well nigh perfect in connection with the homespun linens, and it is to be
regretted these really splendid Oriental silks are so little appreciated that
it is difficult to get them in this country.

The transferring of designs to rough cloth offers many obstacles, as
impression paper and the powders used on smooth material fail to enter
its interstices. Experience has proven that a sure and comparatively
easy result is obtained by cutting the design, stencil fashion, from tough
paper and tracing round it with an ordinary pen and water proof ink.

This description of materials and methods has been given with the
thought of their practical application, presupposinp' a love of the subject
with ordinary control of the needle and some ability to express space

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MANUAL TRAINING MAGAZINE

relations in drawing. Desiring to make our discussion still more specific
we will give it the form of a problem, selecting for our purpose a runner
or rectangle of linen to be embroidered.

The uses to which the embroidered runner may be put are varied and

FIGURE 1.

K. SIMPSON

in considering these in connection with the shape, we have our design
partially suggested. If our rectangle or runner is planned to go in some
fixed place its position will more or less define the design spacing. If
the rectangle is to lie on top of a table its relation to the whole as well
as to its parts should be recognized. If it hangs over the edge of the
table the amount of cloth and the division of it into spaces becomes the
important thought. In either case the hem, which must finish the raw
edge of the material, cannot be ignored, and it is best to make it con-
sciously a part of the construction, in proper width to bind the design
well down to the other space divisions.

The straight line of the hem most naturally suggests a band or its
equivalent in the design treatment, and should we confine ourselves to it
alone, there would be endless opportunity for invention within the space.

The band holds the edges of the cloth together, at the same time em-
phasizing the hemmed ends. It is here we should develop our greatest
design interest, either by concentration of thought in the middle of the

EMBROIDERY

131

space or toward the corners, the weakest arrangement being that in
which the design travels uniformly from edge to edge of the cloth, sug-
gesting a machine woven pattern which could be cut off by the yard.
The utterly to be rejected design in this space is the one-sided unit which
enters the cloth at one edge and ambles along to its exit on the other.

M. DELAIRGUE

FIGURE 2.

The spot arrangement so satisfactorily demonstrated in oriental
needlework offers an alluring field in which there are many pitfalls, for
detached unconstructed units are tiresome unless there be in them some
naive quality which we recognize as genius.

Figure T shows an arrangement of roses in which the relation of hem
and design to uncovered space have been carefully considered. The
cloth is coarse linen, of cool grey tone ; the design is in soft greens, blues
and old roses. Here the strong color value might allow the proportion
of uncovered space to be increased, until the hem and pattern stand in
minor relation to it without the latter suffering.

In this design we have preserved the band or border thought, the in-
terest being almost equally distributed in the space, yet conveying perfect-
ly the impression that the design is complete in itself and made so in
relation to definite dimensions. The simplest possible stitch has been

^Figures 1, 2 and 3 are used by permission of Nevvcorab College, New Orleans.

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MANUAL TRAINING MAGAZINE

used in its execution, the silk embroidery thread following the warp or
woof over and under as in darning.

Figure 2 shows one-half of a design planned for the end of a rec-
tangle similar to the one already described. Here we have the interest
centered in the two medalions, which were carefully spaced in relation to

FIGURE 3.

the edges of the cloth and to each other. The bands which form struc-
tural lines holding all the parts of the design together are placed, as in
architecture, where the construction is most apparent, or where the lines
of beauty may be made stronger and more complete. The colors, dull
blue, green and terra cotta, with touches of purple carried through the
scheme, give further emphasis to the thought by being forced in the
medalions. The mass of color in the terra cotta sails is supported by the
introduction of a brighter blue in the distance than appears in the
bands. This runner was planned to go on a mahogany table and its
values made accordingly robust.

Figure 3 is another arrangement of ornament on the runner. The
magnolia bud motif with its divisions and strong contrasts forces
attention to the middle of the space. Coarse linen of a warm brown
tone was selected for the background. The other colors are bronze
greens, blues and purples with deep cream in the flower. The character

EMBROIDERY

133

of the blossom lends itself to applique and a smooth silk has been used
to assimulate the texture of the flower.

With all applique a strong outline is necessary, and here the same
one has been carried through the whole design. Several threads of dark
green and red purple were sewed down, or couched, with a single thread

G. R. SMITH

FIGURE 4.

of blue. The leaf spaces were filled in with button-hole stitch, row
after row having been placed with some effect of modelling. By
keeping several needles in the work, colors were broken at will ; three
different greens of the same value were used in each leaf, and variety
was given without disturbing the flatness of the decorated surface.

In Figure 4, fleur de lis motif, all parts of the design play one into
the other. The arrangement in the corners is dependant for its com-
plete comprehension upon lines at the sides and hem of the rectangle.
Such a design is seen to best advantage lying full length on a horizontal
surface. This is the design form which perhaps offers the greatest scope
for subtle beauty and variety. A complete unit in itself, its possibilities
for pleasing are unlimited.

Fine design comes from a full experience and, whether the motif
chosen for a runner be purely abstract lines or material which in itself
tells a story, beauty and its adaptation to cloth should be the funda-
mental thought.

A COURSE OF STUDY IN MANUAL TRAINING— I

Cheshire Lawton Boone.

THE course of study as suggested in the present article and those
to follow is not a theoretical compilation. Each topic and
problem has been tried not only in one grade, but oftimes in
several and the exercises described are the residue after a long process of
selection and rejection. A general outline of the scheme for the primary
grades, will be found in the Manual Training Magazine for April,
1907, in which is stated the basis upon which the work is planned. Any
other set of exercises than those mentioned might well be used; it is
only contended that whatever group is chosen, that they shall be centered
in some definite way about one idea, or groups of related ideas.

In addition to the primary work referred to, this series of papers will
include pottery-making, basketry, work in wood, and a series of discus-
sions, with drawings of several mechanical problems, as the water wheel,
pumps, kite, printing press, motors and electrical apparatus. These
grammar grade projects are planned in the same way as for primary
work, in series, closely related. It is hoped the articles will show that
there is some guide by which a course may be planned, to produce sensi-
ble results, and command the attention of the diffident ones, as well as
build up the creative powers of children.

YEAR I.

THE PLAY HOUSE.

The play house is a typical first-year project. It involves an amount
of "making" of a simple kind, and uses a variety of materials. The
work can be extended or condensed to suit classroom conditions, without
in any way impairing the problem as a whole.

Materials — For the house a number of packing boxes (soap boxes
for choice) are secured, and two sides of each removed, leaving not a
house, but a room in each case. A real play house, with a roof, is at-
tractive but the rooms are dark and hard to get at in furnishing them.
For school purposes, boxes are easier to handle and as satisfactory.

For the furniture to be placed in the various rooms, any firm, tough
paper, which first grade children can fold accurately, will do. The best

'Copyright, 1907, Cheshire L. Boone.

134

COURSE OF STUDY IN MANUAL TRAINING

135

CONSTRUCTIOh

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material is 30 lb. cover paper of tone suitable for tables and chairs. Un-
less otherwise stated the paper is cut square and a standard size — in the
present case, 6-in. x 6-in.

136

MANUAL TRAINING MAGAZINE

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Natural and colored jute is the best stuff for weaving rugs for the
rooms. The looms are strung with common carpet warp, or any strong
cotton twine. The best loom for use here, is one of cardboard, a little

COURSE OF STUDY IN MANUAL TRAINING 137

larger than the size of the proposed rug. The cardboard should be
notched at the ends with notches about 3^ -inch apart for stringing.

The walls of each room ought to be papered with bogus or cover
paper, or some material of good tone.

Explanation of Plates — The drawings presented herewith give de-
tails of construction for making typical pieces of furniture. The dotted
lines in the drawings show where the paper has been folded. The
cutting is to be made on full black lines. Portions indicated by crosses
are cut off entirely.

As already suggested, most of the articles are made from square pa-
per 6-in. X 6-in. When this is not possible, the paper should be fur-
nished to pupils in the right size, and the measurement necessary accom-
plished by means of kindergarten tablets or strips of cardboard, rather
than rulers.

It is advisable to practice the simpler foldings and pasting, first, with
manila paper, until the technique is understood. Library or stock paste
is used for finishing the work.

If any design is used on the wall paper, it should be some simple
border, near the top — the mere repetition of motits suitable for decora-
tion of a given room as vegetables, animals, utensils, landscape.^

Weaving has been so fully treated in other places that no explanation
of it is needed here. It is enough to say that weaving for its own sake
has little value, and expensive, complex looms have no place in this
grade. Since rugs are needed to furnish the rooms, each child makes at
least one, perhaps more, and the best are used.

Other details incident to completing the rooms, must be left to indi-
vidual taste; pictures, windows and curtains will be arranged to suggest
the reality desired.

In addition to the play house there are a number of isolatLd problems
which also find their way into the year's work.

Things like Christmas gifts, valentines and the like are perennial
exercises, but though important, are mere incidents in the year's plan as
a whole. These special exercises wU be treated as a separate group later.

^Design in the Primary Grades by Julia Cremins, Year Book of the Council
of Supervisors of the Manual Arts, 1904. An excellent discussion of primary
design.

A GRAxMMAR GRADE EQUIPMENT FOR WOODWORK-
ING AND DRAWING.

Charles H. Bailey.

IT is impossible for any one person to make lists of equipment for
manual training work that will be satisfactory under all conditions
and meet the approval of all teachers. Each teacher who has had
experience in work of this kind has his own ideas about equipments ; and
tools that are considered absolutely essential by one teacher may find no
place in the equipment of another. Still some definite lists of equipment
may be suggestive and helpful, particularly to teachers who have not had
a wide experience and who have no very definitely fixed ideas on the
subject.

In equipments for woodworking, especially, there is great diversity
both as to the number of tools used, and as to the division into individual
and general tools. There are certain tendencies, however, along this
line that seem to be making for greater uniformity, and one of these is
the inclination on the part of teachers of woodworking to reduce the
number of tools that are classed as individual tools; and in fact to have
the least possible duplication of tools throughout the entire equipment.
The lists of equipment given here are made out in accordance with this
idea. The reduction of the tools to the least possible number lessens
the cost of equipment and also makes it easier for the teacher to take
care of the tools and keep them in good working order. It is greatly to
the teacher's advantage to have as few tools as it is possible to use and
still do good and effective work.

Teachers of little experience, when called upon to order and install
equipment for this sort of work, are very likely to make the mistake of
ordering more tools than are essential, thus unnecessarily increasing ex-,
pcnditures. This has been done many times and the extra tools after-
wards discarded. It is hoped that the lists of equipment given here may
prove suggestive and helpful to such teachers and enable them to avoid
the mistake of over duplication of tools.

It is intended that these lists shall be merely suggestive. Perhaps
no teacher would be willing to take them outright. Some will doubt-
less feel that they are insufficient. They are made out, however, with
the idea of meeting the needs of the ordinary public school where the
item of cost is usually so important as to be almost the determining fac-

138

GRAMMAR GRADE EQUIPMENT 139

tor in the introduction of this work, and it is believed that the equip-
ments suggested here will meet the needs of such work without being
excessive in cost.

Tables I and II give what is considered a reasonably generous equip-
equipment should be sufficient for almost any work that can be done by
the pupils in the grammar school.

TABLE I.

24 single benches, 3-ft. 6-in. long, 2 wooden vises $192.00

24 Bailey's iron jack planes. No. 5 37.00

24 Disston's back saws, 10-in 26.20

24 Buck Bros, tanged firmer chisels, j^-in. No. 2 5.00

24 Buck Bros, tanged firmer chisels, 1-in. No. 2 8.00

24 try squares, 6-in. iron stock 5.25

24 marking gauges, beech wood, plated head 2.85

*24 rules, boxwood, 12-in 3 . 60

*24 sloyd knives, 25^-in. blade, riveted 6.50

24 bench brushes, 5-in. block 5.60

♦24 Bradley drawing kits, 10 x 12-in 7.50

24 pencil compasses and pencils 3 .00

*24 bench hooks 3.50

*24 mallets, hickory 4.00

Total $3 10 . 00

In some cases, however, it is not possible to install the work so com-
pletely, and in such instances it is suggested that the items in Table I
marked with an asterisk (*) be omitted from the individual tools.
The rules and knives may be provided by the pupils, and they may make
the T-squares, triangles, drawing boards, bench hooks and mallets.

Table III gives a reduced list of general tools which will do very
well for a class of twelve and may be made to serve for a class of twen-
ty-four. It is about the minimum to which the general tools may be re-
duced and still allow of any sort of effective work.

There are a number of ways in which benchwork may be conducted
with limited equipment. In the first place there is the possibility of pro-
viding a small number of benches well equipped, with a reasonable com-
plement of general tools, and conducting the work with small classes.
Thus an equipment for a class of six, based upon the lists given in tables
I and II, might be purchased for about $100.00.

Again, a larger number of benches may be provided, with just enough
tools to enable some work to be done, and the number of tools increased

140 MANUAL TRAINING MAGAZINE

TABLE II.

2 Bailey's iron fore planes, 18-in., 2^4-'m- cutter $ 4.10

2 Stanley's iron block planes, 6-in., No. 16 1 . 60

6 Disston's D8 rip saws, 22-in., 8 point 7.00

2 Disston's D8 cross cut saws, 22-in., 10 point 2.34

2 turning saw frames, 14-in 2 . 00

6 turning saw blades, 14x^-in 60

1 steel carpenter's square, nickle plated. No. 105 85

2 sliding T-bevels, 6-in, iron stock 40

3 screw drivers. Champion, 4-in 75

1 screw driver, Champion, 6-in 35

1 Coe's monkey wrench, 10-in 65

2 Barber's ratchet braces. No. 14, 6-in. sweep 1.80

1 set Russell-Jeanings auger bits 4.25

1 set twist drill bits for wood, 7 in case 1.15

1 Rose countersink, 5^-in 15

1 glue pot, 2 pints 50

4 Buck Bros, outside gouges. No. 8, handled, 1-in 1.75

2 Buck Bros, outside gouges. No. 8, handled, ^-in 65

1 pair Colt's eccentric clamps, to open 3-f t 2.10

6 Wooden hand screws, 8-in 1 . 70

12 Wooden hand screws, 10-in 4.05

6 Wooden hand screws, 12-in 1 . 70

2 winged dividers, 5-in 40

1 winged dividers, 10-in 32

6 half round wood files, open cut, 8-in 1.35

6 hammers, Maydole, No. 13 3 . 00

4 nail sets, assorted sizes 40

2 cabinet scrapers, 3 x 5-in 40

2 India oil stones, 7x2xl-in l.C)

1 oil can ,10

1 Washita oil stone slip, 4 x 2-in 20

1 smooth mill file, 8-in 20

1 grindstone in wooden frame, 24 x 2-in 4 .40

8 iron spoke shaves, adjustable 1 . 80

1 New Langdon Mitre box. No. 22 7.30

1 scraper steel 20

1 Goodell's geared hanJ drill, No. SVz 2.25

1 Jones' ratchet coping saw O

12 coping saw blades 15

2 Buck Bros, tanged firmer chisels. No. 2, '/4-in 50

Total '. $65 .21

as the funds materialize. If a special teacher is employed, this method
may be the more economical as more pupils may be given instruction in
the same length of time.

GRAMMAR GRADE EQUIPMENT 141

TABLE III.

1 Bailey's iron fore plane, 18-in, 2'^/i-'m. cutter $ 2.05

3 Disston's D8 rip saws, 22-in. 8 point 3 .52

1 Disston's D8 cross cut saw, 22-in, 10 point 1.17

1 turning saw frame, 14-in 1 . 00

3 turning saw blades, 14 x ^-in 30

1 steel carpenters square, nickel plated, No. 105 85

1 sliding T-bevel, iron stock, 6-in 20

3 screw drivers, Champion, 4-in 75

1 Coe's monkey wrench, 10-in 65

1 Barber's ratchet brace, No. 14, 10-in. sweep 90

1 set Russell-Jennings auger bits 4.25

1 Rose countersink, ^-in 15

6 hand screws, 8-in 1.70

6 hand screws, 12-in 2.40

1 pair winged dividers, 5-in 20

6 half round wood f.les, open cut, 8-in . 1.35

4 Maydole's hammers, No. 13 2.50

1 nail set, 1/16-in. point 10

1 cabinet scraper, 3 x 5-in 20

1 India oil stone, 7 x 2 x 1-in 60

1 oil can 10

1 smooth mill file, 8-in 20

1 grindstone in wooden frame, 24 x 2-in 4.40

6 iron spoke shaves, adjustable 1.35

2 Buck Bros, tanged chisels, No. 2, 34"in ^0

Total .$31.39

In any case, the teacher ought to be able to make some combination
of the tables given here so as to suit the conditions under which he must
work.

The figures given are not absolute, but may be taken as very nearly
correct on the whole. The totals may be slightly reduced by special
discounts on large orders.

In all cases, a high grade of tool is specified and quoted, as it is be-
lieved that, in the purchase of tools for this purpose, the best are the
most economical. The cost of the equipment may be materially reduced
by using a cheaper grade of tool, but this is not recommended.

PARTICIPATION AND PRODUCTIVE LABOR IN GER-
MAN AND AMERICAN SCHOOLS.

Frank A. Manny.

THE American who studies German and French schools is im-
pressed by the attitude of these peoples towards participation in
processes. One meets with a remarkable provision for object
lessons in the better equipped schools, but there is a conspicuous absence
of opportunities for students to enter into other than visual relations with
the objects. Initiative and self-activity are no more evident than they
were in American schools of a generation ago. Dean P^ussell pointed out
in his "German Higher Schools" that very often the few laboratories
that he found were unused. During the last year I have visited several
laboratories which showed little sign of wear after having been in opera-
tion a number of years. A few minutes with the program suggested the
reason for this and consultation with science teachers confirmed the sug-
gestion. In many cases the habit of the old scholastic method and phil-
osophy had succeeded in practically controlling the newer materials and
ideas, even as it did the new treasures of Latin and Greek after the first
bloom of the Renaissance.

An extreme instance of this I found in an interview with the direc-
tor of a Realschule in one of the larger cities. There chanced to be a
workshop where apprentices were to be seen at benches and lathes in a
building adjoining the school. I asked whether the workshop was con-
nected with the school and received a very decided negative reply. Later
I asked to see the laboratories when the director turned to me and said,
"We have no workshops and no laboratories. In Germany these are
intended for the training of those persons only who cannot escape manual
labor." I am glad to say that this is not true of some of the schools.

But before the American takes too great pride in the extent to which
his country has made use of these forms of experience in the education of
non-manual workers, he ought to learn what he can for his country's
needs from the splendid equipment that some German cities have made
for trade and industrial training. Here 4S not the place to discuss this
subject. I will only name a book which has appeared this spring by the
leading exponent and demonstrator of this side of education, Dr. George
Kerschensteiner of Munich, "Grundfragen der Schulorganisation"
(Teubner, Leipsic). Through this work one will get into touch with

142

PARTICIPATION AND PRODUCTIVE LABOR 143

the most definite statement I have found of the function of productive
labor in education, from the social as well as from the physical stand-
point.

I referred above to the similarity in some points between the situa-
tion as regards Latin and Greek a few centuries back and the newer
subjects in some quarters today. But two important facts distinguish
the modern problem from its predecessor, ( 1 ) Empirical science and
philosophy have a very different standing and efficiency in this century.
(2) There is a greater division of labor in the school world today than
there was at that time. A mistaken habit in one contineni; can be cor-
rected by better practice in another and vice versa.

One of the evidences of this more social development is to be found
in the benefit that has come from the various international expositions.
Indirectly, also, these have advanced the problems through the visitors
who are brought to a closer study of conditions in a particular country
after seeing the material exhibited.

One of the visitors to the St. Louis Exposition made a brief but
very fruitful tour of our country and has embodied the results in a little
book also published by Teubner. It is entitled "Folksschule und Lehrer-
bildung in den Vereinigten Staaten" and is by Dr. Franz Kuypers, direc-
tor of the F ortbildungsschulen in Cologne. It is a thoughtful study of
what our schools can contribute to present German needs. Naturally
the interests of the author and the present status of our schools lead him
to dwell particularly upon topics related to those I have referred to in
this article. I give a translation of a few pages which may be of interest
in showing how we appear to a careful, progressive, German schoolman.
It is to be hoped that Dr. Kuypers will be led later to give us a work in
which he will discuss German conditions and possibilities at first-hand.

I do not attempt to comment on what I quote from him. He may
be extreme in some particulars but it is well to bear in mind that if, in
the European schools, there is too much of the symbol and of memoriter
work and too little of doing, it is quite possible that we, at times, become
so absorbed in keeping pupils doing that we, too, fail in getting at the
motive power, meaning, and so we do not come to real use.

Personal rights play a greater part in the political and social life of
America than in any other country of the world. They were the chief factor in
the history of the country, and national and local institutions, as well as all
social and legal relations, are based upon these same rights. No wonder then
that the idea exercises a decided influence in the school. The American system

144 MANUAL TRAINING MAGAZINE

of instruction takes into consideration to an extraordinary degree the inclina-
tions of the child. This tendency may be traced from the play things in the
kindergarten to the elective courses of study in the higher institutions of learn-
ing.

In the elementary school this adaptation of instruction to the needs of the
child appears conspicuously in his participation in the process. It does not
consist in merely looking at pictures, apparatus and other means of illustration,
but much more in explanation by means of drawings. The picture is not hung
before the pupils, it is developed in their presence. The school meets the native
activities of the child in a remarkable way and for that reason prefers that the
pupil should make his own observations.

Thus there arises a method of doing, as it were, a sort of process which
even in purely theoretical branches, if one can speak of such in America, re-
quires a physical activity in connection with the mental. This reaches a climax
in the manual training lessons where the pupils construct by means of tools the
objects which have formed the subject of instruction.

The tendencies of the child are naturally toward breadth rather than depth
and so too the instruction. It is suggestive and many-sided rather than ex-
haustive. The principles, 'from the easy to the difficult', 'from the simple to the
complex' are subordinated to the effort to interest — one might sometimes say, to
amuse.

Through the disregard of the didactic principles just mentioned. Young
America, who aspires to the new and the great, more than the European youth,
is given tasks which a systematic pedagogue of the old world would precede by
a well ordered series of preparatory exercises. Furthermore, the American would
lack the whole scale of formal steps and also the all-round working out of the
subject and the drill ; to be sure, on the other side, he lacks the weariness.

A happy venturesomeness without overlong deliberation and analysis — a qual-
ity which must have inspired the whole people, when they were bringing their
vast country under control — appears also in the school system. That which is
very soon made clear to the foreigner on the streets and railways, is also found
in the school classes, — self-reliance and no dependence upon leading-strings or
guardianship from others. A desire for novelty and the self-help {Selbsthilfe)
of youth are necessarily accompanied by superficiality. Even this happy school
dilettantism is the outcome of the restlessness of the entire people, to whom
speculative or profound deliberation is foreign. The instruction therefore will
be absolutely nothing else. It follows naturally then that the school cannot im-
part an organically related and united store of knowledge, but it stimulates the
young citizen and shows him the path which "he can follow later by himself.

What I have seen in general of pictures for illustration, maps, physical and
other apparatus — apart from stereopticons — was very meager compared with
what the German exhibition offered and what is found in our city schools. * *

PARTICIPATION AND PRODUCTIVE LABOk

145

One can see that it is not due to economy merely if in other schools (than
the manual training high schools) less illustrative material is to be found; for
here in the room for woodwork, the smithy, the foundry, and the machine shops,
the fortunate boys have the use of a mass of material for which thousands of
dollars have been paid. And they are materials not to be looked at merely but
to be actually used.

The Americans never tire of praising the bright side of such a training.
The real or supposed advantages may be summed up as follows: physical; adroit-
ness, a strengthening of the nerve and muscle forces ; social ; the equal claims of
physical and mental labor and an understanding, of their economic values, the
possibilities of adorning the home one's self, an introduction to frugality; intel-
lectual ; a training for clear definite expression and a quick and exact carrying
out of ideas, a knowledge of tools, adaptation of form and matter ; ethical ; the
forming of habits of exactness, attention, reflection, the employment of time in
useful occupations, character building through productive labor, a strengthening
of confidence in one's own ability and a feeling for the beautiful. Such pupils
as show little inclination or ability for theoretical instruction can be interested
in this way and gradually led to the other subjects. Finally, a practiced eye and
a practiced hand are a better equipment for industrial life than the memorized
knowledge of many secondary matters. "Learning by doing" should complete
the dull theory of book knowledge.

The necessity of forming one's own world in the solitudes of nature or
among a wild confusion of strange peoples and conditions has led this new na-
tion to an educational ideal which approaches in a remarkable manner the old
Hellenic ideal of beauty — the harmonious development of physical and mental
power.

THE INTERNATIONAL FEDERATION FOR THE TEACH-
ING OF DRAWING AND THE PROMOTION
OF ART EDUCATION.

Solon P. Davis.

THE third international congress for the advancement of drawing
and ait education is to be held in London in the month of
August, 1908. The first international congress on art educa-
tion was organized at the Paris Exposition in 1900. Its success, and the
interest shown by the several countries represented, led to a second con-
vocation at Berne, Switzerland, in 1904. At this meeting a permanent
organization was effected. The representatives from the United States
and the art educational exhibits from Boston, Springfield, New York,
Pratt Institute, Teachers' College, The Massachusetts Normal Art
School, the State Normal at Hyamis and other places, won for this
country a strong position; in fact, many European educators conceded
to America the leadership in elementary art education, and the exhibits
were loaned, upon request, to several foreign countries. It should be
said, however, that the organization of the exhibition at Berne was not
such as to make it thoroughly representative of any of the countries
participating, and that a comparatively small number responded to the
invitation to exhibit work from their respective schools.

Preparations for the coming Congress are on a much more compre-
hensive scale and there is every reason for alert and patriotic interest on
the part of American educators in order that the United States may be
adequately represented at London.

The American Official Committee, Mr. James Hall of New York,
chairman, and the Advisory Committee appointed by that body, began
work upon the problem a year ago and have been assiduously urging the
enterprise forward.

A co-operating Committee of One Hundred has been organized to
assist in raising the requisite funds for the exhibition proposed, the pub-
lishing of a conspectus setting forth the history, present aims, statistics
of the movement in this country, and the arousing of wide interest in the
coming meeting at London. This committee includes representative
educators from all parts of the country in art educational lines.

The Official Committee for America appointed by the Congress at
Berne is as follows:

146

THE INTERNATIONAL FEDERATION 147

Arnerican Official Committee. —

James Hall, Chairman. Director Art Department, Ethical Culture
School, 63d St., and Central Park West, New York City.

Chas. M. Carter, Director Art Education, Denver, Colo.

William Woodward, Prof, of Art, Newcomb College, Tulane Uni-
versity, New Orleans, La.

Advisory Committee. —

Solon P. Davis, Hartford, Conn., Chairman of the Co-operating
Committee of One Hundred.

Mrs. Matilda E. Riley, St. Louis, Mo.

Miss Wilhelmina Seegmiller, Indianapolis, Ind.

Miss Mary C. Wheeler, Providence, R. L

John S. Ankeny, Jr., University of Missouri.

Henry T. Bailey, Secretary, North Scituate, Miss.

Cheshire L. Boone, Treasurer, Montclair, N. J.

J. Frederick Hopkins, Baltimore, Md.

Leslie W. Miller, Philadelphia, Pa.

Walter S. Perry, Brooklyn, N. Y.

Walter Sargent, Boston, Mass.

James P. Haney, Chairman Sub-committee on Publication, New
York .City.

These committees have decided on the following plan of representa-
tion:

1. A national representative exhibit of work in drawing, design
and handicraft from all grades of public schools, colleges and industrial
art schools, to present clearly the American ideal.

2. A conspectus of American art education ; a volume containing a
sketch of its history, an outline of its philosophy, a statement of its
organization, equipment and methods and a table of statistical informa-
tion.

To gather, classify, mount, label, ship, install, guard and return this
exhibit, and to collect the required information, print and distribute this
volume will demand a working fund of several thousand dollars.

A gratifying interest is being shown in schools throughout the coun-
try and readiness to help is evinced by replies to the invitations to take
part in the exhibition, various enterprises to secure contributions to the
fund for the prosecution of the work, and inquiries regarding arrange-
ments for travel, accommodations at London, etc. It is confidently ex-
pected that many educators interested in this phase of instruction will

148 MANUAL TRAINING MAGAZINE

avail themselves of the opportunities offered by the Congress. Arrange-
ments for travel, accommodations, etc., are in competent hands and
public announcements regarding them will be made at the earliest
possible date,

Mr. Henry T. Bailey, v^-ho was the delegate of the American Official
Committee at the recent meeting of the International Committee at
London, is authority for the statement that Dr. Henry T. Lund, who
has in charge the securing of reduced rates of travel in England, is very
sanguine as to the outcome ; these rates may be reduced one-half in favor
of the members of the Congress.

Several parties will be organized to visit various European coun-
tries and to arrive in time for the Congress, under the auspices of the
Bureau of University Travel, and others will be conducted by individual
teachers of experience, such as Professor William Woodward of New
Orleans, and Professor Arthur H. Chamberlain of Pasadena. After the
Congress, excursions will be arranged into Scotland, Wales and Ireland
and it is hoped that all American teachers may return by the same ship
reaching New York on Labor Day, 1908.

Mr. Bailey's report of the London Conference is substantially as
follows :

A meeting of the members of the Committee of the International
Federation was held at the Royal College of Art, South Kensington,
London, August 3d, 1907. England was represented by the Rt. Hon.
Sir John Gorst, K. C, Mr. J. W. T. Vinall and Miss Ethel M.
Spiller; France — Messrs. Guebin and Francken of Paris, and Mile.
Truffot; Germany — Prof. Dr. Kerschensteiner of Munich and Herr
Gotze of Hamburg; United States — Mr. Henry T. Bailey, Boston;
Bulgaria — Mr. Palacheff; Russia — Miss Palivanova of Moscow; Can-
ada— Prof. Armstrong of Toronto.

The Third International Congress will probably be held during the
week of August 3d, 1908, final decision in the matter being left to the
British Committee. The reasons for placing the Congress so early in
the month are: that certain influential people would then remain in
London to participate in the Congress; the annual exhibition of the
drawings from the British art schools entered in the national competition
will then be on view; the Anglo-French exhibition at Earl's Court, in
which all the art and technical schools of France will be represented, will
be open to members of the Congress; and the annual exhibition of the
Royal Acadamy will not have closed. The exhibition of drawings, etc.,

THE INTERNATIONAL FEDERATION 149

in connection with the Congress will be open a week or two earlier
than the Congress and close a week or two later.

All the papers will be printed in the final report of the Congress.
A resume of each paper Mall be printed in the three official languages
upon slips for distribution immediately preceding the delivery of the
paper. The papers so far as possible will be illustrated by means of
charts, prepared in advance, or by means of blackboard drawings made
at the time of delivery.

The program of the Congress will be run as a whole without sec-
tions. The sessions are to be held on Monday, Tuesday, Wednes-
day and Thursday from 10 a. m. to 1 p. m. only. This will leave the
afternoon and evening of each day free for the inspection of the exhibits,
for receptions and entertainments and such excursions as may be planned
by the British Committee. Friday is to be a free day, during which if
groups of especially interested people wish to discuss certain questions
which the previous sessions have raised, free discussion of these questions
may be had without interfering with the regular program of the Con-
gress.

Provision will be made for a wall exhibit and for the display of
handicraft and bound volumes of class work upon tables immediately
beneath the wall exhibit. It is planned that each nation shall provide
for interpreters to be present at certain specified hours to answer ques-
tions concerning their exhibits, in German, French and English, at least.
It was voted that the color, size, and arrangements of mounts and the
character of the labels be left to the decision of the British Committee.
After the meeting the principal member of that committee requested that
the American Committee plan its exhibit according to its best judgment,
submitting a diagram of its arrangement, including explanatory sheets
and labels, that the British Committee migh recommend that arrange-
ment to all other exhibitors.

The American plan for a representative national exhibit, supple-
mented by special exhibits, from the more important institutions, was
highly commended, and recommended to the attention of other nations.

Sir Aston Webb, the architect of the new buildings for the Royal
College, has promised the British Committee to do all in his power to
have one floor ready for installing of the International Exhibition on
June 1st, 1908.

Upon recommendation of the American delegate, it was voted to in-
vite the British Publisher's Association to organize a trades exhibition

150 MANUAL TRAINING MAGAZINE

to be held at the time of the Congress and to invite art educational
dealers in other countries to contribute; the management of this exhibi-
tion to be entirely distinct from that of the Congress itself.

Sir John Gorst announced that the British Government had con-
sented to transmit through its Foreign Office invitations issued by the
Duke of Devonshire to other governments, to co-operate so far as possi-
ble in recommending delegates to attend the Congress.

During his visit to England, Mr. Henry T. Bailey secured inter-
views with a number of prominent artists and critics, among whom
were Messrs. Walter Crane, Edward F. Strange, Richard G. Hatton,
Alexander Fisher, and E. T. Ewen. They all promised to co-operate
heartily to make the Congress a success and to take part upon the pro-
gram upon receiving an official invitation from the British Committee.

Germany will make the strongest possible showing at the Congress
(having an additional incentive in the Anglo-French exhibition to be
held at Earl's Court at the same time). The French will have a
creditable showing in addition to the complete showing to be held at
Earl's Court, M. Guebin promised to urge Prof. Hists (one of the
best demonstrating teachers of art in Paris) to appear upon the program.

A local treasurer has been appointed in each nation to represent the
British treasurer. Mr. Cheshire L. Boone, Montclaire, N. J., was
elected local treasurer for the United States.

Any evidence of interest in the success of the Congrss, on the part of
American educators will be cordially welcomed by the Official Com-
mittee.

THE LEARNED YOUNG PEDAGOGUE AND THE
WISE OLD MAN.

A FABLE'.

Once upon a time many children were gathered together
in a big school building in a city by the river. And there
came to this building from a city by the sea a young
man to teach the boys the art of working in wood. Now
this young man had made his grades in a famous school
where psychology is taught, and was, therefore, reputed
to possess great pedagogical skill.

One day a wise and kind old man with silver grey hair
came with joy to this school to see the learned young man
teach the boys. No sooner had he entered the workroom
than he saw a sketch upon the blackboard in front of the
class which surprised him greatly. Instead of being well
drawn, it was ill-proportioned, the lines were ragged,
and the figures uncomely. Indeed, the whole seemed so
unworthy of a man of much learning and skill that the
kind old man could scarce believe his eyes.

In order to relieve his mind of this burdensome thought,
he said to the learned young teacher, "Who made that
drawing on the blackboard?" "I did," said the teacher.
"What!" said the kind old man, now more disturbed than
ever, "Can't you make a better drawing than that?" "O
yes, certainly," was the reply, "but I didn't want the
boys to imitate my drawing, and so I just made that
rough sketch. I expect them to make good drawings."

The old man was undone, for he had thought highly
of the young teacher. A cloud passed over his kindly
face, and then drawing himself up to his full height he
said firmly but kindly, "Young man, don't you know that
the boys are sure to imitate your drawing whether you
want them to or not?"

Moral : Untwist your psychology before you apply it.

C. Alpheus.
'If this were fiction the author would doubtless declare

it to be fact, but since it is fact he me ely insists that it

is pure fictiou.

151

EDITORIAL

Skillful The formal school arts work of a few years ago had at

Expression in jg^gt the virtue of demanding of the pupil a high order of
sicill in execution. In the transition from this formal
work to a freer expression, the tendency has been to discredit skillfully
executed work and to lay all of the stress upon the originality of the
thought involved. The early work carried the demand for skill to the
extreme; in the later work skill has been overshadowed by the emphasis
given to originality. The result is that freedom often becomes license
and our school arts departments are responsible for an appalling amount
of work that is poor in design and atrocious in execution.

Such a situation has no parallel in other school subjects. In every
department of work originality is emphasized, but the best expression of
which the pupil is capable is demanded. In number work, absolute
accuracy is the standard. In penmanship, neatness and legibility are
insisted upon. In spelling, reading, grammar and language, the pupil
is urged to the highest possible degree of attainment. Criticism, sugges-
tion, correction, every device of the skillful teacher is used to inspire
him to the highest ideals. The capacity of the teacher is very largely
measured by the standard of ability to lead the pupil to thoughtful,
accurate, methodical expression. Loose, careless, unsystematic methods
are alwaj^s the mark of the inefficient teacher, and their results are
always manifest in the pupil.

It is claimed by extreme advocates of free expression that interest
is diminished by insistence upon careful execution. As a matter of fact
the pupil feels the deepest interest in his work only when the result is
good and satisfying to himself and this interest is increased as he realizes
a growth of power to express himself with greater skill. Interest and
originality are vital factors in the development of the child, but they
reach their greatest possibilities only when thoughtfully directed towards
high standards. Undirected or misdirected, they lead to thoughtless,
careless, slovenly habits in expression and in living.

Aside from the purely educational aspect of the question is a hardly
less important practical reason for development in skill, particularly in
the higher grades. The great industrial problems of the day are rapidly
becoming a matter of serious concern to educators, and there is a per-
sistent demand for practical results from the public schools.

152

EDITORIAL 153

Pedagogically there is no warrant for a distinction betw^een ideals in
school arts and other school subjects. The standard by which all of the
work of the pupil should be measured is the best that he is capable of
doing. His thought should have his best expression, or it fails of its
highest possible influence on his life and cnaracter. — R.

The London We are glad to call special attention to the article in this
Congress issue on the International Congress which is to convene in

the city of London during the early days of August, 1908. This congress
will undoubtedly be the greatest meeting ever held in the interests of the
teachers of drawing and manual arts. More forces and stronger ones
than ever before are co-operating to this end, and in this connection it
is a matter of no small concern to America and American teachers that
their representatives are taking an important part in this great enter-
prise. Every patriotic American teacher of the manual arts should find
reason for gratification in this fact and lend his hearty support. Surely,
all must recognize the wisdom in the plans of the American committee
in organizing a representative exhibit and in setting forth American
ideals in an adequate publication.

From one point of view it is unfortunate that the United States gov-
ernment does not help in this enterprise by placing a liberal appropriation
at the disposal of the American Committee. On the other hand, the
fact that five thousand dollars, or more, necessary to the successful con-
sumation of present plans must be voluntary contributed by teachers and
their friends makes for a more vital interest in the Congress and, there-
fore, insures a more truly representative exhibit. The undertaking is
one that every teacher may be glad to have a share in.

Milwaukee's About two j^ears ago the Merchant's and Manufacturer's
Public Trade Association of Milwaukee established a trade school under
the immediate direction of Charles F. Perry, whom they
called from the engineering department of the University of Illinois.
Classes were organized in several of the machine and building trades
which were successful from the first. In a very short time the school
had grown to such large proportions that it became impossible for the
Merchant's and Manufacturer's Association to support it. Through the
efforts of its members a bill was introduced in the State Legislature mak-
ing it legal under certain conditions for public funds to be expended for
the support of trade schools. This bill was received with great favor by

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MANUAL TRAINING MAGAZINE

all parties in both Houses, and was gladly signed by the governor. The
city of Milwaukee immediately seized its great opportunity to take over
the entire plant of the Trade School, and it is now included in its public
school system. Nearly every department of the school is now running
at full capacity. The bill making this possible contains so much of
general interest that it has been published in full in the third Bulletin
of the Society for the Promotion of Industrial Education.

Charles H. Morse, secretary of the Massachusetts Commission on
Industrial Education is reported to have made the following statement:

"Out of 2078 boys of eighteen or nineteen years of age, none of
whom knew a trade, who have recently applied to the state employment
bureau for positions, over eight hundred testified that had the public
schools furnished education in a trade they would not have left school
as they did at fourteen or fifteen."

ASSOCIATIONS

William T. Bawden, Editor.

HAMPDEN COUNTY TEACHERS' CONVENTION— HELD IN
SPRINGFIELD, MASS., OCTOBER 18, 1907.

Re-ivritten from report in the Springfield Republican.

Miss Virginia Graeff of the Wheelock Kindergarten Training School,
read a paper before the primary section on "Kindergarten and School Handi-
craft as a Preparation for Later Industries." Principal Clarence A. Brodeur of
the W^estfield State Normal School presided. The greater part of Miss Graeflf's
paper was devoted to explaining the technic of kindergarten and the work in
the lower grades, and to showing how waste material in the homes, such as
pasteboard boxes and pieces of wall paper, can be utilzed. Excellent specimens
of this kind of work, found in different parts of the country, were used to illus-
trate her point. She laid special emphasis on the fact that children must begin
handwork early if skill is to be developed, and explained how the work in
pasting, binding, etc., will help the large field of industry in which that work
is done.

M. W. Murray, director of manual training in Springfield, took up the dis-
cussion, emphasizing the educational value of handwork, and went on to point
out the fact that manual training falls short of doing what it should for the
boys who need it most, showing that they never go far enough in the grades
to get the work which would be of the greatest benefit to them. Mr. Murray said:
If we consider manual training from an industrial point of view, we shall
find that many of the boys who need it most, either get none at all, or so little
that it falls far short of filling the place in an educational scheme which it
seems to me it should fill. We all know the boys who are not by nature fitted
to sit at a desk all day and pore over an abstract task. They not only are not
fitted to do it but they will not do it, and they wait impatiently until they are
14 years old, when they leave school. Teachers are likely to call these pupils
stupid and say that while they might do something with their hands, they can-
not with their brains, when it is often a fact that they have as much real brain
power as have their teachers, only of a different kind. It is like driving a square
pin into a round hole to try to educate these boys through books alone, and it
is positively wrong to drive them from school by trying to give them something
which they cannot and will not take, when we might give them work for which
they are better fitted and which would enable them to earn a better living when
they leave school. This can be done by giving them the maximum of mechanical
work and as much academic as we can get them to take. It may be said that
these are just the pupils who can least afford to take the time from the three R'S.
In reply, I would say that the great majority of boys below the seventh year
in school who are from 14 to 16 years old, are merely "marking time," and if

155

156 MANUAL TRAINING MAGAZINE

they give half of their time to a well planned mechanical course, they will be
sure of so much of real worth, and in connection with it, they can not help get-
ting some reading, writing and arithmetic. The other half of the work should
be planned with direct reference to the problems which are beinsr carried on
in the shops. From my experience with hundreds of motor-minded boys, I feel
sure that this is the only way to reach them. The statistics taken in the Spring-
field Evening School of Trades seem to me to go a long way toward proving
that at least from 55% to 66% of our mechanics never go beyond the seventh
year in school.

Last Februarj-, we examined 193 boys in the Springfield schools between the
fourth and eighth grades, not including the eighth grade, who were within a
month of or over 14 years of age. I wished to determine how many of these boys
"wanted to go to work," and if possible, to find out if it was a financial necessity
that they leave, also if they would stay in school if they were given a kind of
work which would enable them to go out and take a better position in the indus-
tries. Of the 193, 10+ wanted to leave or would soon do so; five were doubtful,
and 84 wanted to remain in school. Of this last number, quite a few thought
that they would like to remain in school longer if they could enter the Technical
High School.

This investigation simply confirmed my long-standing belief that these boys
should have a special course of work planned for them, to include boys from
the 14th to the 16th or even the 18th years. It has been clearly shown that these
years are practically unproductive to both employer and employed. An\- city
the size of Springfield could, and I believe should, support a school of this kind,
where the work for these boys would be at least half shopwork and mechanical
drawing, and the rest of the time devoted to what are considered the essentials.
Such a school need not teach any particular trade, but should give the funda-
mentals of several trades and make the boys generally efficient in a mechanical
way, so that at the end of three or four years^. they would be more valuable to
themselves and to their employers. In the last number of "Charities and the
Commons" there is an abundance of material which it seems to me should con-
vince any sane person of the reasonableness of providing for these boys, who
now leave school, the things which the}' need and want to know, and of the
fact that they do not leave because of financial necessity-. Dr. Kingsbury, who
conducted such a thorough investigation for the Massachusetts Industrial Com-
mission, writes as follows:

"I believe our interviews give ample proof that two distinct agencies are
at work impelling the child to withdraw from school — the positive dislike for
books which comes at the stage of development when it is the tendency of the
child to do and not to study, and the ineffectiveness of the school to meet that
demand of the child ; and the desire to follow 'all the other boys.'

"The appearance of home, of mother, of children, confirmed by statement
of parent, and proved by calculation of income and expenditure, leads us to
feel confident that three-quarters of the families could, \-es, and would permit
their children to continue in school, if we could only convince the child."

"The parent did not want the child to leave school; the child left from
choice. The parent is now expending as much on music lessons and commercial

ASSOCIATIONS 157

schools as the child nets to the family over and above carfares and extra clothing,
ice cream sodas and other amusements."

"A large majority of parents could and would afford Industrial Training
for their children." (Based on attitude of 3,157 families.)

"76% of these families could give their children Industrial Training."
(Based on the family income per person being more than $2 per week exclusive
of rent, and on apparent conditions.)

"66% of the children could have continued in school." (Based on state-
ment of parents.)

"55% of the families declared they would send their children to trade
schools."

The mistaken belief is still held by a great many people that the technical,
mechanic arts or manual training high schools are training for the trades, when
the statistics of occupations of graduates from these schools show that only a
very small percent become mechanics and that those who do enter industrial
establishments become foremen, superintendents, etc., and the rest go on to higher
engineering schools or enter the so-called learned professions. The same number
of "Charities and the Commons" from which I have quoted before contains the
following statement by Prefessor Hanus:

"The manual training high schools — or so-called technical high schools —
intended originally to train recruits for the trades — are really in most cases
institutions for general education, like the academic high schools; but unlike
them, they serve to give a certain class of pupils a general high school educa-
tion with the help of manual training, or like them, to prepare their pupils for
higher training in some college or engineering school."

There is something decidedly wrong with a school system which allows
such a large number of pupils to leave school, and it seems to me that the time
has come when the grammar schools should cease merely to prepare for the high
school and the high school for college.

The Cleveland Manual Training Club held its first meeting of the season
Friday evening, November 1st. Supper was served at 6:00 o'clock, followed by
the annual business meeting and the election of officers. George A. Seaton, of
Shaw High School, East Cleveland, was elected president for the ensuing year;
E. H. Masters, South High School,Cleveland, secretary; and S. O. Champion,
supervisor of manual training, Lakewood, treasurer. These officers constitute
the executive committee.

The program of the evening consisted of an address by James F. Barker
upon Industrial Work in the Schools of Germany, followed by personal exper-
iences of the various members who had attended summer school the past season.

The Society for the Promotion of Industrial Education will hold its second
annual meeting in Chicago, January 23-25. Here will be gathered manufacturers,
trades-unionists, and educators to discuss the present problems of industrial
education. An exhibit is being planned under the direction of Secretary Morse
of the Massachusetts Commission.

158 MANUAL TRAINING MAGAZINE

ILLINOIS STATE TEACHERS' ASSOCIATION.

The County Superintendents' Section of the Illinois State Teacher's Associa-
tion has a standing committee on course of study for the common schools. During
the past year their fourth general revision of the course has been completed and
recently published by C. M. Parker, of Taylorville. This course is copyrighted
by the County Superintendents' section, but through the kindness of Charles
Mcintosh of Piatt County and Mr. Taylor, the publisher, we are permitted to
reprint the outline on woodworking. We do this because we believe that the
movement toward better organization of the manual arts work in the schools of
Illinois is of general interest throughout the country, and because this outline is
to be one of the subjects for discussion at the next meeting of the Illinois Manual
Arts Association. This outline was prepared for the state course by the follow-
ing committee; Charles A. Bennett, Peoria; William T. Bawden, Normal; Ira
S. Griffith, Oak Park; Seymour L. Smith, Dekalb; and L. H. Burch, Macomb.

WOODWORKING.

The outline given below is intended to be suggestive merely. It is not
ideal ; it is not even the best that could be devised to meet conditions in any
given school. The most that can be hoped for it is that it may lead in the right
direction and be within the realm of practical possibility so far as it goes.

Any course in woodworking worthy of a place in the eighth and ninth years
of public-school work should meet the following requirements:

1. It should arouse and hold the interest of the pupils.

2. Correct methods of handling tools should be taught so that good tech-
nique may be acquired by the pupils.

3. The tool work should be accompanied by a study of materials and tools
used and their relation to industry. Special attention should be given to the
study of trees — their growth, classification, characteristics and use.

4. Drawing should be studied in its relation to the work done.

5. The principles of construction in wood should be taught through obser-
vation, illustration and experience.

6. At least a few problems should be given which involve invention or
design or both, thereby stimulating individual initiative on the part of the pupils.

The first course outlined below is intended for the grammar grades, the
second for the high school. Both courses are arranged in groups, each group
representing a type of work. These groups are given in the order of procedure
in the course, though some variation from this order might prove equally good.
The order given, however, has been found satisfactory. The problems named
have been tested by use under a variety of conditions, but are not essential to
the plan of the course. Each teacher should seek to provide problems of the
greatest possible value educationally. This -means that the things made should
be worth making and that the process of making them should be interesting to
the student. And from this, it follows that the things to be made must come to
the pupil in an order which gives reasonable consideration to the difficulties to
be encountered in making them. But the course should not be slavishly followed.
It should be kept flexible enough to meet the needs of the several individual

ASSOCIATIONS

159

pupils. After the first three or four groups have been completed each individual
pupil may be encouraged to provide his own problems. These vyould be some-
thing he has invented or designed or selected to make for a definite use.

GRAMMAR SCHOOL COURSE.
From 90 to 120 minutes a week for 36 weeks, or about 60 hours.

GROUP.

1. First use of saw and Measuring,
laying-out tools (stock Squaring,
machine planed when Gaging,
given to pupil). Sawing.

Boring.
Making dowel.

PROBLEMS.

1. — Marble Bridge.

2. — Game Board, or
Countinpr Board, or
Laundry List.

IL First use of the plane Planing smooth surfaces,
(stock in the rough Planing —
when given to the (a) Side,
pupil). (b) Joint edge.

(d) To thickness.

(e) Block-planing ends.

(f) Chamfering.

III. First use of spoke-
shave and turning

Sawing curves.
Modeling with the

3. Swing Board.

4. Chiseling Board, or
Solitaire Board, or Hat-
rack, or Plant Marker, or
Specimens of Native and
Commercial Woods, or
Kite Sticks.

5. Coat hanger, or Bow,
or Whisk-broom Holder.

saw. Laying

out

spokeshave.

curves.

Sandpapering.

IV. First use of chisel.

Vertical chiseling.

6. Bread-cutting Board

Paring.

(with semi-circular ends)

Gouginpf.

or Sleeve Board, or Tray,

Sharpening

chisel.

or Broom rack, or Sail
boat, or Back for mount-
ing specimens.
7. Flower-pot Stand, or
Foot for Christmas Tree,
or Weather Vane, or Pic-
ture Frame.

V. Construction of

ob-

Housing.

8. Book-rack, or Brac-

jects by means

Halving.

ket-shelf, or Sled, or Box-

some form of

the

Nailing.

trap, or Glove Box, or

groove joint or

the

Gluing.

Small Hand Loom, or

butt joint.

Carving.
Finishing.

Plant Stand, or Plate
Rack, or Water-wheel, or
Windmill, or Tackle Box,
or Clock Case, or Foot-
stool.

160

MANUAL TRAINING MAGAZINE

HIGH SCHOOL COURSE.

Five 60 minute periods or four 75 minute periods a week for 36 weeks, or

180 hours in all.

I. Review. Making butt joint.

Review of planing, Planing a cylinder,

sawing, squaring, gaging, Use of screws,
chiseling, etc.

1. — Tool-box, or nail-
box, or window-box for
flowers, or bench hook.

2. Towel roller.

II. More exact work in Gluing.

planing to make a Plamng joints,
glue-joint. Clamping.

Surfacine.

3. Drawing Board with
or without Tee-square.

III. Construction by-
means of mortise-
and-tenon joint.

Laying out duplicate
pieces.
Cutting mortise.
Testing mortise.
Sawing tenon.
Gluing and clamping.
Scraping.

Weaving Split Cane.
Finishing.

4. Taboret, or Book
shelves involving keyed
construction.

5. Stool, or Seat, or
Chair with cane top.

IV. Construction involv- Designing a frame for a 6. Framing a picture.

ing the miter joint, given picture. Note: At this point in

Planing parallel edges the course, instruction

and sides in the construe-* may be given in the use

tion of a miter-box. of the carpenter's square

Rebating. in laying out and cuttin--

Sawing the miter-box. braces and rafters.

Laying out and cutting

a brace.

V. Construction involv- Laying out and cutting 7. Tool-chest or Treas-
ing the dovetail joint, dovetails. nre-box. or Drawing In-

Planing corners. strument Box, with or

VI. Construction involv-
ing the panel.

Inlayino".
Finishing.

Planing.

Fitting.

Gluing.

Clamping.

Putting on hinges.

Finishing.

without inlaid design on
the top.

8. Screen, or Music Cab-
inet, or Plate-rack, or
Bookcase, etc.

ASSOCIATIONS

16J

The fifth annual meeting of the Illinois Manual Arts Association will occur
at Bradley Polytechnic Institute, Peoria, Friday afternoon to Saturday noon,
February 7-8, 1908. Problems of courses of study for the elementary schools
are to receive special attention. The Annual Banquet will be served by the
Department of Domestic Economy at Bradley Institute. Copies of the printed
program will be available about January 1st upon application to the Secretary.

The Executive Committee of the Western Drawing and Manual Training
Association has decided upon April 8-11 as the date for the coming meeting at
Indianapolis. The committee has also decided to publish a bi-monthly bulletin
until the meeting. The first was issued in October and can be obtained on ap-
plication to the secretary R. A. Kissack, Yeatman High School, St. Louis, Mo.

The Kansas Manual Arts Association is planning a meeting at the holidays
in conjunction with the Kansas State Teachers' Association at Topeka.

The Pacific Manual Training Teachers' Association will hold its first
meeting for the year some time in December.

The Manual Training Section of the Southern Minnesota Teachers' Associa-
tion will hold a session on Saturday, November 2, at Mankato.

A feature of the Northwestern Iowa Teachers' Association was a round
table manual training discussion on October 25th, conducted by A. B. Roy,
of Onawa.

,^MM

SHOP PROBLEMS

George A. Seaton, Editor.

SMALL WALL CABINET.

As an example of cabinet construction the small wall cabinet made in
Mr. Weick's classes at Columbia University furnishes an interesting illustration.
Considerable opportunity for choice on the part of the student is oflEered as the
dimensions given are merely suggestive. Ordinarily the necessary stock is issued

to the students and they are allowed
to cut it down to suit their own ideas,
the only point insisted upon being the
method of construction. The shaping
of the bottom of the sides and the cor-
ner blocks can be made a problem in
design, while most interesting of all is
the designing and making suitable
hinges and door pull or escutcheon
from sheet brass. If care is exercised
in the design, it will be found possible
to make the hinges with the simplest
of tools. A point worthy of notice in
this model is the use of re-inforcing
corner blocks at every opportunity.
Small triangular blocks, not shown in
the drawing, may be used inside of the cupboard, and if sawed of the right
length will serve as a stop for the door. The tongue on the door rails is made
just long enough to fit into the panel groove on the stiles. To strengthen this
joint two quarter-inch dowels are used at every corner.

SIMPLE STOOL.

A stool which will prove very
pleasing but which is so simple that it
can readily be made in the eighth
grade or possibly in even lower grades
is shown in the first drawing. By the
use of dowel rods for the cross strip
it is possible to do away with the cus-
tomary mortise and replace it with a
simple bored hole. The top is woven from what is known as binding which
comes in long twists like rattan and is pulled out in the same way from the loop
end. One twist is sufficient to cover three stools and costs thirty-five cents. The
winding should be completed lengthwise first and should not be drawn absolutely
taut as the cross weaving tightens the work considerably. The design can be
worked out in the cross weaving and may be any of those adapted to "under and

162

SHOP PROBLEMS

163

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164

MANUAL TRAINING MAGAZINE

SHOP PROBLEMS

CROSS WEAVING DESIGN FOR STOOL.

SHOWING THE METHOD OF WEAVING
THE SIDES.

166 MANUAL TRAINING MAGAZINE

over" weaving. No needle is necessary and the binding may be used without any
preliminary soaking. Splicing is done by the use of small brass rings. For
stronger workers what is known as very fine cane makes a satisfactory seat and
rush can also be used with success. The material can be purchased from the
United States Rattan Co., Madison and Eleventh Street, Hoboken, N. J., or
from the American Reed Co., Kingsland and Norman Avenues, Brooklyn, N. Y.

INDUCTION COIL.

The induction coil shown was also submitted in a Manual Training Mag-
azine competition and gained for Mr. Ira S. Griffith, of Oak Park, Illinois, third
prize. Concerning it Mr. Griffith says: Experience has shown that pupils of
grammar grade and high school are alike interested in electricity, a passing inter-
est, perhaps, on the part of most of them, but none the less intense while it lasts.

The induction coil shown in the drawing was constructed by two grammar-
grade boys. Their knowledge of the principles involved was obtained by out-
side reading and the materials used were of the "pick-up" variety. The expense
was practically nothing and the assistance received a like quantity. The ma-
chine was a success in every way.

One of the boys, though now not much more than a boy, is chief electrician
of tl e city street railways of one of Illinois' largest towns. This was his first
electrical work, and the inventiveness and perseverance required on this first
piece are just the qualities, now well developed, which have enabled him to
bring his road from one of second rate importance to one of the best, if not the
best, in his state.

While this problem has been successfully worked out in the grades, its best
place will be found in the high school metalworking course where filing, solder-
ing, turning and founding may be combined with a fuller knowledge obtained
*rom the study of physics.

The base is of soft pine. The beveled oblong bread cutting board is often
used by our boys for such a base. The binding posts are shown in the drawing
as passing through the board so that the connections shown by dotted lines, may
be placed in grooves cut on the under side. These binding posts are stoc!: articles
now and may be bought in any size and style. The original machine had for
binding posts the brass end fasteners from sash curtain rods.

The current breaker was cut from the soft tin of an oyster can. One end
was soldered to the head of a machine screw and to the other end was soldered
a piece of soft iron got at the blacksmith's. This breaker could well be made
of sheet brass, though the tin answered the purpose.

The ends of the spool for the coil were of thin whitewood. Besides the
holes for the core there were two small holes in each end through which the
current wire made entrance and exit. These end pieces were fastened to the ends
of a hollow paper cylinder by means of glue. This cylinder was made of
layers of coarse wrapping paper cut to a length and wrapped around a lead
pencil and pasted so as to make it stiflF and strong

The primary was wound with two layers of No. 12 gauge induction wire,
the ends extending through the wooden end pieces. A layer of paper was

SHOP PROBLEMS

167

16g MANUAL TRAINING MAGAZINE

wrapped around this coil before a secondary of No. 40 gauge induction wire was
wound. A piece of paper was wrapped about every second layer of the second-
ary coil. The secondary coil, after being wound, was neatly covered with
bro"" paper pasted in place before the coil was fastened to the base. The core
was of soft iron wire in two parts as shown on the drawing, that the strength
of the current may be regulated thereby.

The poles were made by cutting two cylinders off a bioom stick to a length
of four inches. A brass screw eye was fastened in one end of each cylinder
to which the wires were attached. The cylinders were covered with tinfoil
which was also wrapped around the brass screw. A lathe was used in the
winding of the coils.

The batteries were unique affairs. Two fruit jars with the tops taken off
by means of a hot wire, answered for the jars. The carbons were picked up
under the street electric lights where they had been cast by the lamp trimmers.
Two pieces of zinc were cast in a mould, a nearby foundry furnishing the sand.
Four carbons properly insulated from the zinc but connected by a strip of cop-
per were clamped on each side of a zinc, two bolts passing through wooden side
pieces, binding the parts together. The solution used was bichromate of potash
and sulphuric acid, diluted with water: 12 parts (by weight) bichromate of
potash, 25 parts sulphuric acid, 100 parts water. After the bichromate has
dissolved in the wate^, mix in the acid slowly. The batteries should be removed
from the solution when not in use.

CAST WASHER.

One of the simplest patterns that can be made on the lathe is that of the
cast washer shown. While the one given is intended for a bolt 1^-in. in diame-
ter any other size can be made. The bridge builders have determined on certain
sizes which can be called standard and the main dimensions can be figured from
the following formulae:

Dzi^diameter of bolt.

W=diameter of washer at bottom^=4 D-(-34"

H=diameter of washer at top=2 D-|-^"

T^thickness of washer=D — y^"

Weight=1.8D'-|- .25D'

Radius of curvature of upper surface as seen in section=D

BIRD HOUSE.

The bird house shown is one which received honorable mention in the Man-
ual Training Magazine Competition No. 3. Harris W. Moore, whose design
it is, writes as follows concerning it: "In teaching this model the principles
of box construction may be emphasized, i. e., that the grain runs horizontally in
the sides and ends and that the sides are nailed onto the ends. After the roof
boards have been planed to size with square edges, the narrow one is nailed
in place and the bevel planed to the proper angle by letting the back part of the
plane rest on the side of the house. In a somewhat similar way the bevel of

SHOP PROBLEMS

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MANUAL TRAINING MAGAZINE

the wider roof board is planed after it has been nailed in place by allowing
the plane to rest on the narrower board. Care must be taken to set all the nails
before planing over them. The large hole may be bored with a center bit which
is an inexpensive boring tool. If the house is fastened to a branch which sways
with the wind, the English sparrows will not build in it, though the native
song birds will."

NOTES.

In sharpening plane bits it is often convenient to have some sort of clamp
which will hold the blade at a constant angle. One that can be easily con-
structed is shown in the sketch. It is made by simply cutting a saw kerf length-
wise of a heavy board the width of a plane bit and then sawing oflf a portion

of the under half of the piece. The plane bit will readily fit into the saw kerf
and be stiffened by the part of the wood that comes above the blade. The other
end of the clamp may be supported by a cleat properly placed on the wall close
to the grindstone or if the wall is too far distant a lathe floor stand can be
utilized. Lacking either of these, another piece of wood can be. attached to the
frame of the grindstone and the clamp rested upon it.

If a sort block of wood is fastened at either end of an oilstone and made
flush with the top of the stone, the end of the stone will be used more frequently
and it will not become so worn at the center.

CURRENT ITEMS^

Clinton S. VanDeusen, Editor.

Luis Florez of Santiago, Chili, who was sent to this country to study the
manual training work for the benefit of the schools of Chili, spent his time in
Columbia, Cornell, and the Oswego Normal School, studying the work of these
institutions. Mr. Florez recently sailed from New York for South America
by way of London, where he will visit schools and study the manual training
problem as treated in England.

When Benjamin Franklin died he left one thousand pounds to Boston. The
money that has accumulated from that sum, together with an equal amount
contributed by Andrew Carnegie now amounts to nearly one million dollars.
This fund will be used in founding Franklin Union, a trade school that will
afford an opportunity for the practical training of mechanics, draughtsmen,
engineers and other skilled workmen. The building is to be of brick and stone,
four stories high, and will be thoroughly equipped for this line of work. Eve-
ning classes will form an important part of the school work.

The Department of Forestry in circular 116 entitled "The Waning Hard-
wood Supply" states that the annual cut of hardwood is a billion feet less than
it was seven years ago, and that during that time the prices have advanced
from 25% to 65%. Where is the future supply of hardwood to be found? This
question is also discussed in the circular.

Ernest Nelson, special commissioner of education for the Argentine Republic,
was present at a recent exhibition of manual-training work in Springfield, Mass.
He was so much pleased with it that he wanted to buy the whole affair, but in
this he was sadly disappointed for the children would not sell. For one piece
he offered $50, but without the desired result. Evidently manual training in
Springfield, at least, has not yet been inoculated with the germs of commercialism.
Dr. Frank Rollins, principal of the Stuyvesant High School, New York City,
in his inaugural address as president of the Schoolmaster's Association, declared
that, with the progress of civilization, the definition of culture had changed ma-
terially. Formerly it meant the ability to think, and now it has been extended to
include the ability to do. It being the function of the industrial schools to teach
pupils how to do things as well as to think, he claimed that these schools are
fulfilling the requirements of culture.

The course given by Dr. Haney last year at the School of Pedagogy of New
York University, on the teaching and supervision of the manual arts was so
well received that three courses are being conducted by him this year. One
course is on "Methods of Teaching Manual Arts," one on "Color and Applied

*The success of this department depends largely upon the number of teachers
throughout the country who have enough professional spirit to send us items.
We invite every reader to send whatever he considers of sufficient general in-
terest to be worthy of publication. Items should reach us on or before the 25th
day of December, February, April and August. We are grateful for all con-
tributions, but of course we must be allowed to decide which shall appear in the
Magazine. — Ed.

173

174 MANUAL TRAINING MAGAZINE

Design," and one on "Principles and Practice of Supervision." Dr. Haney is
also giving a college extension course at Nev?ark, N. J., on "Practical Lessons
in Applied Design."

Secretarj' Charles H. Morse of the Massachusetts Commission on Industrial
Education has recently announced that it is within the power of the commission
to co-operate with school boards of cities and towns in the state in the main-
tainance of evening schools for industrial education. The basis of the co-opera-
tion is the payment by the state of half the expense of carrying on such schools,
the commission having a general oversight of the school but acting through the
local authorities.

The addition to the Providence Technical High School is completed, but
much of the equipment is yet to be installed and it will be sometime before all
departments are again in operation. The building will now accommodate nearly
a thousand pupils and at the present rate of increase will soon be filled.

W. C. Hamblin head of the drawing department, Providence Technical High
School, has accepted a similar position in Jersey City, N. J. A. F. Rose also
of the drawing department now has charge of manual training in East Boston
High School. Their places have been filled by Arthur Ray and Chas. Martin.

The New York Orphanage at Yonkers,- N. Y., has elected David S. McFar-
land to a manual training position.

Frances E. Mack is now a manual training teacher under Supervisor Dodd,
at Trenton N. J.

Donald S. McGuire is assisting Bradley S. Joice in the manual training de-
partment of the Maryland School for the Blind at Baltimore, Md.

Herbert F. Rodgers, a graduate of McGill University, was recently elected
to a position in applied electricity at Mechanics Institute, Rochester, N. Y.

Anna L. Hamm has been appointed to a manual arts position in the public
schools at Batavia, N. Y.

F. H. Wing, formerly vice-principal of the high school at Gowanda, N. Y.,
and James E. Seaborn, from the Rochester Schools, are two recent additions to
the force of manual training teachers in the Buffalo schools.

Carl F. Cotter has been selected to succeed James F. Barker as director of
the Hackley Manual Training School. He was formerly instructor in mechanical
drawing in the same school.

A new manual training and domestic science building was formerly opened
Oct. 24, at Onawa, Iowa. President Storm, of Ames College gave an interesting
address as part of the program. This building is one of the best in the state
for this line of work and was the gift of one of Onawa's public spirited citizens.

Mrs. Alice D. Feuling, formerly of Bradley Institute, Peoria, 111. has ac-
cepted a position as head of the domestic science department at the Iowa State
Agricultural School at Ames.

The St. Louis Manual Training School has introduced the study of the auto-
mobile. The new course is open to boys who have completed the wor!: of the
first three years. A first-class machine is mounted for testing and students
make an intensive study of its mechanism.

Anna Cron, formerly in charge of manual training at Emporia, Kan., spent

CURRENT ITEMS 175

the past summer at the Columbia University and is now in charge of manual
training in the ladies seminary at Denton, Tex.

F. R. Abbott has a leave of absence from his work at the Kansas State
Normal school to attend Columbia University.

Manual training in the Province of Manitoba, is making steady advances.
Two teachers were added to the staff in Winnipeg in September and one new
centre opened. Provision is now made for bench-work in grades five to eight,
sewing in five to seven, and cooking in grade eight. Training classes have been
established in clay modeling, basketry and wood carving and it is hoped to
give the pupils in the lower grades more hand work at a very early date. An
enthusiastic staff of teachers in the model school have given considerable atten-
tion to basketry, clay modeling and weaving, with very gratifying results.
Brandon school board has the subject of manual training under discussion and
will establish a school there in the immediate future.

Wm. B. Hamilton, a graduate of Alabama Polytechnic Institute has charge
of the mechanics arts department of the Louisiana Industrial Institute at
Ruston, La. He has as assistants R. J. Smith and E. L. Shattuck. Mr. Smith
has been in the school a number of years but Mr. Shattuck is a new man, a
graduate of Kansas Agricultural College. Prof. R. W. Selvidge, who has had
charge of this department for four years is now taking special work in Columbia
University.

OHIO.

Three new teachers were called to the manual-training department of
Cleveland just after the opening of school in September: James D. Littlefield,
Lyman School for Boys, Westborough, Mass., was assigned to the forging
department of Central High School; John W. Vickerman, from the Manual
Training High School, Saginaw, Mich., takes charge of the machine work in the
same school, and Joseph Bayley of Chicago fills a position as instructor of
woodwork in the grammar grades.

The foundations of the new Technical High School at Cleveland have been
laid and the walls are being erected. The main building, occupying a full block
on E. 5 5th street, is to be three stories high with wings in two side avenues. One
of these wings, two stories high, is devoted entirely to shops. The other wing,
three stories high, and the main building are devoted to class rooms, laboratories,
art and domestic science. A large auditorium occupies the center square with a
gymnasium below. The building is to be of chocolate-colored shale brick with
terra cotta trimmings and dark red Spanish tile roof. The architecture is the
English Gothic style. The property occupied by the building was secured at a
cost of $55,000. The contracts for the building, exclusive of equipments, amount
in round numbers to $300,000. The building will accommodate 1000 pupils.

The Board of Education at Dayton has set aside $168,000 with which to
build and equip the west wing of a Manual Training High School. This build-
ing will eventually cover a lot whose dimensions are approximately 167x216
feet. The building will soon be under way. If present plans do not miscarry
the completed building will cost about $350,000, including equipment. George
Buck, principal of the East High School, will be the principal of the new
Manual Training High School.

176 MANUAL TRAINING MAGAZINE

Denison University is making a beginning in manual arts this year. Miss
Laura Parsons, the instructor in art has organized classes in art metal work.
Next year it is the intention to introduce benchwork in wood. Considerable atten-
tion has been given to the fine arts for a number of years and the authorities are
finding a large demand for manual training.

W. S. Carter, who has had charge of the manual training work at Green-
ville for several years, is supervisor of manual training at Hamilton this year.
Charles J. Gould comes to Greenville and the work will be enlarged. Sheet-
metal work, applied dsign and mechanical drawing will receive considerable at-
tention. Heretofore benchwork and wood-turning have constituted the manual
training work given the boys. Greenville is distinctively an agricultural center
and, through the eflForts oi Supt. W. S. Rowe, considerable attention has been
given in the schools to school gardening. The pupils are much interested in
their work and many of them continue the garden work during the summer
vacation.

"School Life," a new educational monthly published at Dayton, is devoting
several pages each month to a discussion of manual training problems. Elemen-
tary agriculture is also receiving attention.

Under the leadership of A. B. Graham, of the Ohio State University, and
Dr. B. M. Davis, of the Ohio State Normal College of Miami University, the
State is coming to the front in school gardening and elementary agriculture,
especially in the rural schools.

Among the beginnings of rural manual training in the State, a little one-
room school house near Thackery, in Champaign County, has had an important
place. Here in 1896 the teacher placed a work-bench on one side of the room,
together with a foot-power scroll saw to which was attached a small turning
lathe. At odd times the larger boys made brackets, match safes, mallets, etc.
and the girls made a number of articles out of cardboard. During the summer
of 1903, a two-roomed school building was erected at Thackery. Later a Town-
ship High School was established in the building. Harry E. Roberts was elected
principal of this school. He wished to keep up the "spirit of '96"; so last fall
a manual training club was organized, a work-bench was made in the basement
by teacher and pupils from lumber furnished by a local grain dealer. The old
scroll saw, used ten years before, with three others, were installed. Tools and
lumber were secured by private donation — the board of education was at no
expense except for drawing paper. The club was composed of three divisions each
having a special time to work. The only time the teacher had for instruction was
at recesses, noon hours and after school. The enthusiasm became so great that
some worked at night. The manual training work did not detract from the
other school work. Not one tardy mark was made during the year and the
average attendance was more than 95 per cent. Parents manifested more than
ordinary interest in the work of the school.- In the final examinations only one
pupil failed to pass. At the close of the year the best of the work was collected,
with a few of the pieces made in '96, and sent as an exhibit to the Jamestown
Exposition. This is an illustration of what may be done in rural and other
small schools with little or no expense to school authorities and without in any
way lessening the effectiveness of the other school work, but rather increasing it.

CURRENT ITEMS 177

All over the state there is a remarkable awakening to the value of the
manual arts in the school curriculum. Dozens of schools are introducing the
work this year. The usual method of making a start in the smaller school sys-
tems where a special supervisor is not possible, is for the drawing teacher to
take charge of the handwork in the lower grades and a principal of a building
or an upper-grade teacher to have charge of woodwork for the boys in the
seventh and eighth grades.

The Cincinnati schools have added several new teachers this year. Hartwell,
St. Bernard, Lockland and other suburban towns have installed manual training.

O. P. Kimmel introduced manual training at Eaton this year; E. L. Steen-
rod has similar work at St. Marys. E. H. Petry is an assistant in the manual
arts department of Miami University. Fred C. Whitcomb.

MINNESOTA.

Hans W. Schmidt has been appointed supervisor of manual training at St.
Paul. C. A. Medlock, Asa E. Karns and E. H. Sitzer are also new men in the
department.

Red Wing introduced manual training into its public schools at the begin-
ning of the present school year and pupils from the seventh and eighth grades
and high school are taking the work. A room thirty by forty feet in the high
school building has been fitted up with twenty benches and the other necessary
equipment. E. B. Dillingham formerly of Minneapolis has charge of the
department. This city is looking forward to a manual training and g>'mnasium
building in the near future; the high school alumni have already raised a sub-
stantial sum as a starter.

Winona put in manual training this fall with a work room in the high
school also one in the Madison and Washington grade buildings. V. I. Sandt
has charge of the work.

Woodwork and machine design are given to the boys in the high school and
sewing to the girls in the seventh and eighth grades at Anoka. Max F. Pitman
is in charge of the work for the boys.

Montevidio started manual training this fall in the high school and the
grades. Equipment is provided for sixteen pupils and the work is in charge
of Earl Udell.

Kenyon and Fergus Falls are two other places in which manual training
has been started this year.

Sewing has recently been started in the seventh and eighth grades of the
Faribault schools and a course of forge work has been added to the manual
training work. A. K. Grube recently resigned from the department to take up
farming and his place is now filled by Merton I. Lyon of Menosha, Wis.

George G. Green has left the Moorhead State Normal School and is now
manager of "The Craftsman's Guild, a company of workers who try to do little
things well." at Highland Park, Illinois. His place in the Normal School has
been taken by A. P. Laughlin, formerly supervisor of manual training at La
Grange, Illinois.

178 MANUAL TRAINING MAGAZINE

Manual training high school facilities are being extended in Chicago. In
addition to the Lyman Trumbull Manual Training High School, which has
already been provided for, plans for two other manual training high schools —
one at South Chicago and the other at Irving Park — have been prepared by the
architect and are now in the hands of manual training supervisor, Robert I.I.
Smith, who is working on the equipment. These two schools, however, will not
be provided for until next j'ear's appropriations are available.

Ten more manual-training centers have been added in the Chicago elemen-
tary schools. Sixteen years ago there was not a single manual training or house-
hold arts center in the city. Today there are in active operation 172 elementary
schools which have a manual training equipment, 38 elementary schools which
have a cooking department, and three manual training high schools, while several
other equipments are under way. When it is recalled that the total number of
elementary schools in the city is only 253, this proportion is significant.

Supervisor Smith says that the difficulties in the way of extension of these
departments do not usually arise from any disinclination of the people to approve
of them; on the contrary, there exists an earnest desire in many quarters that
these branches be included in the curriculum. The main obstacles seem to be
(1) necessary expense of equipment, (2) difficulty in providing suitable accommo-
dations, and (3) the scarcity of qualified teachers. Regarding equipment he
says: "It should be remembered that efficiency, stability and permanence are the
only tests of cheapness. The best would always be found the cheapest, and in
many cases the saving of a few dollars in the initial cost of equipment has been
found to entail a much greater cost later on in the way of repairs, adjustment
and alterations."

The University of Illinois was opened in 1867 with an enrollment of seven-
ty-seven pupils and four instructors. In 1906 at the close of its 40th year it had
four thousand and seventy-four students and four hundred and eight instructors.
One of the newer departments of the university is the school of education. Its
function is to co-ordinate all the forces of the university that can be utilized to
prepare teachers for work in high schools and for positions as superintendents.

The annual exhibition of Art Crafts at the Chicago Art Institute is an-
nounced from Dec. 10 to Dec. 22, and the annual exhibition of the Society of
Western Artists from Dec. 10 to Dec. 29.

Lawrence A. Flagler formerly in charge of manual training at Marquette,
Mich., is now supervisor of manual training at Peoria, P. W. Thompson having
resigned from the position to take up the study of law.

Miss Helen Day formerly instructor of domestic economy at Teachers College,
New York, is now assistant professor of domestic science at Bradley Polytechnic
Institute.

CALIFORNIA.

Two well equipped manual training shops have been opened this year at
the State Normal School, Chico. Maude Crouch has been elected shop teacher,
and a special course in mechanical drawing and manual training has been added
to the curriculum.

CURRENT ITEMS 179

Natie P. Clark has been elected director of domestic science at Oakland and
Ada M. Bailey takes Miss Clark's place at Santa Anna.

The following appointments are announced at Throop Polytechnic Institute.
Hettie Anthony from Illinois Wesleyan University, head of the domestic science
department; Frank C. Bodine, assistant professor of architecture and machine
design; Margaret Donaldson from the McKinley High School, St. Louis, instruc-
tor in art; Alfred Guillou, education and normal manual training; Howard
Foster, instructor in machine shop practice and pattern making; Louise K. Willits,
instructor in domestic art.

KITE FIELD DAY.

The making and flying of kites has long been an important feature of
Japanese sports and "Kite Fetes" are often held in which kite makers contest for
supremacy in the art of kite flying. Naturally enough it was on the Pacific
coast that the idea was first made use of in this country, and as this was in con-
nection with the public school work, manual training teachers will be especially
interested in a report of the experiment. The idea was worked up last year by
Chas. M. Miller, assistant supervisor of manual training at Los Angeles, Cal.,
and in carrying out the idea he had the enthusiastic co-operation of Dr. E. C.
Moore, the superintendent of schools.

The plan involved the scientific construction of kites by the children and the
holding of a kite field-day on which kite flying contests were held. Definite in-
structions on kite making were given as part of the manual training work, and an
early announcement of the details of the contest were made. The contest was
sucessfully carried out on Field Day and was witnessed by about fifteen hundred
children. The following instructions as sent out to the various schools will make
clear the methods of carrying out the plan.

To the Principals: — Please read the following announcements to your classes.

The weather permitting, there will be a general contest and exhibition of
kite flying, on Saturday, May 4, 1907, beginning at 2 o'clock. The exhibition will
take place on a tract at Stevenson Ave. and Lorena street, Boyle Heights. The
place is accessible to both the Los Angeles Railway and Interurban lines.

A number of feats will be carried in contest, but a general exhibition will
follow in which anyone may take part, so all bring a kite.

Each school must decide who the contesting party shall be for each of the
contested feats, and should send in the names of such contestants to Chas. M.
Miller. 512 S. Boyle Ave., not later than Monday, April 29th. Please write
names on postal cards or cards that size so as to keep a uniform size for easy
filing.

Each school may appoint a substitute in case of failure of the first person
named. Each contestant is entitled to a helper.

It is suggested that a captain be appointed by each school to be recognized as
general manager for that school.

The ground will be plotted out in squares 100 f t. x 100 ft. and these running
spaces numbered. The captains may select their plot any time after 1 o'clock.
A banner, pennant or other means of designating ownership of that plot should
immediately be placed in the center to avoid further misunderstanding, but the

180

MANUAL TRAINING MAGAZINE

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CURRENT ITEMS 181

number and name of the school, with the captain's name, should also be brought
to the judges' stand at once.

Each school must appoint a judge for its own feats, such as timing flights,
and recording pulling power. A teacher is desired for this, but in case a teacher
cannot be present, the captain may act, or some other appointee.

A swift messenger should carry the record to the judges' stand as soon as
the result is known.

To add color to the occasion, it is recommended that scarfs of colored cloth,
etc., be flung across the shoulders of participant.

Each school will need a correctly set time-piece, and some spring scales,
showing pounds and quarter pound. The latter can surely be borrowed for the
occasion.

The name of the school should appear in conspicuous letters on the kite.
Some of the strips of gummed paper may prove useful for this purpose.

Make your space as gay as feasible. Streamers on the kite-strings, banners
floating, and all such will add much to the occasion.

FEATS OF KITE-FLYING CONTEST.

1. — Quarter mile dash, being the quickest playing out and winding in of 3^
mile string. The string must be accurately measured and a report card 3^4 "x
6 J/4", with the principal's signature on the back wound at the inner end. The
first two rounds over the card should be, one length wise, the other across. This
compels each contestant to unwind the entire length of string to obtain the card,
which must not be torn, and which must be sent with record to judges' stand.

2. — ^The same as number one, for girls only.

3. — Best decorated kite (to be exhibited on 600 ft. string.) Any shape or
kind may be used.

4. — Most artistic kite (on 600 ft. of string). Any kind of combination, or
color or outline. Set pieces or single construction.

5. — Strongest single kite puller. Record to be taken within one minute from
a given signal. It is suggested that the heavier kites be avoided, for we have
had very few days that the breeze has been sufficiently strong to carry up the
heavy frames.

6. — Best tetrahedral kite. If there is insufficient breeze to carry kites, they
will be judged by the appearance and construction on the ground.

7. — Yacht race, 34 ™ile and return. (To be timed). The size should be as
shown in the diagram.

8. — Highest flyer, in which the decision must rest on the judgment of the
judges. Thirty minutes time will be given for this feat. Tandem and other
combinations may be used.

9. — Curious messenger. Everybody.

10. — Display of parachutes. Everybody.

11. — Display of flags. Everybody.

It will not be necessary to pull down the high flyers for the last three, as
no decision will be necessary for these, but any specially brilliant accomplishment
will be given recognition.

REVIEWS

Handbook of The Trees of the Northern States and Canada, East of the
Rocky Mountains. By Romeyn Beck Hough. Published by the Author at Low-
ville, N. Y., 1907. 7^x91/^ in.; pp. 470+X; price in cloth, $S.OO, in half
leather, $10.00.

This is the first really satisfactory handbook of trees that we have seen.
Indeed one feels like congratulating the author on having produced the perfect
book on trees for the great majority of readers. It is not, however, what is often
known as a "popular" book, for it is equally valuable to the professional botanist,
the nature lover, the forester and the lumberman. Coming from one of the lead-
ing American authorities, the author of "American Woods", it should be scien-
tifically correct, and being so well arranged and so fully illustrated with the
best of photographic reproductions, it is both convenient and attractive.

Each species is given two opposite pages. On the left is a full-page illustra-
tion of its leaves, winter twigs and fruit placed on a background laid out in one-
inch squares. Thus one immediately forms a correct idea of sizes. Not only
this, but instead of showing one leaf and one specimen of fruit, several are
shown — large and small. This is not only interesting, but exceedingly important
when one is trying to identify such trees as the sassafras, tulip or mulberry. On
the right-hand page is a photograph of the trunk of the tree upon which is fas-
tened in a horizontal position a two-foot folding rule. These illustrations are ad-
mirably clear and show the character of the bark and often peculiarities of
growth, as in the case of the dotted thorn, for example. On this page also there
is a map shaded to show at a glance In which states and provinces the tree may
be found, a condensed description of the tree, and In many cases a magnified
transverse section of its wood.

At the end of the book about forty pages are devoted to a synopsis of the
families and genera represented in the book with analytical keys leading to the
species. To this Is added a glossary and an Index.

One use of the book Is well Illustrated in the following experience: A few
days before receiving a copy of Mr. Hough's book a nature-loving friend of mine
was conducting me on a long walk through the woods, when we came across a
kind of tree that I had seen several times before but did not know its name. So
I said to my friend, "What do you call that tree? It's trunk looks like an oak
but the leaves do not." Now my friend has a rare appreciation of beauty of
form and color, moods and music in nature, but he is not an expert botanist.
However, he said, "I think it may be a laurel oak." As the leaves were long
and somewhat glossy I accepted his suggestion as fact until I received a copy of
"Handbook of Trees." The moment I turned to the pages of laurel oak I saw
by a glance at the map that the laurel oak is found only along the Gulf and the
South Atlantic coast. On turning the page over, however, I found that the
shingle oak grows in Illinois and, upon looking at the shape of the leaves again,

182

REVIEWS 183

I was convinced that my friend and I had been enjoyinj the company of shingle
oaks instead of laurel oaks.

This incident illustrates only one of many ways in which this admirable
book will prove useful to anyone who wishes to know the trees.

A Course in Structural Drafting. By W. D. Browning. The Industrial
Magazine, Collinswood, Ohio, 1907. 6 x 9-in., pp. 64-|-15 double-page plates;
price $1.00.

This contais a description of material used in structural design, tables com-
piled from handbooks used in standard drafting-room practice, cefinitions of
terms used in strength of materials, simple rules and illustrations on beams and
girders, columns and lacing, and diagrams with explanations of modern trusses.
There are fifteen plates of drawings, such as are made in structural design work,
to be done by the student. The book is simple, clear, practical, and well adapted
to beginners in structural drafting. Frederick H. Evans.

The Making of a Teacher. A contribution to some phases of the problem of
religious education. By Martin G. Brumbaugh. The Sunday School Times
Company, Philadelphia, 1905. 53^x8-in. ; pp. 351; price $1 net.

This book discusses religious education in the light of the principles and
methods of modern pedagogy. Every Sunday-school teacher should find it not
only stimulating and instructive, but very readable. But few of the technical
terms of the psychologist are used and the author's points are made clear by
illustrations.

The following have been received:

Bulletin of the Art Institute of Chicago. This is the first number of a quar-
terly publication which will give announcements of exhibitions and lectures, and
information of general interest to the thousands of people who habitually visit this
great democratic art center. Last year the attendance of visitors to the galleries
(exclusive of students) was 522,095. The price of the Bulletin is 10 cents.

Report of the Massachusetts Commission on Industrial Education, 1907.

All who were interested in the report of the preliminary commission which
was published little more than a year ago and made such a "profound impres-
sion upon educators and public-spirited citizens generally" will welcome the first
annual report of the permanent commission of which Professor Paul H. Hanus
is chairman and Charles H. Morse is secretary. In this report the Commission
defines its position, outlines future work and gives the present situation with
reference to industrial education in the different cities of the state. Appended to
the report are statistics, courses of study and several interesting papers bearing on
the general subjects of industrial education.

Exercises in Elementary Agriculture — Plant Production. By Dick J. Crosby.
Bulletin 186, U. S. Department of Agriculture, Washington 1907. pp. 64, illus-
trated. Every teacher of school gardening or elementary agriculture should send
for a copy of this bulletin. It contains fifty-four graded exercises or experi-
ment' in plant production with introductory notes and an appended list of text-
books and works of reference. The illustrations add much to the value of the
bulletin.

184 MANUAL TRAINING MAGAZINE

Course of Study in Manual Training for Boys of the District Schools, St.
Louis, Mo. Revised June, 1907. Contains drawings for seventh and eighth
grade models.

The Man Who Works iviih his Hands. By Theodore Roosevelt. An address
delivered at the semi-centennial celebration of the founding of agricultural col-,
leges in the United States, at Lansing, Mich., May 31, 1907. Circular No. 24,
U. S. Department of Agriculture, Washington, D. C.

Production of Red Cedar for Pencil Wood. By L. I. White. Circular No.
102, Forest Service, U. S. Department of Agriculture.

Catalogue of Manual Training High School, Indianapolis, Ind. Contains
outline of course of study and half-tone illustrations of equioment and students'
work.

Domestic Science Course. The course used in the grammar school depart-
ment of the Toledo, Ohio, public schools. Published by the Board of Education ;
price 25 cents postpaid.

Annual Report of the Inspector of Technical Education, Canada, 1906. By
Albert H. Leake, Toronto, Canada. Contains many half-tone illustrations of
work done in the Canadian schools.

Teachers College Record, September, 1907. This number deals with the
curriculum for the seventh year of the elementarv school, and contains an article
by Egbert E. McNary on manual training for boys. It deals especially with the
study of modern transportation as taken up by a seventh-grade class in the
Horace Mann School. This number also contains an article on manual training
for girls by Laura B. Whittimore.

National Society for the Promotion of Industrial Education. Bulletin No. 3.
— A Symposium on Industrial Education. Bulletin No. 4. — Industrial Training
for Women. Edited by James P. Haney. Copies can be obtained by addressing
the secretary of the society, Charles R. Richards, Teachers College, New York
City. Both of these are valuable contributions to the present discussion of indus-
trial education. The former is made up of opinions from many of the represen-
tatives of both labor and capital; the latter is the work of a sub-committee on
industrial education for women, headed by Mrs. Mary Morton Kehew of Boston.

The Interlaken School. Announcement of a boarding school for boys at La-
porte, Indiana, patterned after Dr. Cecil Reddie's famous school at Abbotsholme
in England.

Elementary Turning. — For use in manual training classes. By Frank H.
Selden. Rand, McNallv & Co., Chicago, 1907. 434x7 in.; pp. 197 with many
illustrations of tools, processes and models; price $1.00. Reserved for later notice.

VOLUME IX. NUMBER 3

MANUAL TRAINING MAGAZINE

JANUARY, 1908

THE INFLUENCE OF GRAPHIC ART IN THE TRAINING
OF MEN AND WOMEN/

Henry Turner Bailey.

THE influence of public school work in the graphic arts wherever
it is well done, is fourfold. First, it tends to develop the power
to see. The average man sees imperfectly and images dimly.
As Prof. James says: "His images have broad fringes." He cannot
tell, for example, where the ordinary Roman letters are shaded, nor the
shape of his own boot, nor the color of his friend's eyes. His observation
with regard to all material things is loose and unreliable. As Walter
Smith used to say: "His testimony in court concerning any material
fact is not to be trusted because he has not a trained eye." Asa Gray
used to say to his students when studying sedges : "Unless you draw, you
will not see." "A pencil is one of the best of eyes," said Agassiz.
Graphic representation helps to focus the eyes upon the object, as the
thumb-screw focuses the camera, or as an adjusted lens corrects defective
vision.

Clearer vision of natural objects enhances one's enjoyment of nature
and enriches the content of life. The contours of leaves, the articula-
tions of plant stems, the curves of unfolding petals, the outlines of insect
wings, the modeling of shells (which Tennyson calls "miracles of de-
sign"), the lines of health and movement in birds, in animals, in the
human figure ; the subtle tints and shades, sharp glints and darks, which
objects under sunlight present to the eye, the exquisite gradations of tone
and hue, not only in objects everybody recognizes as colored, but in the
gray and unobtrusive features of any view, become sources of keen
pleasure to him who sees with trained vision.

^Excerpt from an address given at the University Convocation of the State of
'"lew York, Albany, Oct. 18, 1907.

185
2

186 MANUAL TRAINING MAGAZINE

For lack of the close observation which a training in representation
would supply, the average man has no clear images of his own with
which to read or think. Consequently the stimuli which cause a satis-
factory reaction in his brain must be intense. His music must be brass-
band music, his color thrill can come only from a gorgeous sunset or
the Berkshires in October. Even his news must be served up by yellow
journals in flaring headlines and dramatic pictures. He can be reached
only by colored posters and advertising signs ten cubits high. His recre-
ations even must be highly artificial. At the coast the sweep of sand
and sea, the dim horizon and the grace of the breaking w^ave mean so
little to him that he must plant on the crest of the beach his merry-go-
round, his roller-coaster, and all the other noisy and vulgar attractions
a perverted ingenuity can invent. The majesty of Julius Caesar and
King Henry as they walk through Shakespeare's printed pages, and the
calm beauty of the old king who wrote the Shepherd Psalm, are lost on
the man whose power of imagination is atrophied. He must have, in-
stead, the noise and the glitter, the reality and vulgarity of vaudeville.

The importance of clear-cut, three-dimensioned images for the im-
agination and the reason to use can scarcely be over-estimated. The
minister who reads the matchless w^ords of the Bible in droning fashion
so reads because he sees nothing. Booth, Jefferson, any man with power
of imagination could not read that way. The man who fails in business
or in the social world fails largely for lack of "grasp," as we say, the
power to image and forecast conditions, to see through to the other
side of the problem, to hold the totality clearly in his mind and read it
through and through. As Dean Shailer once said, "The value of draw-
ing in all departments of science, not only as a language but as a dis-
cipline of the mind, can hardly be over-estimated. ]\Iany students
entering Harvard University can think in one dimension, some few
in two dimensions, but those who can think in three dimensions are
exceedingly rare." Every department of human activity offers un-
limited opportunity to men of vision.

But in the second place the study of graphic art as pursued in the
fchaols develops the power of expression. It is unnecessary to review
in detail the value of this power in almost every human occupation.

In a conference at Harvard University on the relation of the high
school to the college in 1903, President Eliot said: "I have recently
examined all the courses offered by the university, and I find but one
(the course in theology) in which a knowledge of drawing would not

THE INFLUENCE OF GRAPHIC ART 187

be of immediate value (and even there I think it might help in some
cases!). The power to draw is greatly needed in nearly all the courses
and absolutely indispensable in some of them. A very large propor-
tion of studies now train the memory, a very small proportion train
the power to see straight and do straight, which is the basis of indus-
trial skill."

Whether a carpenter remain a carpenter or become a foreman or
contractor depends largely upon his power to read a working drawing.
Whether a machinist remain a machinist or become a master, depends
largely upon his power to put down with a pencil his ideas of mechanical
construction. Whether a printer remain a printer or become a designer
of fine printing depends largely upon his power to lay out a job with
his pencil. The advancement of anyone in his profession, — of the
designer, the illustrator, the architect, the house-furnisher, the landscape-
gardener, not less than the painter and the sculptor, depends primarily
on this power of graphic representation by means of line and color.

But aside from this fact, there is in the mere power to express one-
self grapically a source of legitimate pleasure not to be despised. The
craving for self-expression is universal and insistent. The love of self-
expression graphically, lies at the basis of amateur photography. The
pleasure which thousands of people derive from the camera is immense.
Only one other class of people who enjoy nature, get greater pleasure
from making pictures, namely, those who can make them with the pencil
and brush, who can record what they wish to remember without record-
ing the confusing details which encumber it. Representation is to
the artist re-creation, and is accompanied with a passionate pleasure such
as only those can appreciate who have had the experience.

In the third place, the practice of graphic art develops the power of
appreciation. We are the children of the race intellectually and spirit-
ually as well as physically. The world is full of good people who in
the realm of the arts are bovine. They cannot tell one tune from
another. They do not know Turner from a Teniers, or a Botticelli
from a Burne-Jones. They pass and repass the far-descended venerable
ornament exquisitely cut upon the porch of a colonial house, and know
nothing of its presence, much less of its eventful history. They sit on
Sunday in a church where the sacred symbols, first scratched with
trembling hands on martyrs' graves, blaze forth their messages from
glowing windows, or whisper them from font and table and altar;
but having eyes they see not, and having ears they hear not. The great

188 MANUAL TRAINING MAGAZINE

world of art is to them a nonentity. A Latin grammar, a Greek text,
an algebra, a geometry, a bank book, a mill sheet, a financial report, or
perchance a flock of hens, is the measure of their horizon and the arc of
their sky. A man submerged in business, entombed in a shop, buried in
a book is an intellectual and spiritual bankrupt.

The child never attains manhood until he secures the keys to the
great treasure-house of literature, music, architecture, sculpture, paint-
ing, and the other arts, which record the experience, the aspirations and
the ideals of the brightest and best of those who have gone before. The
work of these men is another source of pleasure and of satisfaction
which the man who would live the larger and more abundant life cannot
ignore. Every attempt to represent a blade of grass, a leaf, or a flower,
every attempt to catch the movement or gesture of any living thing,
prepares the mind, as nothing else can, for the appreciation of the work
of Diirer and Landseer, of Rosa Bonheur and William Hamilton
Gibson. Every attempt to represent a tree or the sky, a body of water
or the sweep of hills, will enhance one's appreciation of Claude and
Turner, of Corot, Mesdag, and Fritz Taulow. Every attempt at il-
lustration and pictorial composition will open the eyes to the almost
marvelous skill of the old Italian masters, of Millet, Burne-Jones, and
Whistler. Every attempt to put down the color of a flower, of a shell,
of a spray of autumn fruit, of a spring landscape, of a moonlight night,
will enhance one's enjoyment not only of the work of the Venetians,
but of the rug-makers of the orient, of the potters of China and western
Europe, of the great jewelers from the days of the Etruscans to the
present moment, and of all those who have wrought in fabrics with
the loom or the needle. All this appreciation of the work of men will
send the happy spirit to nature again with keener eyes. The man of
the anointed eye will see her as the artists and poets have always seen
her, so beautiful that the shadow of a mountain daisy on a stone will
inspire a poem; the glint of light on rind or fur or feather, inspire a
picture ; and the gloom of a calm night, inspire a symphony.

And lastly the influence of graphic art in public education is im-
portant because by means of it, when our pedagogical machinery is
perfected, we shall be enabled to discover every particle of talent pos-
sessed by the children under our charge, and to develop it for the good
of all.

The heart of man is never satisfied. We shall go on demanding
illustrated books and papers, paintings to hang upon our walls, pictures

THE INFLUENCE OF GRAPHIC ART

189

out of doors spread before our eyes, beautiful garments and jewels,
beautiful temples, civic buildings and homes; and the men and women
who will produce all these in each generation are among the boys and
girls in the public schools of the preceding generation. The character
of the art which men and women produce depends very largely upon the
amount of training they have received, and the extent to which they have
been made familiar with what genius has done before them. We can-
not too early discover the precious vital elements of genius in children
and begin the salutary discipline which shall enable them to carry the
artistic triumphs of the race to yet higher levels.

THE PLACE OF MANUAL TRAINING IN THE
ELEMENTARY SCHOOL.

Edwin L. Taylor.

NO small part of the evolution of these latter days is the evolution
of educational thought. As the product of this we have what
we call "The New Education." Just what this "new educa-
tion" is, it is difficult to define. However, in spite of absurdities and
enormities that may parade beneath its banners, its manifest mission is
simply the conforming of methods of education to the law of "the eternal
fitness of things," The "new education" does not consist in the high
handed ruling out of time-honored educational practices, or the depos-
ing of old and essential subjects. It only seeks to recognize that a new
epoch in human society demands a corresponding evolution in the school,
and would modify the old, and, if need be, introduce the new that the
curriculum may conform to present day conditions. Resulting from this
new attitude of educational thought, we find, pervading the school of
today, a subtle, potent principle that has radically changed the atmos-
phere of elementary education. One of the ways, in which this principle
finds outward and visible expression, is a quaintly varied array of activi-
ties which, owing to the paucity of our English language have been
christened manual training. This is a most unfortunate name because
it is so well adapted to mislead the uninitiated "general public." What
the school world knows as manual training is not manual training,
the training of the hand, as the popular conception defines it, but mental
training through experiences gained by manual activity.

To carefully define and defend, upon broad social and educational
premises the place of this new element in the elementary school shall be
the purpose of this consideration.

Obviously at the outset it will be needful to clearly state these basic
premises. These are also products of the revised educational thought,
the most fundamental of which is that conception that recognizes the
school as an institution of society, and that primarily in educating it is
not the needs of the individual but of society that must receive attention.
This theory contends that the highest good of the indlvual can only be
served in the light of his social environment, and discovers that "the
bread and butter aim," "knowledge for knowledge's sake", "general cul-
ture", "harmonious development", "moral character", — in fact, that all

190

THE PLACE OF MANUAL TRAINING 191

the old, formulated aims of education are included in the more compre-
hensive aim of "social efficiency". Social efficiency then we shall take
as the real end of all education. With this premise firmly in mind let
us proceed with the consideration previously stated.

In the first place the manual activities that we should select as of
educational value, must embody the principle of work as distinguished
from play. The ability to do work is a demand that society lays upon
all that are able, without deference to the eminence or humbleness of
their station in life. The humbler ones must not be a burden ; those
who have no need to take thought for themselves must labor for the
race. The child then, must be trained to do work. Now work is activ-
ity, demanding sustained attention to a task that leads to an end more or
less remote. Sustained attention requires will power, the lack of which
denotes a low order of intelligence. Play, on the other hand, is activ-
ity leading to no ultimate aim, the activity being the end itself. Play
requires no effort of the will to sustain attention. The child from its
earliest infancy is active and play is nature's safety valve. The school
need not concern itself about an outlet for child activity. The business
of the school is to direct this innate quality of childhood toward ends
acknowledged to be good, for it is by this means that will power is best
developed.

We say that the child is a little savage; that his life from the cradle
to manhood is an epitome of the experience of the race. This is what
we mean : — the child starts with the same equipment with which the
race began, namely a great abundance of practically aimless activity.
From this condition, through dire necessity and bitter experience, very
slowly and painfully, from very simple beginnings through stages more
and more complex, the race has developed the ability of systematic and
sustained effort. Likewise, through experiences selected wisely and ar-
ranged in the proper order of difficulty, the child must attain, in the span
of a lifetime, this same ability that has been a race long growth.

Primarily, then, in the educative process must come the control and
direction of child activity. The old education sought to obtain this end
by systematic suppression. Truancy bore witness to its failure. The
new education said, "Let us train the child to control and direct his ac-
tivity even as he gains control of his muscles, not by idleness but by use."
Then manual training found its sphere and became a necessity. If this
be the function of manual training, then it defeats its own purpose when
it consists of forms of busy work given the child to amuse him, to keep

192 MANUAL TRAINING MAGAZINE

him out of mischief, to put him "hors de combat" as a source of annoy-
ance. These things have no virtue that does not belong to play. Better
far turn the child loose for a grand, healthful romp. No project, model,
nor occupation may ever be made use of in the name of manual training
that does not lead to some ultimate end, or serve some actual use or pur-
pose which the child sees and acknowledges to be good, and to attain
w hich he will give his active attention to the necessary work.

The process of development from the passive attention sufficient for
play, to the active attention that labors to accomplish remote ends, must,
at first, be very slow indeed. Models selected for the first grade must
be simple and, at first, within the scope of a single lesson, the aim being
easy of access before the untrained mind demands a change. But al-
though our rate of progress must, at the outset, be restrained, there still
must be an unwavering, unfaltering forward movement toward our aim,
viz: the development of the child's power of attention, — reasonable, non-
compulsory and interested attention to work. This is the same kind of
attention that we, as adults, give to any labor, the result of which will
satisfy some keenly appreciated need. The opposite kind of attention
has but a meager place in the elementary school. We use it as a form of
punishment when we detain pupils "after school" to do sums that they
have slighted. However, there still exists a species of educators who
propose to inflict this non-voluntary attention upon the young as the only
means of developing a mental backbone. They would convince us that
there is no educational virtue to be obtained otherwise than by com-
pelling one's self to give attention to some old, dry thing that has no
part nor parcel in our life that now is or is to come. Such as these have
our profound sympathy. They do not believe in manual training.
They have completely forgotten their childhood, and have never enjoyed
that peculiar pleasure derived from giving strict attention to a dull ser-
mon when they were very sleepy.

To recapitulate briefly. Manual training develops the power of
the will, the power of attention and the power to do work. Truly it
occupies a powerful place in education, but cannot other subjects do
these same things with success? Yes, but manual training is better
adapted to the purpose, for they must ge,t the child still and passive be-
fore they can operate, while manual training makes capital of his very
activity.

If manual training is valuable as means of developing the capacity
for work, it logically follows that it must occupy a large place in the

THE PLACE OF MANUAL TRAINING 193

tantalizing problem of discipline. Outside of the personality of the
teacher, the whole discipline situation is tersely stated by the old, familiar
adage, "Satan finds some mischief still for idle hands to do." Evidently,
then, idleness and mischief are allies, — so very evident that it is axio-
matic. Laziness and crime are boon companions but industry is ever a
co-partner with uprightness. The application of this law to the school
problem is doubly emphatic. Industry is a primary quality of social ef-
ficience, not only because it enables the individual to carry his own
weight, but what is more important, it develops in him those great, noble,
sterling attributes of true manhood, that render him a help and not a
hindrance to the progress of the race. In other words, the industrious
man is the truly disciplined man. There need be no waste of social
energy to make him behave properly. Because of this demand of society
the school has introduced manual training that she may develop habits
of industry as an antidote for the most dangerous forms of social ineffi-
ciency. Considered in this light, industry is an end to be attained. In-
dustry must also be emphasized as a means of no insignificance in the
educative process; a means for solving the discipline problem in school
as well as after.

Now industry is not to be confined to manual activity. In fact the
highest forms of industry are those that are the most purely mental;
those requiring the keenest perception, the greatest thought activity, the
highest development of the mind. Of what value, then, is manual train-
ing in the solving of the discipline problem when the curriculum is al-
ready overcrowded by worthy subjects, demanding for their mastery an
industrious application of mental power? Let us answer this question
quite carefully, for it is likely to reveal several principles that, deal
directly with the place of manual training in the elementary school.

Discipline, like attention, is of two kjnds: the one when the individ-
ual is controlled by forces acting from without^ the other when the
source of control is from within, or the individual is self-controlled.
The one is slavery, the other is liberty. To destroy the one and attain
the other is the upward struggle of the race. The discipline of the
schoolroom, then, must be the discipline of self-control. Some one says,
"But this cannot be so in actual practice." It is true that it is not so,
but is it not our cherished ideal? What an ideal condition we would
have if all the boys and girls — the ones that make our hearts ache so
sometimes — were only industrious in their studies; industrious of their
own volition without the pleading and driving of the patient teacher or

194 MANUAL TRAINING MAGAZINE

the severe and oft-administered chastisement of the impatient. "But",
another says, "you can't expect it. They are only boys and girls and
cannot see the need of it. If they do not like study for study's sake,
then what are you going to do with j^our beautiful theory of self-con-
trol ?" Here is the secret. Simply use a method of education that
brings the end, othewise too far remote, within the reach of the juvenile
mind. Make those things the man must know, useful to the boy as he
learns them. This is one of the functions of manual training. In th:s
capacity it is not so much a new subject as a common-sense method of
teaching the old ones. It is a form of expression that deals with actual
materials instead of their soulless symbols; the harrimer that clinches the
nails that the "three Rs" and their associates drive in the erection of the
educative structure. It is an educational transformer that changes the
pupil from a state of passive, recipient lethargy to one of healthful, ener-
getic activity; from a negative to a positive force in his own education.
Manual training ought to function, not merely in the construction of
articles of use, but in a lively interest on the part of the pupil in all his
subjects, because it proves to him that they are all needful, not in the dis-
tant future, but now, in the accomplishment of his present plans. Given
this attitude in the pupil and he has no more need of outside discipline.
He is self-controlled and his teacher is no longer a police officer but an
aid, an inspirer, a boon companion of experience. The discipline prob-
lem is solved, not by catering to the child's childishness, but by furnish-
ing him with concrete and present incentives to active interest.

Our answer thus far has revealed something of how manual training
functions in the solving of this problem ; next, let us discover the forms
that these incentives to self-control must take. It is evident, if manual
training accomplish the ends above described, that it must assume some
form that is attractive to the child. The results achieved by his efforts
must be things that he considers "worth while." This theory is directly
in opposition to that class of educators who say that they "have no pa-
tience with that tendency in education that would make it easy for the
pupil." These preachers of non-voluntary attention are very logical.
They claim that the rougher and less attractive we make the road for the
little travelers the more rapid will be. their progress in the educative
journey. Pupils, to secure the proper kind of discipline, must be com-
pelled to do unattractive things simply because the teacher says so. It is
a matter of conjecture if this class of educators have ever been teachers
and a positive fact that they never were boys. They have missed the

THE PLACE OF MANUAL TRAINING 195

point completely, for the pupil will do far more of that which is essen-
tially work — drudgery, even, will not quench his ardor — if, in the end,
he may accomplish some cherished aim, or express, in a form of strength
and grace, some ideal of his imagination.

The foregoing conclusion forever eliminates from the elementary
school all those things known as "abstract exercises," such as the planing
of a board to a given size just to learn the use of the plane, or the hem-
ming of a bit of cloth, to learn to stitch. No one cares for these things
when done. In no way do they enter into the life of the maker. Their
end is under the bench or in the scrap basket.

Another factor in determining the forms that manual training must
assume in the elementary school is the imitative nature of childhood.
This imitation is but the outward expression of an inborn tendency
to grow up. This may sound a bit paradoxical, but if this tendency
were lacking the mind would not keep pace with the body, and the
broad shoulders of maturity would romp in childish play. The child's
standard of evaluation depends, in a large measure, upon his "grown
up" ideals. How soon he begins to tell us what he will do "when
he gets big." He does not want to be a "baby" and do "baby things.''
He wants to get in beyond his depth and get out without the least
possible assistance. Give the boy a paper-knife to make and his efforts
will adjust themselves to the meager and limited character of the
model; give him a man's chair and he measures upward to the man's
stature. He is a man, "for as he thinketh in his heart so he is."
Much of the reason why the pupil in the upper grades chafes at
the restraint of school is, that he feels that his school achievements
receive but little respect in his idealized, outside world of "real things."
If the school could represent to him "real things" he would stick by it.
If it does not he seeks them elsewhere, abandons study and leaves school
the first day that he passes school age. Just as the race produced at
first with the hands so must the youth. With the normal boy and girl
the value of manual accomplishments must, at first, dominate the value
of the mental. The mental must serve the manual before the develop-
ing mind can grasp the full value and true supremacy of mental ability.
"Real things," measurable by manual standards, must then be selected
as forms of manual training, for the presence of such in the school world
acts like the discovery of a lost chord — the vital chord in the harmony of
the school with what, in the pupil's immature judgment, are the truly
essential things in the out-of-school world.

196 M.LM.^L TR.^LMXG MAGAZISE

Given, then, this essential chord, let us complete our harmony. Plan
the construction work so that it contains a maximum of thought content ;
give to the pupil his constructive problems unsolved; compel him to use
his knowledge of arithmetic and drawing; interest him in the geography
of his materials; let the exposition of his manual processes demand a
better command of his mother tongue; in short, associate what he looks
upon as mere "school things" with those, that are to him the "real
things," and, presently, the whole school has for him a new meaning.
It has been revealed to him that the trained mind lies behind, and is the
real source of all the products of the skilled hand.

Much of the effectiveness of manual training in the elementary
school is lost if it be not closely associated with the other subjects of the
curriculum. This conclusion obtaining, it follows that the eminently
successful teacher of the immediate future is he who most thoroughly
comprehends the vital association of manual activity and mental training.

It is a universally accepted fact among educators that one of the
most valuable results of the introduction of manual training is its uni-
fj^ing effect upon the curriculum, furnishing as it does a sort of nucleus
around which all the other subjects may group themselves into an
effective, natural unit}". The child comes to the school a living unit.
It is not logical to educate him in sections.

Happiness is another factor in social efficiency which demands the
investigation of its relationship to the place of manual training in the
elementar}' school. True happiness is one of the great ends, toward the
achievement of which, the race has labored. It may truthfully be said
that happiness is the one great end of human societ}'. It follows then,
that the school, if true to its sacred trust, must impart that kind of train-
ing to the young that will enable them to live happy lives, or as it is
oftener ex-pressed, "to get the most out of life." To completely analyze
this ideal is not intended, but there are tvvo factors in its composition
that are pertinent to our line of thought. These twain are thrift and
good judgment. Their negative equivalents are want and foolishness.
These great prime factors of social efficiency compel the attention of the
public school. Her graduates must be equipped to earn a livelihood, and
statistics tell us that for ninet}' per cent- of them, this must be done in
the elementary school.

The time was when the "three R's" were all sufficient for this end,
for the educative nails they drove during the winter's school, were
effectively clinched by the imperative needs of the home life. That time

THE PLACE OF MANUAL TRAINING 197

is past. Comparatively few children now have home tasks, the per-
formance of which is essential to the common good. In the days when
our grandparents were j'oung, practically all the family needs were sup-
plied by home production. Beneath the home rod, the children learn 1
the rudiments of nearly every native industry. Now the product of the
home is consumed outside ; is exchanged so that those things consumed in
the home are produced outside. The child, instead of learning some-
thing of many industries, knows scarcely anything of even one. These
conditions at home produce a handicap on future happiness that the
school must alleviate.

For this purpose came manual training into the curriculum, that the
doors of opportunity might be opened. The old adage has it that "there
are no two alike." Conditions conducive to the success of one individual
cause the failure of another. If the school fits its boys and girls for
happy useful lives, it must aid each to find the niche in the world of in-
dustry for which he was designed by nature. In keeping with this de-
duction the subject matter of manual training should be the elements of
the world's industries, — and the more of them the better, for every addi-
tional industry into which we are initiated is another open door to
opportunity.

"Good judgment," the second factor in human happiness to which
the school must give attention, let us define as the ability to correctly
evaluate the things of life. The flagrant lack of this ability is constantly
in evidence in all strata of society. The little home, the haven of
seclusion and rest, is mortgaged, that the possession of a gorgeous red
automobile may render Smith, socially equal to his neighbor Jones. The
curly headed lad in knee trousers sticks a vile roll of street pickings
and paper between his teeth that he may be, forsooth, a man. The
indecent and immoral theatre production packs the house with an appre-
ciative audience while Victor Hugo's "Les Miserables," plays to empty
seats and idiotic "sniggers" and "titters." The existence of these visible
tokens of foolishness is nothing new under the sun. It was deplored by
the prophet Isaiah who said, "Wherefore do ye spend money for that
which is not bread, and your labor for which satisfieth not?" This
crowning imbecility of the judgment produces a waste of time and money,
and waste and want are partners in the business of unhappiness. In
dealing with this hindrance to social efficiency the school should find sub-
stantial aid in the reactions arising in manual training. Obtaining, as
he does by actual experience, correct concepts of the value and dignity

198 • MANUAL TRAINING MAGAZINE

of human labor, the pupil learns to know and appreciate true workman-
ship. He grows to love the beautiful, the artistic and genuine, to shun
the vile, abhor the sham and taboo the cheap.

Our pupil in general has learned to work, has been properly disci-
plined, and has acquired the requisites of happiness. To pass through
this highly educative process he has necessarily acquired a variety of
habits. Now a habit, the student of psychology will tell us, is one of
nature's tricks of economy, whereby she relegates to unconscious or sub-
conscious reactions, any process, either mental or manual, with which
the mind has become so familiar that the process no longer requires
active thought. The number and quality of our habits then, materially
modify our efficiency, for the relegation of fundamental processes to sub-
conscious direction leaves the mind free to investigate and master that
which is new and more complex. Because of this truth, the function of
the school in the formation of correct habits, though often sadly neg-
lected, cannot be too greatly emphasized. It therefore becomes us to
note the relation of manual training to these potent factors of social
efficiency. This line of thought is a natural summary of what has gone
before.

It has been shown that manual training develops the habit of self-
control. One phase of this habit, not commonly included in the popular
concept, is important in this connection. This is self-control as func-
tioning in dexterity of the hand, or skill. Unless there be an exception
to that great law, that action and reaction are equal and opposite in
direction, nimbleness of the fingers reacts as nimbleness of the mind.
1 he truth of this is evidenced by the constant coincidence of awkward-
ness and clumsiness with a low degree of mentality.

It has been further shown that, through manual experiences, the
habit of attention may easily be developed. No less an educator than
Bishop John H. Vincent has said that "The habit of voluntary, inter-
ested attention is the great secret in education." What an educational
waste would be reduced by the prevalence of this habit. If it was never
necessary to recall "Thomas" from the land of dreams; if his attention to
his school work was a thing of habit, a thing spontaneous, how smoothly
and easily would run the educative process.

Likewise we have seen manual training functioning in habits of in-
dustry, in habits of perseverance in the face of discouragement and diffi-
culty. An industrious perseverance that gives the human soul the glor-
ious satisfaction, that "Something accomplished, something done, has
earned a night's repose."

THE PLACE OF MANUAL TRAINING 199

The habit of activitj^, which in its fullest development becomes that
personal initiative so essential in coping with the tremendous pressure of
modern competition, is another direct reaction of the manual element in
education.

The habit of honesty, of straightforward noble purpose is still an-
other of its immediate results. Many subjects are so elusive in their na-
ture as to enable the pupil to fool, not only his teacher but himself, as to
the thoroughness with which the subjects have been mastered. Even the
dread examination is no absolute criterion. Manual training is not so.
f the box cover be "a fourth of an inch too small at one end" it is a
frank, open failure, undeniable and chagrining. There is no question
in the mind of the maker but that h ^ r ff >rt and through application
ire the price of success. This conclusion becomes his "Apperceptive
mass," and as such, influences his future conduct.

The habit of personal neatness which, with one's associates and one's
English, constitute a young man's passport to success, may have its be-
ginnings in manual training. Permit me to illustrate: A mother once
said to me, "It is wonderful how Richard has changed since he began
this work. He used to be so careless with his things. His hat and coat
were always thrown down, no matter where. Now they must be hung
up just so and everything in his room he keeps in such nice order. How
do you explain it?"

I replied, "Where does he hang his hat and coat?" And the secret
dawned upon her as she said :

"Upon that little coat and hat cleat that he made at the beginning of
the term."

Work! Discipline! Happiness! Habit! These four great factors of
human character have we carefully examined as they relate to social
efficiency. The study of this relationship has defined and justified the
place of manual experiences in the elementary educative process. In
consistent keeping with the place of the human hand in the grand
achievements of human history, must be the part of that great ally of the
human mind in the training of youth for efficiency in human society,
which, after all, is but the prelude to that larger life, potential with the
possibilities of eternity.

MANUAL TRAINING. AN INDIAN BUILDING A BARN. PLANS HAVE BEEN DR.'WVN
AND ALL TIMBERS CUT TO THE SCALE OF IJ^ IN. = 1 FT.

MANUAL TRAINING AT HAMPTON INSTITUTE AND
ITS RELATION TO THE TRADES.

John H. Jinks.

MUCH thought is being given to industrial education and there
is a great deal of discussion as to what extent, if at all, the
common school should contribute toward teaching industries.
Many educators contend that the common school curriculum should
include some instruction along industrial lines, inasmuch as the vast
majority of the boys who graduate from them will eventually follow
industrial pursuits, and in most cases will finish their schooling in the
grammar grades. They also maintain that the State may be expected
to prepare for life's work the ninety per cent of the boys graduating
from the grammar school who will engage in the trades, as well as the
ten per cent for the professions by providing high school and university
courses. This differentiation is made on the ground that a candidate
for the high school seldom, if ever, enters it with a view to following a
trade.

On the other hand there are those who believe that the common
school should be employed for academic purposes only, that the manual
training should simply assist in the general mental development and have
no connection whatever with industrial life. Hampton Institute takes
the former view and stands firmly for industrial education.

200

MANUAL TRAINING AT HAMPTON 201

The definite policy of the school is to give each student an education
which \vill help him most in his life's work. In most cases this work
will be of an industrial nature whether in the workshop or in the rural
school. This policy was expressed thirty-seven years ago by its founder,
General Armstrong, in the following words: "To train selected youth
who shall go out and teach and lead their people, first by example by
getting land and homes ; to give them not a dollar that they can earn for
themselves; to teach respect for labor; to replace stupid drudgery with
skilled hands; and, to these ends, to build up an industrial system, for
the sake not only of self support and intelligent labor, but also for the
sake of character."

In describing the manual training and industrial work the subject
will be considered under four heads.

1. What the manual training work is.

2. Its relation to the trade work and agriculture.

3. What the trade work is.

4. The effect of the manual training upon the trades and agricul-
ture.

Before doing this, and in order that a proper understanding may be
had of the general situation it will be necessary to state a few of the
conditions governing the two courses of instruction, the academic course
and the trade course, and also such other features of the school as neces-
sarily Influence the manual work.

The course for the day classes is arranged for four years. It in-
cludes agriculture, manual training and a course of training for teachers.
The day classes are for those students who wish to take academic
studies without learning a trade, and also for those who have already
finished their trades and attended night school and wish to finish their
academic course and obtain an academic diploma. Students in these
classes attend school four or five days in the week and work for wages
one or two days. Students who are not tradesmen can earn from one
to six dollars a month according to their ability and the kind of work
that they can do. This money Is used to pay their board and other ex-
penses and what is lacking must be paid In cash. A student's board Is
ten dollars a month which Includes washing, heat, light, medical attend-
ance, and a limited quantity of drugs. A new student requires from
seventy-five to eighty dollars in cash during the year for school ex-
penses. All students taking this course devote two eighty-minute periods
a week to manual training. Candidates for admission must be at least

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MANUAL TRAINING MAGAZINE

seventeen years of age and must pass an entrance examination in acade-
mic subjects.

Students who are learning trades or who are employed in remunera-
tive labor by day — those of the work class — attend night school. Two
years in the night school are required to do the work of one year in the
day school. Manual training is not included in the night school course,
as the ground is more than covered by the hand work during the day.

MANUAL TRAINING. A CLASS OF FIRST-YEAR STUDENTS AT WORK.

Students who enter the work class for their first year are given an op-
portunity to work for wages for six days in a week for twelve months
and attend night school for eight months, the length of a school term.

WHAT THE M.ANUAL TRAINING IS.

The following schedule is provided for regular day school students:
(a) ]VIanual Training for Boys, (except those taking agriculture
or trades.)

Time — Two eighty-minute periods a week for four years.
First year. Elementary mechanical drawing.

Benchwork.
Second year. Wood-turning.

Bricklaying and plastering.
Third year. Tin-smithing.

Advanced mechanical drawing.

MANUAL TRAINING AT HAMPTON

203

Fourth year. Elective. Methods of house construction.

Special work in teaching manual training in the In-
stitute or neighborhood schools and special work in
the Trade School.
Forging, harness repairing, house painting, printing, shoe repairing,
tailoring, upholstering, and wheelwrighting, may in special cases be
substituted for the regular
\\ork of the course-
Owing to the constant
interchange of students from
one department to the other,
due to beginning or finishing
a trade, this plan is changed
to suit individual cases, es-
pecially when a student has
finished a trade and enters
the day school to complete
the academic course. Fur-
thermore, if a trade studen'
so entering the day school is
weak in any academJc subject
he is excused from manua
training and devotes the time to strengthening the weak subject.

In the first year instruction is given in the use and care of simple
woodworking tools. The articles are simple and such as are needed in
a home or in the various classrooms of the school. Repairing furniture
forms an important part of the work, and such repairs about the school
that come within the range of the student are attended to. Problems in
carpentry and house construction are taken up by those who intend to
take the carpentry course the following year. If no aptitude is shown
for this trade, they are otherwise advised. If another trade is selected
they may then devote all the manual training time of this year to the
trade chosen.

The other forms of the manual training of the second and third
years are taken in the trade school under competent trade instructors.
Practical business methods are employed by the manual training student
who works side by side with the trade student.

The third and fourth year students include those who have finished
a trade and have entered the day school to complete the academic course.

MANUAL TRAINING. A TOOL CABINET MADE
BY A THIRD-YEAR INDIAN MACHINIST.

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MANUAL TRAINING MAGAZINE

Such students are expected to spend all their manual training time at
their trade unless special academic work is considered more desirable.

The work of the senior year is entirely elective. It may be any form
of the regular manual training best suited to a particular case or it may

TRADE SCHOOL WORK. BUILDING THE SCHOOL BARN. CARPENTRY AND BRICK-
LAYING CLASSES ASSISTED BY MANUAL TRAINING STUDENTS.

be special work with a view to teaching. This special work includes
practice work in teaching manual training in the Institute or in the
public schools and evening schools of the neighborhood. It also includes
short courses of practical manual training suitable for the rural schools,
such as chair repairing and caning, corn-shuck mat making, and repairs
to the fences and homes of the old people in the vicinity.

(b) Manual Training for Girls,

Time — Two eighty-minute periods a week for four years.

The principal object of the manual training for the girls is to enable
them to make good homes and to prepare them for industrial teaching.
The time is equally divided between cooking and sewing for the first two
years. Apart from this class work, all the housework in the girls' dormi-
tories and teachers' rooms, including chamber worjc, sweeping, dusting,
and scrubbing is done by the girls. In the school's steam laundry the

MANUAL TRAINING AT HAMPTON

205

girls do all the washing and ironing for the Students' Boarding Depart-
ment and the Teachers' Home.

During the first two-and-a-half years each girl has received a good
training in hand and machine sewing and in general housework and

TRADE SCHOOL WORK. BLACKSMITHING AND WHEELWRIGHT
DEPARTMENTS.

cooking. Half of the third year is spent in household handicrafts.
These include simple carpentry, glazing, painting, paper-hanging, and
whitewashing. The object of this course is to make it possible for girls
to do ordinary repairing, and enable them to keep their homes neat and
attractive. Mattress making, chair-caning, and other branches of up-
holstery may be added to the above subjects if required.

The work of the senior class is drafting and dressmaking. Every
young woman who graduates from Hampton is capable of drafting and
making her own dresses and garments.

Girls in the upper classes, all of whom have had instruction in cook-
ing, are detailed on their work days to the teachers' kitchen where they
assist in the preparation of the food for the teachers' dining-room.

THE RELATION OF THE MANUAL TRAINING TO THE TRADES.

It will readily be seen from the foregoing plan of work that the
manual training bears a very close relation to the trades, — so close indeed
that the work of the two departments differs in degree only. A manual
training student actually learns a limited amount of each trade he en-

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MANUAL TRAINING MAGAZINE

gages in during the academic course, which must add to his industrial
usefulness.

In regard to this close contact between the academic work and
trade work the school authorities and those in charge of the manual
training are in perfect agreement with the expressed views of General

INCUBATOR MADE BY CLASS IN SCIEXTIFIC AGRICULTURE.
POST GRADUATES.

Armstrong. They believe that in its adaptation to practical life lies its
chief value to the student.

The height of industrial usefulness is the possession of a trade — the
term being used in its broadest sense, — therefore the more practical and
useful the manual training becomes the nearer it must approach to trade
work in its nature. The students go into the different trade shops, work
side by side with the trade students, have the same instructor and have
similar instruction. In this way they see and apply good trade methods
and work with the actual thing and not a substitute as must often be
the case in the academic classroom.

In answer to those who may question the pedagogical and ethical
value of such instruction it may be said that mental and moral develop-
ment is as much a part of the trade course as of the academic course,
since character building is the chief aim of each department. In this
respect, also, there is the closest relationship between the manual train-
ing and the trades.

MANUAL TRAINING AT HAMPTON

207

WHAT THE TRADE WORK IS.

The trade school is for boys only. All students in the trade school
receive instruction in their trade eight hours each day and attend the
night school. When necessary, one day each week may be taken for a
work day. A student beginning his trade upon entering the school is
likely to need during his first j^ear, besides his entrance fee of twenty

BROODER MADE BY A CLASS IN SCIENTIFIC AGRICULTURE.

dollars, from seventj'-five to eighty dollars in cash for school expenses.
Student labor is paid for according to its value and the earnings of the
students are held as a bond for the fulfillment of their purpose of getting
an education at the school, and can be used only for their support vvhi e
there. As it is impossible for trade students to earn money at their
trades during the first part of the course the work day is allowed which
can be spent in unskilled labor outside the trade school.

The trade courses are blacksmithing, bricklaying and plaster'n >„
carpentry, cabinet-making, harness-making, machine work, painting,
printing, shoemaking, steam-fitting and plumbing, tailoring, tinsn^t ling,
upholstery, wheelwrighting.

Students taking full courses in 1906-7 248

Students taking special courses 7

Agriculture students taking special courses 9

Manual training students 71

Each trade course requires three years. Lectures are given on
topics connected with each trade. On completing the course a certifi-
cate is given for attainment of skill, rather than for length of service.
To the postgraduate students who are taking a three years' course in

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MANUAL TRAIMiXG MAGAZINE

scientific agriculture, short courses are given in those trades most needed
by the farmer. Included in these are carpentry, harness-mending, wheel-
wright and blacksmith work, bricklaying and farm mechanics.

Nearly all of the work of the Institute and much outside work is
done by the trade students. This includes the erection and repair of the
school's buildings, numbering sixty-five in all. The outside work con-
sists chiefly in cabinet work, wagon and truck building and harness-

WHITTIER TRAINING SCHOOL. CORN-SHUCK MAT MAKING.

making. The uniform suits for about four hundred students are made
in the tailor shop. All this work is valuable to the student as it brings
him into keen competition with the various industries. A trade course
includes, in addition to short courses in kindred trades, some work in
mechanical and freehand drawing bearing especially upon the trade en~
gaged in.

THE EFFECT OF THE MANUAL TRAINING UPON THE TRADES.

The effect of the manual training upon the trades is felt in several
ways. The most noticeable one is the s"pecial help it gives to a student
who afterwards takes up a trade, for the trade instructors report that
those students who have had manual training can be relieved of much of
the preliminary work, and in some cases, of the greater part of the work
of the first year of the course. The trades are affected in no small de-

MANUAL TRAINING AT HAMPTON 209

gree by the manual training having created a sentiment in the student
toward manual labor which has directed him to a trade.

Again, through his manual training a student is often enabled to
select a trade for which he has special ability instead of following one
from mere fancy. A student seldom changes his trade after starting
it, and the facts warrant the belief that this is largely due to his con-

VVHITTIER TRAINING SCHOOL. CHAIR REPAIRING AND CANING.

tact with the trades through the manual training. If we may include
agriculture and animal industry under the head of trades, the effect upon
these subjects is just as pronounced. A knowledge, limited though it
be, of painting, glazing, machine and harness-repairing surely makes a
more intelligent and self-reliant farmer.

A problem worked out by a former class in agriculture may empha-
size the point. The class was studying incubation at the time and an
incubator seemed to be a suitable though ambitious thing to make.
Disused materials were obtained wherever possible and a few things
bought. With these and their manual training experience, the students
completed an incubator and brooder. The metal bars for the thermostat
and a few simple things cost one dollar and twenty-five cents — the entire
cost. The incubator held sixty-three eggs, fifty-five of which were
hatched and forty-eight chickens grew to broiler size. This practical
application of the knowledge gained through the manual training must
have had a good effect upon these students by showing them what could
be done with cast-off materials. If these methods were applied to their
farming, the manual training might justly claim a part in their success.

So far we have been dealing with the Institute proper, yet a descrip-
tion of the manual training would not be complete without including the

!10

MANUAL TRAINING MAGAZINE

work at the Whittier School, a graded public school which is used as a
training school for teachers. Though a public school, it is mainly sup-
ported by the Hampton Institute and is always considered a part of the

system.

The manual training of the kindergarten and the first three grades
includes clay, wood and paper as mediums of expression. Above these
grades the work is of the same practical form as at the Institute,
sewing, cooking, washing and ironing for the girls, mat-making, chair
repairing and caning, repairing furniture, repairs about the school, and
bcnchwork for the boys. Every pupil has a plot of land and devotes
two periods a week to gardening, studying the planting, rotation and
harvesting of crops.

In giving this account of the manual training and industrial work
at Hampton Institute the writer has confined himself to the narration of
simple facts, leaving to the judgment of the reader the wisdom of teach-
ing this practical kind of work. The emphasis given to its useful side
does not in any way diminish the attention given to mental and moral
training, all of which must be combined in order to produce a properly
educated student. While this practical training is considered the best
for the students at Hampton, it is clearly seen that such instruction can-
not be given in all schools. The Hampton manual training student is
especially fortunate in having a trade school under the same administra-
tion where he can obtain such valuable experience.

THE ORGANIZATION OF MANUAL TRAINING
IN THE HIGH SCHOOL^— III.

Gilbert B. Morrison.

IT WILL be the purpose of the present article to call attention to
the drawing of the mechanical arts course as shown in outline
in the tables accompanying the series of exercises in the mechanical
arts, to touch briefly the development of drawing from its educational
side, and to present, with a few comments, an outline of work as at
present done in forging and sheetmetal work which occupies the whole
of the third year.

The tendency to draw has. manifested itself -ever since we have
any history or record of the human race. The first relics indicate that
man was a contemporary of the gigantic mammals of the Champlain
period, a time so remote that we have no record of it in years. The
stone implements such as arrow heads, hatchets, shells, and ivory had
upon them markings, carvings, and rude drawings. These illustrations
were mostly of animals and men contemporaneous of the pieriod.
While rude and primitive, some of these drawings show considerable
artistic ability. In the cave of La Madeline in southern France was
found a good representation of an elephant of the period (elephas primi-
genius) engraved on ivor)^ The lines of this engraving show that the

211

212 M,IM\4L TRAINING MAGAZINE

knack of draw ing possessed by the born artist, and which appears occa-
sionally as an untaught instinct in man, revealed itself in the earliest
human relics. This drawing was probably made during what is known
as the reindeer era which succeeded the stone, or paleolithic age.

The spontaneous efforts of primitive men and children to represent
the actualities within their horizon of observation should furnish us
a key to the proper method of development of drawing as a means of
education, but like other subjects and other means, drawing lost its
spontaneity and naturalness when it got into the schools. This attempt
to depict striking things furnished an effective means for producing a
greater accuracy and completeness of observation of real things, but
instead of fostering this tendency in the schools the subject of drawing
was introduced by a monotonous and meaningless system of copying
lines. Instead of encouraging this early tendency of children to gain
command over their fingers and to acquire elementary notions of like-
ness without interference, a formal grammar of form was substituted,
and instead of interesting natural objects the child was given a drawing
book which consisted mainly of definitions and illustrations of "simple
lines," "straight lines," "curved lines," "oblique lines," "horizontal
lines," "vertical lines," etc, etc. This dry abstract analysis of the
elements of subjects has been a sort of incubus in our schools for many
years. Instead of natural methods from concrets to abstract the
order has been reversed. The learning of foreign languages was
begim by a drill in grammar. Science was introduced by definitions
and "principles" — by a grammar of natural law. It is not strange that
drawing was little more than a grammar of form. While these prac-
tices are not wholly extinct we are happily passing from them to
natural methods.

The introduction of manual training called for a new interpreta-
tion of the function of drawing and there has been a movement amount-
ing almost to a revolution in the method" of teaching art. In the place
of the formal method of teaching drawing by rules, and by teachers
regardless of their qualifications for this work there was substituted
the artist who carried to it something of reality — some of the spirit
of art and truth. Drawing became a means of expression and indus-
trial art took the place of much of the thoughtless copying of classic
abstractions. This spirit grew and branched out in many directions.
Adapted to the different grades and the varying ages and capacities of
children, it appeared as color work, still-life drawing, designing, model-

ORGANIZATION OF MANUAL TRAINING 213

ing, decorating, and the various forms of construction work of a non-
mechanical character. This movement has done much for the children
of the grades in giving them partial relief from that process of word
learning which was so much overdone in the schools of twenty years

EXAMPLES OF WORK IN DECORATIVE DESIGN.

ago and which is still in vogue in some schools. Placed under the in-
fluence of this work the children drew their elements and units of
design, sometimes from nature, and sometimes from the art and handi-
craft of the Indians and other primitive peoples.

It seems proper that this work shoulcf be given to the children of
the primary schools. They are of an age which corresponds to that
of the race and to that form of civilization that preceded the mechan-
ical. It cultivates the taste, the imagination, and exercises the co-
ordinating power between the hand and the head, and it has a place
in domestic arts courses in the high school. The spirit of the new art
movement has taken absolute possession of the schools in some of our

214 MAS'UAL TRAINING MAGAZINE

leading cities, and it will perhaps have to be admitted that like other
good things long delayed and finally under way, it is being somewhat
overdone. This is especially true in its attempted application to or
substitution for mechanical drawing and the mechanic arts. This
movement, in the ecstacy of its new being, found expression in sayings
like these: "Teach the beautiful, the useful will take care of itself."
"It is not so much to make beautiful things as to make things beau-
tiful." These phrases sound well and properly interpreted convey cer-
tain truths; but as they have been employed to depreciate and belittle
certain essentials and processes not in themselves related, to art as a
conception, they have done their share of mischief in beclouding and
obstructing progress, and in diverting the attention from the larger
significance of manual training. It is, of course, admitted that the
artistic spirit pervades all good work taken in its aggregate. But it
cannot be admitted that all processes in mental or constructional
acquisition can be accompanied by art. at the time they are performing
their true educational function. The chief value of manual training
lies in the skill acquired in the mechanical operations aS I have before
pointed out. The real use of art in its application to the mechanic
arts is in designing the form, and in decorating the surfaces of the ar-
ticles made. As this is very important, we give one period a week to
designing throughout the course. The illustration of finished projects
shown in these articles and the accompanying designs will give some
idea of what we are doing.

Thus far considered the purpose of drawing is aesthetic. The love
of beauty, of harmony, and of proportion is a constant stimulus in mak-
ing everything as beautiful as we possibly can, and how much effort in
this direction is needed is only too plainly revealed everywhere in the
commercial articles on sale in our stores and shops.

I now turn to another kind of drawing through which runs a dif-
ferent purpose. Mechanical drawing like that of art and freehand
drawing has had an interesting evolution. From mere thoughtless
copying from a model drawing, which has little value beyond the prac-
tice given in handling instruments, the mechanical drawing course has
so developed that it now combines several distinct functions. 1. It
furnishes a training in the use of drafting instruments. 2. It gives
the student interpretive knowledge and skill in making and applying
constructional drawings which necessarily precede all his exercises in
the mechanical arts of which they form an essential part. 3. It gives

ORGANIZATION OF MANUAL TRAINING

215

practice in freehand sketching of objects to be constructed or to be
remembered — a function indispensible to the practical man who needs a
ready and effective medium of expression and communication in the
making of plans and specifications etc. 4. It furnishes weekly practice
in constructional and decorative design which is constantly applied in
the workshops. 5. It gives a developmental course in descriptive

FORGING EXERCISES.

geometry by a series of logical steps which makes this a very easy
instead of a very difficult subject. The problems and exercises outlined
in the accompanying tables are worked out with comparative ease by
all pupils taking the work. As this phase of mechanical drawing is
not usually seen in a secondary school, and as its practicability is liable
to be questioned, it may not be improper for me to say that I am not
describing a theoretical course but am giving only what is actually
being done.

These drawing problems are to abstract descriptive geometry what
empirical or constructional geometry is to demonstrative geometry.
All transitions in education should be made incidentally and not for-
mally, and the relationship to constructive art should always be main-
tained. A pupil who has had constant practice in dealing with
relationships of form and quantity will come later to the demonstrations
of Euclid or to the problems of descriptive geometry with faculties well
disciplined for abstract reasoning.

216 MANUAL TRAINING MAGAZINE

For the development of this phase of our course in mechanical draw-
ing credit is due to Mr. Arthur J. Burr. As it will be of some interest
to teachers of mechanical drawing, I shall present a brief description
of it substantially as directed by Mr. Burr.

First Year. Since lettering occurs on all drawings, only about two
or three weeks are given to a small sheet of simple freehand and instru-
mental lettering at the beginning of the course, after which no special
sheets on lettering are introduced, though many styles of instrumental
lettering are given on the blue-prints used in the second and third years.

Following the lettering, freehand orthographic sketches of simple
geometrical objects and shop exercises are made, and from these, prac-
tical working drawings are executed in ink. The "third quadrant"
(which is previously explained to the pupil by means of drawings and
"co-ordinate planes,) only, is used in the first year. As soon as the
pupil has acquired suflficient ability in working out orthographic projec-
tions, he is required to make assembly and detailed drawings of a simple
tool, globe valve or other simple mechanical device, and finally to
design some simple thing which he may or may not construct in the
shops. This completes the first half of the first year.

Isometric and cabinet projections are taken up during the third
quarter of the first year in w^hich the pupil's drafting desk is drawn
in cabinet projection, tinted and grained. The last quarter of the year
is given to freehand drawing in pencil and charcoal from objects.

Second Year. In the second year, an elementary course in descrip-
tive geometry (the basis of all mechanical drawing) is given. It is
introduced by means of simple isometric drawings which show the
relations between planes and their traces, and between points and lines
and their projections upon the co-ordinate planes in a sort of picture
form, and from this they are developed into the pure orthographic form.
Three sheets cover this method of treatment, after which simple descrip-
tive geometry problems are taken up, followed by conical sections, inter-
sections of curved surfaces, line shading (treated in a new and somewhat
rigid way) shades and shadows and linear perspective.

All problems in this year are presented on incomplete blue-prints
which are supplemented by models when necessary. This method pre-
sents the problems with the minimum amount of laborious lettering,
aids the pupil in getting started, saves time in arranging the drawing
upon the sheet, saves paper, prevents the pupil from blindly copying the
results required, gives the teacher an opportunity to explain the problem

ORGANIZATION OF MANUAL TRAINING

217

before the pupil begins, and furnishes the teacher something tangible
to explain. This second year work is the most important in that it
gives the theory and principles of mechanical drawing, and hence a
broader view of the subject. It prepares the pupil for the most difficult
practical drawing he may be called upon to make and gives him an
excellent preparation for any subsequent and more advanced college
course in descriptive geometry.

Third Year, (a) Machine Drawing Course. At the beginning
of the third year, the cycloid, the spirals (including the involute) and
the helix are given preliminary to the drawing of such elements of

ART APPLIED IN FORGING EXERCISES.

machines as cams and gears, which require special treatment, and which
depend upon these curves for their construction. These are presented
in a manner similar to that employed in the second year. This ar-
rangement makes it possible for the pupil to understand and draw al-
most any machine or part of same that may be required of him. This
phase of drawing completes the third year's work.

(b) Architectural Drawing Course. At the same time the ma-
chine course begins, the architectural drawing course is taken up by
pupils who prefer it to the machine drawing. This course consists of
architectural lettering, pen-and-ink rendering, brush rendering, draw-
ings illustrating methods of representation of plans, elevations and
details as used in architectural practice. The classic orders are taken
up in the last portion of the year.

Fourth Year, (a) Machine Drawing Course. At the beginning
of the fourth and last year, working drawings — both assembly and de-
tail— are made from machines selected by the teacher. The last part
of the year is given up to machine design.

(b) Architectural Drawing Course. At the beginning of the
fourth vear the classic orders are continued while the remainder of the

218

MANUAL TRAINING MAGAZINE

TABLE VII.— Forging.— Third Year.

Process

Application

Exercises

Illustrating: the

Process

Form of Design

applicable to

Process and hxercise

Materials.
I. Lectures on

2. Management of
Forge and Fire.

General Black-
smithing.

3. Drawing Out.

Stock Reduction.

General, in Appli-
cation.

Twisting.
Enlarging Stock.

Wedge.

4. Bending.

Meat Hook, Span-
ner Wrench,
Split Link, Gate
Hinge, Staple.

Gate Hook, Poker.

1st

5. Twisting.

6. Upsetting.

Bolt Heading,
Angle Iron.

•

7. Splitting.

Splitting.

Eyes and Small
Openings.

Spreading out
Stock. Stock re-
duction. Round-
ing.

Fork, Drawer Pull,
Grapnell.

Constructive
Design.

8. Punching and
Forming.

Hasp, Chain Hook,
Trace Link, Fin-
ger Plate Hinge,
Door Plate.

Eye Bolt, Hat
Hook, Door Plate,
Door Knocker,
Shoe Scraper.

Constructive
Design.

9. Fullering and
Swaging.

Constructive
Design.

10. Use of the

Power Hammer.

Heavy Forging.

Tongs, Connecting
Rod, Crank Shaft.

11. Use of Power
Shears.

Shearing Stock.

Plates and Similar
Sheet Metal Work-

Constructive
Design.

12. Welding.

Joining, Building
Up.

Rings, Ring and
Eye Bolts, Chains,
Grapnel Clevis.

13. Case Hardening
and Annealing.

Hardening and
Softening Sur-
faces of Iron.

All Steel Work.

Screw Threads,
Small Castings,
Small Forgings.

14. Lectures and
Notes on Steel.

All Steel Work.

15. Tool Making
and Dressing.

Working with
Steel.

Four Hand Tools,
Seven Lathe
Tools.

16. Hardening and
Tempering.

Metal Working
Tools, Bushings,
Rock Drills.

Four Hand Tools.
Seven Lathe
Tools.

17. Assembling.

Putting together
Work composed
of several parts.

Chain and Hook, 1
Lantern Hanging, Constructive
Bracket and Design.
Table Lamps.

ORGANIZATION OF MANUAL TRAINING

219

TABLE VIII. — Art-Crafts Metalwork. — Third Year.
(Tin, Copper and Iron.)

Process

Application

Exercises Form of Design
Illustrating the applicable to

Process Process and Exercise

1 . Lectures on the
Materials and
Operations.

General.

All Exercises.

2. Development o^
Flat and Curved
Surfaces.

Sheet Metal Work.
Tinsmithing.

Stretching and
Forming Sheet
Metal.

Tin Cup, Tea Pot,
Match Safe,
Stamp Box, Box
Corners.

Tray, Ladle, Por-
ringer, Ink Pot-

Constructive
Design.

3 . Beating out.

Constructive
Design.

4th

4. Cutting and
Sawing.

Cutting Openings
in Sheet Metal,
Stock Preparation.

Escutcheons, Hinge
Tails, Drawer
Pulls, Box Cor-
ners, Finger
Plates.

Blotter Block.

Match Box,
Sconce Stamp
Box, Bonbon Box,
Venetian Iron
Work.

Constructive
Design.

5. Forming and
Filing.

General.

Constructive
Design.

6. Riveting and
Soldering.

Joint Making.
Art Metal Work.

Constructive
Design.

7. Finishing and
Coloring.

All Exercises.

year is given up to the design of a house or other building, working draw-
ings of plans; elevations and details being required with perspective
drawings also in some cases.

On account of the wide difference in the ability of pupils, two
courses known as "major" and "minor" are given. The major course
is as above described, while the minor course consists of the first three
years of the major course completed in four years.

The accompanying cut shows a few decorative designs for the "book
rack" and "pin tray" on which the classes are at the present time
working.

The work in forging which occupies the student's time during the
first three quarters of the third year is shown in Table VII. As this
work gives free play to all the student's faculties it is probably the

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MANUAL TRAINING MAGAZINE

TABLE IX. — Drawing.— Third Year.

Exercises

Process

Application

Illustrating the

Design

Process

1. (a) Linear

Architecture.

Principles, and

Perspective.

Cottage.

^»»m^ « -^^1.

1st

(b) Design.

Metal Work.
Screws, Cams,

Design of Hasps,
Door Knocker,
Shoe Scraper,
Finger Plate, etc.

Ellipse, Cycloid,

Form Design.

.... ^. ^

2. {(a) Special

Curves

Gears, etc.

Spirals, Helis, etc.

used in

Machine

Parts.

(b) Design.

Metal Work.

Design of Hat and
Coat Hooks,
Door Knocker.

Form and Decora-,
tive.

3. (a) Parts of

Machine Drawing

Cams, Cycloidal,

Machines,

and Design.

Involute, Bevel,

Requiring

and Worm Gears.

Special

Treatment.

(b) Design.

Metal Work.

Design of Lantern,
Hanging Brackets
and Table Lamps,
Cups, Pots, Match

Constructive and
3ecarative.

Sd
and
4tb

Safes, Box Cor-

ners, Stamp Boxes,

Trays, Ladles,

Porringer, Ink

Pot, Blotter

Blocks, Sconce,

Bon Bon Box,

Venetian Iron

Work.

most valuable part of the course. With hammer, tongs, anvil, and a
forge fire the student must express himself through a refractory iron
medium. After the requirements laid out in the shop drawing are
studied and understood, the vi'orlc on the exercise requires concentrated
attention, alertness, quick and steady movement, vigor and physical
strength. The life at the forge is stimulating, interesting and stren-
uous. The boy must "strike while the iron is hot" and strike right or
he will not reach the desired results. All the exercises in the forging
course are practical, useful articles. This fact secures interest at the
start. From a simple wedge, staple, hook or poker to ornamental

ORGANIZATION OF MANUAL TRAINING 221

lanterns, brackets and lamps the course furnishes a complete, flexible
series of exercises which gradually increase in difficulty and complexity.
There is something particularly human in the work of the forge, and
its articles when artistically designed and skillfully wrought are always
in demand when aesthetic effects are desired. No machine-made hard-
ware can take the place of forged trimmings in giving pleasing effects
to articles of household furniture. They always suggest enduring
strength, and can be exactly adapted to the particular place and func-
tion for which they are intended.

The work of the fourth quarter consists of exercises on sheet metal.
Though not equal to forging in its educative value, it has many points
of merit especially as it requires skill in constructive design.

The last number of this series will contain, along with tables of
fourth-year work, a discussion of industrial education in its relation
to the high school.

A COLLEGE COURSE IN CONSTRUCTIVE DESIGN— II.'
Charles R. Richards,

PROBLEM IV. The proportions of a box are of course deter-
mined largely by the nature of its intended use — its contents
and the place it is to occupy. In the case of small boxes, such
as those often made in schools, it is nevertheless generally possible to ad-
just the relative dimensions within a greater or less margin without
affecting the functional result.

The fundamental form effect of a box, or chest or table or any other
piece of furniture, is first a matter of the proportions of the front or
commonly seen view and then the relation of this outline or mass to the
other views of which one or both are generally seen in conjunction with
the first. Here as in the wainscot or door panels an agreeable effect is
gained by a harmonious relation of spaces accompanied by variation in
form. A box with a square end is not as pleasing as one with varied
dimensions, not only because of lack of interest in the end view but be-
cause of the sameness in top and front views.

In the case of a box resting on a table, bureau or desk, the relation of
the top and front views is evidently of the most consequence. The pro-
portions of the end however are important not only in connection with
the other views but on account of the influence these proportions exert
upon stability of appearance and consequent restfulness of effect. These
qualities are often lost by making our boxes too high in proportion to
their depth.

The Japanese with their endless variety of boxes for all manner of
purposes are very happy in this matter and turn out countless specimens
that seem quite independent of surface ornament for their charm.

For the sake of concreteness this problem is given as the design of a

'The first article in this series was published in the December number.

222

CONSTRUCTIVE DESIGN 223

box for some specific purpose such as a glove box, a jewelry casket or a
box for drawing instruments with a definite cubic capacity. Students
designs are shown in Figures 15 to 17.

FIGURE IS.

FIGURE 16.

FIGURE 17.

Problem V. This problem deals with the design of a small box
suitable for pencils or brushes with overhanging cover and bottom piece.
The special elements in the problem are the thickness of the top and
bottom pieces and the amount of overhang.

It is apparent from a comparison of cornice and roof projections in
Greek temples and other low buildings and in those of modern office
buildings that the amount of overhang in these features is a matter of

224

MANUAL TRAINING MAGAZINE

relation to the height and width of structure — the long low building
demanding shallow far projecting eaves and the tall office building a
high but relatively narrow cornice.

FIGURE 18.

FIGURE 19.

These features perform the same aesthetic function as the overhang-
ing edges of a simple box and although it seems a far cry from such a
structure to a classic temple the proportions of the latter may be studied

FIGURE 20.

FIGURE 21.

with much profit in this connection. By comparing the effect of equal
projections on the front and end views of a long and narrow box the
above form relation will be very evident. When there is much differ-

FIGURE 22.

ence m the width of the two views a projection suitable for the front
will almost invariably be too great for the end.

Variation of overhang is a refinement rarely attempted in small boxes
and one that is practically not important because the box is seldom seen
directly on end but the comparative study of the two views serves a use-
ful purpose in bringing out the relation of overhang to the primary form.

CONSTRUCTIVE DESIGN

225

In the case of tables, however, where the amount of overhang both
front and side is an important item in the effect the desirability of varia-
tion is generally recognized and in long tables the projection of the top
at the ends is almost always greater than at the sides.

FIGURE 23.

Problem VI. ' This problem considers the modification of the square
edges of the previous box by mouldings suitable for soft wood and for
such a simple piece of construction. It is evident that such modifications
to be appropriate must be very simple. It is also evident that the treat-

\ /

ment of the cover should be in harmony with that of the base and yet
not simple duplication. Various combinations made up of simple cham-
fered and rounded edges are possible and a few of these are illustrated
by the designs shown in Figures 20-22,

In Figure 20 the attempt has been made to secure unity through
equal depths of chamfer with a result rather formal and rigid for such
a small box. In Figure 21 harmony is sought by employing equal

226

MANUAL TRAINING MAGAZINE

angles. In Figure 22 an agreeable relation of outlines is secured
but with a treatment of the upper moulding that is perhaps over delicate
for such a simple structure.

Problem VII. A chest with corner posts and panelled front presents

FIGURE 25.

additional elements of space division: vertically — the cover thickness,
top rail, panel, bottom rail and clearance; horizontally — overhang of
cover, posts, panel and style divisions.

To secure a pleasing front mass is the first consideration and then an

agreeable breaking of this space by posts and rails and panels. The old
form of Elizabethan construction that presents a post much wider than
deep lends itself materially to this effect. A square post is almost in-
variably too narrow to balance satisfactorily the weight of the large cen-
tral rectangle.

To avoid equality in the width of the two rails and the clearance
space and yet preserve friendly relations is a nice problem of adjust-
ment. The mouldings on the lid, which would be exposed to much
wear, should evidently be simple and without projecting angles.

CONSTRUCTIVE DESIGN

227

FIGURE 27.

FIGURE 28.

Problem VIII. In a seat or large stool many of the elements of the
previous problem are present. The proportions and division of the
main rectangular mass are of course the chief consideration.

In a rectangular space broken by a heavy top rail and a lighter lower
rail, a condition presented also in tables and chairs, a general similarity

228

MANUAL TRAINING MAGAZINE

of proportion between the two rails and their underlying voids may add
a pleasing element of rhythm and consequent unity to an otherwise
meager design.

Many simple refinements may be introduced in the outlines of such
seats which serve to relieve their plainness of effect and geometrical
quality. 7"he lower side rails for example may be placed at a different
height from those of the front as in Figure 25, or divided into a number
of parts as in Figure 26.

FIGURE 29.

Slight variations in contour in the upper rail and simple articulations
of foot and top of the posts may be employed to good advantage. The
main point to be considered in all such modifications is that the funda-
mental structural outline be preserved and that all variations be made
distinctly secondary in eiifect and not of such eye-compelling quality as to
become the prominent features of the design. The shaping of the feet
in Figure 26 perhaps approaches the danger line in this direction.

Problem IX. A table with straight-line members for a small study
or library.

Every piece of furniture has a certain dominant quality of form, pro-
portion of parts, color or surface treatment which gives, or should give,
a key for the treatment of every detail.

CONSTRUCTltE DESIGN

>29

230

MANUAL TRAINING MAGAZINE

FIGURE 33,

CONSTRUCTIVE DESIGN

231

In the table suggested by the problem it is evident that the signifi-
cant qualities are simplicity, strength and obviousness of structure. In
such a table or other piece of furniture composed mainly of straight sided
and square ended members interest of effect will depend more than ordi-
narily upon niceness of proportion and agreeable relation of spaces.

With such simple structures it is often desirable however to make use
of other appropriate effects in order to develop greater character and in-
terest of appearance. In the first place a strong grained wood such as

Zii

FIGURE 34.

oak may be used to add a pleasing texture effect to the broad flat sur-
faces. Furthermore the expression of structural details such as project-
ing tenon ends and keyed tenons may be made use of to add spots of in-
terest to the plain surfaces and regular contours. And again an exagger-
ation of certain details such as the projection of the top may be employed
to further escape the commonplace and gain strength and individuality of
effect.

Problem X. A center table without lower rails or stretcher, suita-
ble for a small living room.

Such a lighter table will be characterized by greater delicacy of pro-
portion and refinement of detail. The exaggeration of parts and the

232

MANUAL TRAINING MAGAZINE

constructive expression appropriate in the last problem would here be
out of place.

With the lower rails omitted the tapered leg becomes necessary and
w ith the reduction of surface areas the use of strongly marked woods is
no longer so desirable. With straight sided members and the use of an
even-grained wood like mahogany, narrow lines of low toned inlay have

FIGURE 35.

FIGURE 36.

FIGURE 37.

commonly been almost the sole means employed to add further richness
of effect to such tables. Figure 30.

In Figure 31 other elements of refinement have been introduced.
In this design a one or three-part panel division of the rail might be used
to advantage in place of the two-part arrangement shown.

When the contour is modified by a slight curved treatment the out-
line becomes the character-giving element and inlay is no longer appro-
priate. When any suggestion of curved outline is introduced into the
rail and legs, the problem becomes largely one of flow of line and con-
sonance of movement in the inner rectangle. The expression of this par-
ticular problem is of course seen at its best in the finer tables of the
Louis XV period which stripped of their surface ornament remain in
many cases exquisite examples of pure outline design.

Problem XI. In the ornament or plant stand there is less necessity
for rigid adherence to structural form and more opportunity for inven-
tive fancy than in more important constructions. Various pleasing

CONSTRUCTIVE DESIGN

233

modifications of contour especially in the supports may be made without
losing the essential structural character of the outline. Figures 35-37.
In the type with sunken shelf above and a second shelf below, oppor-
tunities are presented for a rhythmic arrangement of the rails and also
for a treatment of the enclosed void by connecting splats. In this latter
connection care is necessary to avoid overheaviness
of effect by the introduction of members either too
numerous or too large for the space.

Problem XII. A chair with straight lined
members.

In even the simplest form of the conventional
chair there are presented the two distinct problems
of body and of back ,-=-, f=>,

and at the same time
the problem of rela-
tion between these two.
In the under body
in all common types
there are four legs con-
nected by four top
rails and by lower side
rails and either with or without lower front
and back rails or stretcher. This is a prob-
lem similar in most respects to the seat and
the table.

In the back the rear legs are continued
upward and in the straight lined types
joined either by rails alone or by a combi-
nation of rails and splats. These members
must be so placed as to give comfortable
support to the back of the sitter and at the figure 39.

same time to offer a pleasing space arrangement of this upper rectangue.
In Figure 39 a chair of equal width is shown (a form that must al-
ways be heavier and more set in effect than the usual type) in which one
deep rail is carried across the low back. To balance this heavy member
the seat rail has been dropped and a shelf seat and cushion introduced.

To relieve the squareness and solid quality of the effect the surface
has been broken by grooved lines and a strong finial placed at the top
5

FIGURE 38.

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MANUAL TRAINING MAGAZINE

of the supports. The effect of this design would perhaps not be lessened
if the bottom stretcher was omitted.

In Figure 40 a design of the more usual type is shown.

Such designs do not of course suggest the poetry of chair design.
Thii is reflected in the exquisite and subtle relation of curved lines as ex-

]

[

FIGURE 40.

pressed in the creations of Chippendale and Heppelwhite and the French
designers of the 18th century. Such problems are however far beyond
the range of a course of such limited character as the one under consider-
ation.

SAND TABLE WORK. YEAR I. SHOWING ELEMENTS OF THE PICTURE CUT
OUT OF PAPER AND THE DETAILS MARKED WITH CRAYON.

A COURSE OF STUDY IN MANUAL TRAINING— 11.^
Cheshire Lawton Boone.

THE play house which was discussed in the first paper, is a typical
first-year project. It loses much of its intierest for children by
the second or third year. They can do more difficult and
varied exercises, and their interests have multiplied.

SAND TABLE WORK.

The most adaptable and useful constructive agent during the primary
period, is the sand table. Its possibilities are practically unlimited for
any one of the first three grades because it introduces so many kinds of
manipulation. In the first grade children have to learn the use of their
fingers, of scissors and paste, and to learn to follow directions easily.
As a beginning very simple buildings, as houses, barns, stores or
churches are cut from stifif paper. These may be colored and details,
as windows and doors, indicated with crayon or pencil. Figures, ani-
mals, wagons, lamp posts, etc. are cut out in the same way and a selec-
tion from all this material assembled on the sand table to represent a
street, a house and yard, a chicken yard and the like. One can arrange
in the same way illustrations of skating and sliding, the railway station,
and representations of "Red Riding Hood," "Cinderella," or "Over
the River and Through the Woods."

'Copyright, 1907, Cheshire L. Boone.

236 MANUAL TRAINING MAGAZINE

With alert or advanced classes the cutting is supplemented with or
even supplanted by objects in three dimensions, constructed by folding,
cutting and pasting or by modeling in clay. (Eskimo Village.)

Sand table work introduces certain fundamental ideas in a direct way.
It emphasizes the relative sizes of things — which is scale — and their
relative positions, two items which are all important in the making of
illustrative drawings. All drawings at this time should be of the illus-
trative kind and deal with the same subject matter as does hand work.
For the second and third years, problems are desirable which will
involve measurement and accurate workmanship, and which possess
also the invigorating pictorial or story element; these exercises are in
fact illustrations. Sand table work combines the two qualities.

For the present purpose a village street is chosen as a type, as it
presents most of the possible exercises useful at the time. The project
is worked out in paper.

As has been already suggested the topic must be presented by the
class teacher, a bit at a time, studying first, buildings, then vehicles,
fences, people, animals, etc., in order to build up a conception of th^
street as a unit by becoming familiar with the details of that unit.

In practice, typical exercises are taught in great detail, as dictational
lessons. The class is encouraged to make then as many variations or
additions as it can. These may be produced either in or out of school
as seems feasible. As soon as enough material is on hand, the table is
arranged and the houses, for instance, placed in position with proper
surroundings — fences, sidewalk, trees, etc. As succeeding objects are
finished, additions are made to the picture, changing parts of it if neces-
sary to accommodate the new elements, but keeping before the class all
the tirrve the one idea — street or farm, etc. Moreover the detailed
arrangement of the picture may be left so far as can be, to the class;
they are to choose where the stores are to be, and the houses and church.
It is their street.

The most satisfactory way to present these separate problems to the
class is to place the drawing for any chosen one on the blackboard in
the position in which pupils can most easily make the measurements.
Each measurement should then be indicated by a dotted line, and then ex-
ecuted by the class, one line at a time, until the diagram is complete.
The cuts are finally indicated by heavy full lines or by colored lines,
the class following the building up of the drawing. In this way chil-
dren learn to follow directions and follow them rapidly. As the class

COURSE OF STUDY IN MANUAL 1 RAINING 237

becomes familiar with objects developed on paper, it quickly comes to see
how the construction is accomplished and to see that each fold has a
definite use.

Once embarked on a sand table project the work should be kept mov-
ing until the task is completed. Every lesson need not be dtevoted to it,
but every lesson ought to contribute toward the enthusiasm which the
group of lessons inspires. Any normal class of primary age handles
the sand table with skill and delight and the existence of apathy suggests

SAND TABLE WORK. YEAR H. SHOWING SOME OF THE CONSTRUCTIONS MADE
FROM THE DIAGRAMS HERE GIVEN.

an indifferent presentation of the subject or an unfortunate choice
of topic.

Whenever it seems desirable other media than paper may be used for
all or part of the project. Clay is very necessary for figures, animals,
for sidewalks, curbs, steps, foundations, etc. Sand and gravel may be
needed for the road. White cotton or cloth makes splendid snow.
Any evergreen will supply the material for trees and bushes. — The kind
of material used is of slight importance. Any medium by which the
expression of the idea can be facilitated is allowable, if one is careful to
choose lines of work which will require media that are constructive in
kind — that can be measured and used for accurate building. For this
reason the Indian Village is poor matter for constructive purposes. It
suggests very few exercises for school work, which can be made in a
sensible way. The problems cannot be laid out easily.

The drawings and illustrations herewith offered give details necessary
to carry out the work as indicated above. The diagrams admit of
innumerable modifications. Many other problems may be devised along
the same line. All buildings and all vehicles are very much alike as
to the essentials of construction, but it is most desirable that the designs

238

MANUAL TRAINING MAGAZINE

COMSTRUCTION
SAMD-TABLE- PROBLEMS

ELL

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1
1

HOUSE

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CHURCH

1 lO

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U51N6 THESE
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HOUSES ir-
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MAY BE MADE
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COURSE OF STUDY IN MANUAL TRAINING

239

COMSTRUCTIOh

sand-table:- problems

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f-r

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ASH CART

li'^li'^it^

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1 1 1

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WHEELS R)R BOTH • •
THESE VEHICLE.5 WILL
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UM^

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ENDS OF LONG
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CHICKEIi COOP

240

MANUAL TRAINING MAGAZINE

used, be the best possible for the locality. Local custom and local
architecture may not be ignored, and the present drawings ought to be
modified if necessary to make the objects characteristic/

One caution should be given. Sand table work is fascinating and
profitable only so long as the subject matter is changed from year to
year, and new topics introduced at more or less regular intervals. If a

i Ql
US'! 19

'the maid was in the garden. sand table work. year I. A STILL

MORE .ADVANCED FORM. HERE SOME THINGS, AS CHICKEN

COOPS ARE IN THREE DIMENSIONS.

village street — the same street — be manufactured time after time the
conception becomes crystalized and lacks vigor. Some new and
interesting material must be worked over from time to time and another
point of view considered.

This corollary point is also to be noted. As children pass from one
grade to the next, becoming a bit older, and having more experience,
their constructive work should also change to include the new outlook
of the children. The village street will do very well about the second

^The Year Books of the Council of Supervisors of the Manual Arts, con-
tains much material that is useful. See "Constructive work in the Primary
Grades" by Miss Cremins. Book 1904. The outlines of the Director of Manual
Training for New York City are full of suggestion.

The diagrams which accompany this paper are in scale as to measurement
indicated, but the drawings themselves are made of the size most convenient for
showing construction and for arrangement on the page. C. L. B.

COURSE OF STUDY IN MANUAL TRAINING 241

year in an average school, but the next year something must be added to
it or a new phase considered, as a railway station with trains, cabs, etc.,
or an entirely new topic used. The work becomes more and more com-
plex until about the fourth year. Then having about reached the limit
of sand table construction another kind of hand work is employed and
the second constructive period begun, dealing with the simple crafts
and design.

The exercises for the street should be carried out in some heavy paper
like tag or 50-lb. cover paper of suitable tone. Tag is a shiny buff
in tone and does not take color (crayon or paint) well, but it is tough,
folds easily, and is durable. The paper should be cut to size convenient
for handling but not the exact size for use. Measurement is part of the
study and as much as possible, the pupil should measure and cut his
own pieces as they are needed.

SIMPLE CHAIR MAKING
Henry W. Hetzel.

THE amateur or student in woodworking, intent upon making
furniture from his own designs, has always found the chair
a somewhat difficult undertaking. The strength necessary to
withstand racking at the joints, combined with lightness of weight, is
not so hard to secure in the case of tables, benches, chests or desks. But
with that most useful and necessary article, the chair., the case is dift
ent. No other piece of furniture in proportion to its size is so severely
treated while in use. To meet these exacting demands most chairs are
built of many pieces and fastened together with many joints,^too
many for the novice to make use of without rendering the finished
article either heavy and clumsy, or else too weak to be serviceable.

I have been for several years interested in this problem of simple
chair construction and it has seemed to me that its solution lay in the
substitution of one member for several glued up members. The back,
for instance, might be made of one solid piece; and similarly, the front
and back legs can be of two pieces altogether instead of the four used
in the ordinary framed-up construction. It is not especially a new idea,
to be sure, and chairs on this general principle have been built for cen-
turies, but the method of connecting the parts has apparently not been
sufficiently simplified to suit amateur ability.

242

SIMPLE CHAIR MAKING

243

The loose-key method of construction has several advantages in con-
nection with this class of furniture. It enables one to tighten up
instantly members which have worked loose; a broken part may be re-
placed by a new one without injury to other parts, and the whole may
be "knocked down" to take up less space in moving. But the greatest
interest in this manner of joinery is perhaps a sentimental one. A chair
or table thus constructed has an air of self-sufficiency that is appealing.

Scale "/ Inches
\ h. \ \ \

«— *

Without glue, nail or screw such an article suggests the ways of the
primitive workman, who, finding but one material at hand, used it for
fastenings as well as for the larger parts of the structure. Much of the
popularity of the styles variously known as "arts and crafts," "mission"
and others, it Is well known, is due to this directness and sincerity in
construction which these styles evidence or simulate. So far has the
rage for the loose-key gone that manufacturers have sought to catch the
public eye by using many ke5^s, and big ones too; even putting them
in where they have no earthly function.

Fig. 1 shows a simple all wood stool. The two boards forming the
legs (which may be cut to a pattern of any suitable profile) are held
together by a rail passing through a large mortise in each and held in
place by a key through the projecting tenon. All this is old enough,
but the method of fastening the seat is perhaps original. The legs
extend by two tenons, dovetail-shaped, into corresponding mortises cut
in the seat and the legs are sprung apart at the top into these dovetailed
mortises when both keys are tightened.

Fig. 2 shows a modification of this stool in which the legs are in-
clined to the floor. The tenons at the top of the legs need not be
specially formed dovetail-wise as the shoulders on the rail below can be
so cut that the action of the wedges will spring the two legs together

244

MANUAL TRAINING MAGAZINE

at the top and pinch the seat between them. In this and the previous
stool one of the legs has a mortise somewhat larger than the tenon of
the rail which pierces it. This enables the legs to rock sufficiently to
allow the seat to be put in place or removed when only one key is loose.

From Fig. 2 to a design including a back — in other words, making
a complete chair — may seem an easy step. We may imagine a longer
tenon to one end of the rail and have it pierce the back as well as the
leg, and have the same key tighten both. But the necessity of extending
the back well down upon the rear leg for support has a tendency to turn
the leg away from the shoulder on the rail when the key is tightened.
This is contrary to the direction taken by the leg in Fig. 2, and con-
sequently in our chair shown in the next illustration, no dovetails at
the top of the rear leg are needed, the seat being prevented from lifting
by a short tenon set into a shallow mortise in the back. The first effect
of tightening the large key is to pinch the seat between the rear leg and
the back of the chair; further tightening compels all three members
rocking on the lower back shoulder of the rail, to ride forward against
the front leg, where two tenons appropriately dovetailed secure the seat
and prevent its rising. True, the student must form his joints with
care and observe the proper distance between shoulders or he will find

SIMPLE CHAIR MAKING

245

some disappointment in the way things tighten up — or fail to; yet, at
Girard College in Philadelphia where a number of these chairs were
made recently, boys of fourteen or fifteen years of age found none of
these requirements to be too exacting.

To be sure, a chair thus engineered is not capable of the endless
variations in design which a many-pieced, framed-up chair allows. Still,
the proportion of the parts may be varied indefinitely and any number
of profiles may be used for the four boards which mainly compose our
simple chair. The seat may be made of a thicker board and hollowed
out to make the "saddle seat" which many consider necessary to com-
fort. The angles which the seat and the back make with the floor are
also matters of opinion, and the opportunity for carving is obvious.
While it is next to impossible to make an armchair in this our screwless,
glueless fashion, there is no law against upholstery. Yet I think that
those who have made or used such a chair properly shaped have found
smooth, hard boards sufficiently restful and waste no sighs for cushions.

A HIGH SCHOOL EQUIPMENT FOR BENCH WORK,

WOOD-TURNING AND MECHANICAL

DRAWING

Charles H. Bailey.

EQUIPMENTS for woodworking and mechanical drawing for
the exclusive use of high school pupils will differ somewhat from
those planned for the grammar grades.^ It is possible to make
the same equipment serve for both, and this is very commonly done,
but in many places a separate equipment is provided for the high school.
This is probably the more satisfactory way. The lists given here are
suggested as being suitable for the ordinary high school, and represent
about the minimum to which such equipments can be reduced and still
remain satisfactory. Many high schools will install much more elabo-
rate and costly equipments than these, but it is not such schools that
most need suggestions, or which meet the most difficult problems in this
connection. It is the school that has only a small amount of money
to put into this work that presents the hardest problem, and it is there
also that the teacher of little experience is most often found. It is for
such schools that these tables have been formulated. They may also
serve as the basis of a more extensive equipment and may be added to
or modified to suit the special conditions.

Some of the items in the accompanying tables need a little explana-
tion and discussion.

The question of the selection of a bench and vise for high school
work is an important one. The bench and vise specified will prove quite
satisfactory and may be had at a small cost, but one having some kind
of rapid-acting, iron vise will be much better. The addition of two
such vises will increase the cost of the bench by from seven to twelve
dollars. Benches without drawers will probably give the best satisfac-
tion. The bench is the basis of the equipment and a good substantial
one sould be provided even if it is necessary to reduce the number
of tools.

The tools should be first-class in every respect. It does not pay to
furnish for this purpose tools of an inferior grade. Standard tools
should always be specified.

'The first article of this series on equipments was published in the Decem-
ber, 1907, number.

246

A HIGH SCHOOL EQUIPMENT 247

If power is available, it will be more convenient in every way to have
a power, grindstone in the bench room. This will cost about $26.00.
In cases where the bench room and wood-turning room are in the
same building and adjacently located, some of the equipment, such as the
power grindstone and other power machinery may be used in common.
In the equipment for wood-turning, the Reed lathe is specified as it is
a high grade machine and a general favorite with manual-training
teachers. There are other good machines, however, some of them
materially lower in cost, that may be substituted without greatly reduc-
ing the efficiency of the department. The bench and equipment of
tools specified here may be dispensed with if the bench room is con-
veniently located and available for use in the preparation of stock,
otherwise it will be found to be almost a necessity.

The size of the motor required will depend upon the amount of
additional machinery that is provided. For the number of machines
given in the table, the 7^ H. P. motor will be large enough if a first-
class machine is purchased.

The cost of shafting, hangers and belting will depend upon local con-
ditions and therefore can be only approximated here. Well designed,
self-oiling hangers should be provided.

If electric power is not available, a gas or gasoline engine will be the
most satisfactory source of power.

For mechanical drawing in the high school, a regular equipment of
tables and instruments should be provided. In the lists given here, it
is assumed that every thing except pencils and thumb tacks is furnished
by the school. The cost may be lessened somewhat by requiring the
pupils to furnish paper, drawing boards, triangles, T-squares and scales.

All figures given are the regular trade prices and are very nearly
correct. From five to ten percent may be deducted from these figures
for large orders.

INDIVIDUAL TOOLS FOR WOODWORKIKG.

24 Single benches with two wooden vises, 4' 6" long $192.00

24 Buck Bro's tanged firmer chisels, Yz" 5.50

24 Buck Bro's tanged firmer chisels, \" 7.20

24 Marking gauges So. 161 1-80

24 Disston back saws, 12" 26.00

24 Bailey iron jack planes, No. 5 36.00

24 Bailey iron block planes, No. 9^ • 14.40

24 Try-squares No. 12, 6" '^■^^

248 MANUAL TRAINING MAGAZINE

24 Rules, 24", non-folding 1.70

24 Sloyd knives, riveted handles 6.50

24 Counter brushes, 9" 6 . 00

$301.60

Bench hooks and mallets may be made by pupils.

GENERAL TOOLS FOR WOODWORKING.

6 Disston cross-cut saws, D8, 22", 9 point $ 7.00

6 Disston cross-cut saws, D8, 22", 7 point 7.00

6 Stanley bevels. No. 25, 8" 1 .20

6 Maydole Hammers, No. 12 3.00

6 Wing dividers, 8" 1.20

6 Buck Bro's tanged firmer chisels, Y^" 1.10

6 Buck Bro's tanged firmer chisels, Y" ■" 1 -20

6 Buck Bro's tanged outside gouges, l" 2.50

6 Stanley cabinet scrapers, 3" x 5" 1.10

6 Nail sets, assorted .50

3 Spofford bit braces, 8" '. 2.40

6 Spoke shaves, Stanley No. 53 1.50

24 Hand screws, 8" 6.00

12 Champion Screw drivers, 5" 3 . 60

6 Small screw drivers 1 . 00

1 Stanley ratchet brace No. 921, 10" 1.50

3 Screw driver bits, assorted .45

3 Rose Counter sinks, %" .45

2 Buck Bro's paring gouges, regular sweep, ^4 " 1-20

1 Buck Bro's outside gouge, J^" .65

1 Buck Bro's inside gouge, yi" .65

1 Set Russell-Jennings auger bits 4.25

1 Set gimlet bits 1 . 00

1 Yankee drill No. 41 1.10

1 Clark's expansive bit. No. 2 1 . 00

1 Auger bit file 15

6 Half round wood files, 10" 1.00

1 Framing square No. 100 1.00

1 New Langdon miter box No. 22 with saw 7.50

1 File card and scores .20

1 Pliers and wire cutters, 6" 25

1 Coes Monkey wrench, 10" 65

1 L. & J. White drawing knife, 8" 65

2 Turning saw frames, 14" ' 2.00

6 Turning saw blades, 14" x y^" 60

3 Brass oilers, J/^ pint 1 .00

3 India oil stones, 6" x 1^" x M" 1 .20

1 White's hand axe, No. 5 1 . 00

A HIGH SCHOOL EQUIPMENT 249

1 Stanley plow set, No. 45 6.50

1 Grindstone in wooden frame, 24" x 2" 4.50

1 Pair Colt's eccentric clamps to open 3-ft 2.10

1 Scraper steel 20

1 Smooth mill file, 8" .20

$83.20

EQUIPMENT FOR DRAWING IN THE HIGH SCHOOL.

24 Adjustable Favorite tables $192.00

24 Drawing boards, 19"x26" 15.60

24 T-squares, 26" 4.80

24 Triangles, 30 degree 4.80

24 Triangles, 45 degree 4.80

24 Sets instruments 120 . 00

24 Stools, 24" 18.00

6 Assorted irregular curves 1.50

1 Blue print frame, 18"x24" 8.00

1 Ream paper. No. 4 universal 12.00

1 Roll blue print paper .60

1 Roll tracing cloth 7.60

1 Roll tracing paper 1.25

$390.95
INDIVIDUAL TOOLS FOR WOOD-TURNING.

24 Reed lathes, 4-ft. bed $1080.00

24 Buck Bro's chisels, Yz" 8.40

24 Buck Bro's chisels, l" 13.20

24 Buck Bro's parting tools, ^" x 5^" 12 . 00

24 Buck Bro's gouges, y\" 9.60

24 Buck Bro's gouges, Yz" ' 10.80

24 Buck Bro's gouges, l" 16.80

24 Starrett's outside calipers, 6" 12.00

24 Wing dividers, 6" 3 . 60

24 Boxwood rules, 12" 1.70

24 Counter Brushes, 9" 6 . 00

$1174.30

GENERAL TOOLS FOR WOOD-TURNING.

6 Round nose chisels, Y^" $ 2.40

6 Brass oil cans, Y2 pint 1 .44

3 Oil stones, 7"x2"xl" 2.75

3 Slip stones, assorted .45

250

MANUAL TRAINING MAGAZINE

6 Starrett's inside calipers, 6" 3.00

1 Drill chuck with machine bits, ]/()." to l" by 16ths 15.00

1 Mounted grindstone, 4" x 30", with truing device 26.00

1 Coe's monkey wrench, 10" .65

6 Champion screw drivers, 6" 1.75

1 Single woodworking bench with tools 12.00

1 Combination saw bench, cross-cut and ripping 190.00

1 Electric motor, l]^ H. P 175.00

Shafting, self-oiling hangers, belting, etc., about 125.00

$555.44

EDITORIAL

College We are glad to welcome the movement toward college

Credits in the credits in drawing and manual training because it means
Manual Arts. , . . , , , . • i , . , , ,

better organization or these subjects in the high schools

and ultimately in the elementary schools also. We are especially encour-
aged to learn that several state organizations of teachers of the manual
arts are now working in harmony with the larger sectional or national
associations in a determined effort to define units of subject matter with
reference to college credit. This is exactly what the manual arts teach-
ers should do, and the more active they are in formulating these defini-
tions the better it will be for the subjects they represent.

A few years ago it was feared that the universities would arbitrarily
set standards in the manual arts, which would be detrimental to the high
school work, but we believe that danger is now past (at least so far as the
Central and Western states are concerned), and we know that several
of the universities are not only encouraging the high school teachers to
take the responsibility of standardizing their courses in the manual arts,
but they are practically assuring them that the universities are ready to
adopt whatever the high school teachers, after due deliberation, have
agreed upon. This is well illustrated by the attitude of the university
in one of our Northern states which has been expressed thus: "We are
ready to give the credit as soon as you can agree upon courses for which
credit should be given". The experiences of the past few years in stand-
ardizing other high school subjects with reference to university credit,
has made it clear that co-operation rather than dictation is the policy of
the college and university with reference to the high rchool. For this
reason, the setting of standards in the manual arts, which nearly every-
body recognizes as important in the immediate future, is more fully in
the hands of the teachers of the manual arts than they seem to realize.
It is therefore essential that such teachers — not merely the superintend-
enl': and principals of schools — get together on certain fundamentals of
subject matter and formulate these in a manner satisfactory to themselves.
When this has been done there is no reason for doubt that due credit will
be given by the universities.

We see no reason why any teacher should stand aloof from this
movement, but many why he should give to it his best efiforts. The
thorough study of subject matter values that is necessarily involved in

251

252 MANUAL TRAINING MAGAZINE

making the needed definitions will result in the elimination of questiona-
ble elements from any teacher's course and the substitution of better
ones ; it is sure to stimulate enrichment in many directions. Moreover,
such study helps in giving the teacher a more intelligent grasp of his
yjbject — a grasp that too many teachers have not acquired in their hasty
preparation to teach manual training.

But perhaps the most popular reason, though we think not the most
important one is that university recognition would place drawing and
manual training on the same level with other subjects. A unit course
in manual training, for example, would then be counted just as valuable,
educationally, as a unit course in Latin or mathematics. It is or is not,
at the present time depending upon the enlightenment or openmindedness
of the principal of the school, and upon the ability of the teacher of the
manual arts in organizing courses and maintaining a high standard in the
work. If all principals were openminded and all courses were well
organized and all teachers were skillful, we would not have to worry
about the place of our subject in the curriculum, but with conditions as
they are, we know of nothing that will tend to reform principals, courses,
and teachers alike in greater degree or in less time than the pushing for-
ward of the movement for college entrance credit in the manual arts. — B.

Industrial The general interest in the great problem of industrial

Education in education is particularly manifest in Cleveland. The
Board of Education, the Chamber of Commerce, the labor
organizations, the Builders Exchange and other employers' associations
and the Y. M. C. A. are all in sympathy with the movement and are all
bending their efforts in practical measures now in operation or in con-
templation, to bring about the solution of the problem.

The new Technical High School now in process of construction, is
primarily the work of the Board of Education, but in the perfecting of
plans and the arrangement of courses of study, which will emphasize
more strongly than has perhaps been done in any other secondary school
in this country the industrial side of education, conferences have been
held with the Chamber of Commerce, with employers' associations and
with the Council of labor organizations.

With the beginning of the new year an evening trade school for ma-
chinists was opened in the manual training department at Central High
School. This evening school was established by the Board of Education
in response to an appeal from the labor organization, and will doubtless
be the nucleus of public evening trade schools in other industries as they
are demanded.

EDITORIAL 253

Within the trades unions there is a well defined movement toward
industrial education. The union pattern makers are conducting a school
in the interests of their apprentice organization, providing instruction in
the reading of drawings, the different phases of pattern production and
in the use of tools. The bricklayers' union has well developed plans for
a school for its organized apprentices to include instruction in the theory
of their trade, in the study of plans and applied mathematics. The
sheet-metal workers are planning a similar school. Some of the unions
of the building trades have arranged courses of talks and discussions for
their members upon subjects related to their work, by architects and men
of broad experience in their trades.

In addition to its many educational classes in theoretical work, the
Y. M. C. A. has planned, and has partly in operation, a school of in-
dustrial education providing facilities for men employed in the metal-
working trades, in electrical industries, and in charge of steam plants.
The plan is to oilfer practical instruction in various lines of machine
shop work, in electricity with its various commercial applications, giving
an opportunity to specialize in different lines, and in steam engineering
to those who desire to become licensed engineers. In connection with
the shop practice, there will be practical instruction in drawing, shop
mathematics and mechanics. Most of the courses are given in the even-
ing and the thought is to make them, so far as possible, supplemental to
apprentice systems.

The problem of industrial training below the secondary school is
demanding the attention of the school authorities, and the results of
some experiments in this direction are looked forward to with interest.

— R.

The newspapers have recently announced a gift by David Ranken,
Jr., of a million dollars for the establishment of a school of mechanical
trades in the city of St. Louis. This is a noble and timely gift, and we
hope it will not be diverted to establish another college; of engineering or
universitj'. Too many endowments have already hit wide of the mark.
This one should be kept sacred for the original purpose of its donor, and
so be a pioneer in working out the great problem of vocational training
for the industries, which is immediately before us. As St. Louis fur-
nished us the first manual training high school, let her also furnish us the
correct model for a trade school.

ASSOCIATIONS

William T. Bawd en, Editor.

FOURTH ANNUAL HIGH SCHOOL CONFERENCE,
UNIVERSITY OF ILLINOIS.

The fourth annual High School Conference was held at the University of
Illinois, Urbana, November 21, 22, and 23, 1907, and proved to be a very suc-
cessful and profitable meeting. According to statement in the published program
this series of conferences "is undertaking a discussion of all the subjects now in-
cluded in the high school program with a view to formulating courses or
syllabi for each subject or group of a rather definite nature as a basis for stand-
ardizing the high school work of the state. At the same time a parallel discussion
of the program as a whole is being carried forward with a view to securing
the best adjustment now feasible of the various courses which may properly be in-
cluded in the program."

The conference included three general sessions besides the meetings of six
sections. The principal address was that on Friday evening by Dean A. Ross
Hill, Cornell University, on needed readjustments in the high school program of
studies. The six sections were : English, social science, mathematics, geography,
agriculture and domestic science, and the manual arts.

There were two sessions of the manual arts section, Friday morning and
afternoon. The Committee on Manual Arts which had been appointed the pre-
vious year, consisting of Charles A. Bennett, Chairman, George W. Eggers,
C. C. French, J. H. Gill, and F. U. White, presented a report in the form of
outlines for one-year courses in each of the following subjects: woodworking,
metalworking, mechanical drawing, and freehand drawing. Copies of these
outlines, as well as an additional one on "suggestive treatment of problems,"
had been prepared and were distributed at the meeting.

The chairman of the section. Professor E. J. Lake, University of Illinois,
introduced Charles A. Bennett who presented the report of the committee. The
purpose of the committee was not to prepare a fixed course of study, but to
present something that would be suggestive and that would assist in leading
to some standard of attainment. It was proposed that two years be spent in cov-
ering the four one-year courses, as follows:

1st Year. Woodworking, 5 hours per week.
Freehand Drawing, 2 hours.
Mechanical Drawing, 3 hours.
2nd Year. Metalworking, 5 hours per week.
Freehand Drawing, 3 hours,
Mechanical Drawing, 2 hours.

Two types of work in the manual arts in the high school were distinguished:

(1) That which is given from the standpoint of general education; and

(2) That which is intended as technical education. That is, there are courses

254

ASSOCIATIONS 255

ihat it is desirable to have every boy take whether he is to continue his education
at the engineering school or the divinity school or to leave school; and, on the
other hand, there are technical courses, such as pattern-making, which are more
distinctively industrial in character than most of our manual arts work. The
former may be considered appropriate subjects for entrance credit, the latter for
advanced credit.

The discussion at the morning session was opened by Principal F. D. Thomp-
son, Galesburg High School, who advocated making a start even if it be but a
small one. Let the work develop gradually; if you demonstrate that it is a good
thing you can get the appropriations as you need them. It is much better so
with the community back of it than to "swallow it whole" and have continual
grumbling over the expense.

In response to a question the chairman of the committee differentiated three
general methods of handling a course in woodworking: (1) The pupil is shown
a copy of the object to be made, from which he makes a freehand sketch, then
the working drawing, then the object at the bench. One difficulty is that the
steps in procedure in drawing are not parallel to those in woodworking; you
cannot give the best course in drawing and the best course in woodworking
parallel. This method we may call the school method. (2) The pupil is
given a drawing of an object he has never seen or at least observed closely, so
that he is required to read the drawing, and he then produces the object. This
may be called the artisan method. (3) Given a need, e. g., a sled. The pupil
makes a sketch of .what he wants to make, which he gradually develops into a
careful working drawing in which he has, in some sense at least, done some
creating. He then makes the object in the shop, retaining the right to change it
at any point until it serves its purpose and is finished. This may be called the
craftsman method.

The discussion was participated in quite freely and was at times animated.
The needed spice to flavor the whole was furnished by a lively tilt between twi
manual training men present who maintained opposite opinions in a controversy
about the relative merits of the "joint" or "exercise" and the "useful model."
One speaker thought that some of the statements that had been made concerning
the high degree of interest on the part of the pupils in "models" as contrasted
with "exercises" were unwarranted and misleading. He said, in substance: "If
the pupil's thought is on a finished article, as a taboret or box, it is not on the
planing. What I want is thought concentrated upon the thing that is being done
and not upon some future application of it. A boy can plane down a piece of
wood to within one-sixty-fourth of an inch and be looking at the rafters all the
time. The piece might then be good enough for the taboret but not for what I
call scientific use of the tool. I want him to get the other sixty-fourth of an inch
— I want him to get it exactly right." The other speaker, who had been advocat-
ing the taboret, asked: "How do you get that sixty-fourth of an inch?" The
question was parried, and the second speaker rejoined : "You get that sixty-fourth
of an inch because you stand over the boy and make him do it ; I get it because
the boy wants it."

The attendance at the afternoon session was nearly as large as in the morn-
ing, about fifty supervisors, principals, and superintendents being present. The

256 MANUAL TRAINING MAGAZINE

discussion was centered particularly upon the art side of the work and was
opened by George W. Eggers, Chicago Normal School; topic: "Design in its
relation to industry and the manual arts in the school." Art does not necessarily
mean decoration. The very simplicity of some objects is their claim to beauty.
In the making of an object the first demand is upon construction, that it be
strong and suited to its purpose; the first demand upon art in the making of an
object is that it shall look strong.

The problem of the whisk-broom holder is regarded by many as an oppor-
tunity for decoration. We frequently see the design breaking out all over it,
like a rash. But the presence of decoration implies value — the art put into a
thing should bear some relation to the value of the thing.

It is better to teach your pupils to appreciate the art in the things and con-
structions about them than to talk to them about the "old masters."

The discussion at this session took the direction of attempting to gather up
some definite and tangible results from the conference. It was decided unani-
mously, upon motion, to recommend to the University authorities the adoption of
these courses of study as prepared by the committee as a basis for work to be
accepted for entrance credit, it being understood that one year's work in a labora-
tory subject means a minimum of 120 hours of 60 minutes each and represents
one-half unit of credit.

It was also decided, upon motion, to recommend that the Manual Arts Sec-
tion be continued for another year, at least, and that members be requested to
report next year the results of their experiments with these courses.

The committee made it clear that the courses of study offered were not in-
tended to be rigidly adhered to, but that they are to be considered as suggestive
merely not only in problems but in the order of processes.

The outline of the course in woodworking was printed in the December
number of the Magazine, and it is hoped to find room for the others later.

— W. T. B.

NATIONAL EDUCATION ASSOCIATION.

The Executive Committee has definitely announced the selection of Cleveland,
Ohio, for the Forty-sixth Annual Convention, June 29 to July 3, 1908.

It was a source of regret to the members that it was not possible to hold
the fiftieth anniversary of the organization of the association in Philadelphia.
The Cleveland convention, however, will be the fiftieth anniversary of the first
regular convention of the Association, which was held in Cincinnati, Ohio,
August 11-13, 1858. It is appropriate that the fiftieth anniversary of the first
convention be held in the state of Ohio; a state which has been one of the most
loyal and helpful to the interests of the Association during all those years; which
ranks third among all the states in the total number of memberships for fifty
years; and third also in the present number of active members enrolled although
it has had the advantages of but one convention since 1858, viz., at Cleveland in
1870. Since Cleveland is near the geographical center of the active membership,
a large attendance is expected.

The Department of Superintendence will hold its next annual meeting in

ASSOCIATIONS 257

Washington, D. C, February 25-27, 1908. Special interest centers in a sym-
posium on "Tlie Place of Industries in Public Education" at the Tuesday after-
noon session. At this time the following propositions are to be discussed:

(1) The ideals of a democracy require a system of public education that
shall provide equal educational opportunities for all; Dean James E. Russell,
Teachers College, N. Y.

(2) Equality of opportunity can be secured only by proper recognition of
(a) individual differences in native capacities and in social environment, (b)
the requirements of vocational efficiency as well as of (c) general intelligence
and executive power; Professor Edward C. Elliott, University of Wisconsin.

(3) The most urgent need of our educational system is an adequate pro-
vision for the vocational needs of children destined for industrial and domestic
pursuits; Pres. James F. Mc Elroy, Consolidated Car Heating Co., Albany, N. Y.

(4) A comprehensive program of industrial education requires:

(a) Constructive activities as an essential and important factor in the
elementary school course ; Miss E. E. Langley, School of Education, Chicago.

(b) Intermediate industrial schools, admitting children at the sixth
school year and equipping them for specific industrial pursuits; Charles H.
Morse, Secretary Massachusetts Commission on Industrial Education.

(c) Technical high schools for the training of industrial leaders;
George H. Martin, Secretary Massachusetts State Board of Education.

The general discussion is to be opened by Jesse D. Burks, Principal ol
Teachers' Training School, Albany, N. Y. ; Arthur H. Chamberlain, Acting
President, Throop Polytechnic Institute, Pasadena, Cal. ; Carlton Gibson, Super-
intendent of Schools, Columbus, Ga.

Other societies meeting with the Department of Superintendence are: Na-
tional Society for the Scientific Study of Education; Society of College Teachers of
Education ; Educational Press Association of America ; National Committee on
Agricultural Education. On Thursday there will be organized the new "De-
partment of Rural and Agricultural Education.'

Headquarters of the Department of Superintendence will be at the New
Willard Hotel. For copies of the preliminary bulletin containing announce-
ment of hotel arrangements, etc., or for complete program to be issued about
February 1st, address Irwin Shepard, Secretary, Winona, Minn.

OHIO ART AND MANUAL TRAINING TEACHERS' ASSOCIATION.

The Ohio Art and Manual Training Teachers' Association met in Columbus
on Dec. 26 and 27, 1907, as one of the Allied Educational Associations of Ohio.
President Thos. K. Lewis, Asst. Professor of Engineering Drawing in the State
University was in the chair.

On Thursday morning. Prof. Thos. E. French read a paper on "Mechanical
Drawing and Lettering for Public Schools." He discussed the subject from the
standpoint of the college professor. He said that students enter the college with
all degrees of preparation in mechanical drawing. The manual training high
schools usually do pretty good work in this subject. He emphasized the impor-
tance of a thorough mastery of a few subjects in drawing in the secondary schoob

258 MANUAL TRAINING MAGAZINE

rather than attempting to cover the whole field in a desultory manner. A good,
rapidly-made freehand letter is much to be preferred to a labored instrument-
made one.

H. W. Lowell, director of manual training in the Columbus, Ohio, schools,
talked on the work being done in the schools over which he has supervision. The
opening of the present school year marked the introduction of manual training,
domestic science and industrial arts in the public schools of Columbus. Every-
thing has started oif under the most favorable conditions, with fourteen thor-
oughly equipped centers for the seventh and eighth grades and industrial arts
for the lower grades. Mr. Lowell has five assistants. Soon the work will
be advanced into the several high schools. An industrial high school is a
possibility of the near future.

Reports showed that in the following schools instruction in manual training
was begun this fall or an enlargement of the work had been made: Piqua,
Akron, Youngstown, Mt. Vernon, Troy and Toledo. At Newark, Ohio, under
the direction of W. E. Painter, a gradual development has been made during the
last five years. Woodwork for the boys and hand-tooled leather for the girls
are now carried on in the seventh and eighth grades and high school. Mr. Pain-
ter has been untiring in his efforts to build up a strong department in manual
training in his city and results show that he has been successful. While the
work is optional with the pupils and they pay for all material used, fully one-
half of those in the grades to which the work is offered elect it. Each pupil has
a period of two hours per week.

Prof. F. E. Sanborn in a carefully prepared paper discussed some phases of
the general manual training movement in the United States. He presented
reasons for including the manual arts in the curriculum of the schools from the
first grade through the high school. The kinds of materials to use in construction
work and the grades in which each is usually used were discussed by the
speaker. Prof. Sanborn urged the importance of the manual arts being included
in the education of every boy and girl. At the conclusion of his paper he read
a bill to be brought before the State Legislature at its session this winter. This
bill had been prepared by Prof. Sanborn, as the Legislative Committee of the
Ohio Art and Manual Training Teachers' Association, for the purpose of making
compulsory the teaching of drawing and manual training in the public schools of
Ohio. The bill also provides for the compulsory examination of teachers in
drawing.

By an amendment to its constitution the Association extended its member-
shin to include domestic science and domestic art teachers. All teachers of these
subjects are invited and urged to join the Association. This may be done by
sending the annual membership fee of fifty cents to the Secretary-Treasurer.

The Association voted to meet next November with the Central Ohio Teach-
ers' Association.

The subject of college entrance credits in drawing and manual training was
discussed. Definite action in the matter was deferred until later. In the mean-
time a committee was appointed to report at the next meeting on the present
status of the subject in the United States.

ASSOCIATIONS 259

The following officers were elected for the next year:

President, Fred C. Whitcomb, Miami University, Oxford; vice-president,
Nellie Petticrew, Piqua; secretary-treasurer, Grace C. Sylla, Akron. Executive
committee, H. W. Lowell, Columbus, chairman; Florence E. Ellis, Cleveland;
and the officers, ex-officio. — Fred C. Whitcomb.

TEXAS SOCIETY OF MANUAL TRAINING TEACHERS.

The Texas Society of Manual Training Teachers met at Houston on the
27th of December. A round table was conducted by E. M. Wyatt, director of
manual training at Houston. Many interesting discussions were heard on sub-
jects relating to the teaching of manual training.

In the afternoon the annual business session was held, and the following
special work was undertaken for the year, committees being appointed to carry
it on: (1) to work through local representatives in State Legislature for favora-
ble legislation on manual training and for state appropriations for maual train-
ing; (2) to take up the question of credits in manual training work with the
State University; (3) to assist in every way possible the schools in Texas that
have manual training courses but, on account of lack of funds or good teachers,
or for any other reason, the results of the instruction in manual training have
not been satisfactory; (4) to render all possible assistance to any schools contem-
plating the introduction of courses In manual training.

The following officers were elected for the year: President, E. M. Wyatt,
director of manual training, Houston; first vice president, Cree T. Work, presi-
dent of Texas College of Industrial Arts, Denton ; second vice president, Adolph
Uhr, director of manual training, San Antonio; third vice president, Laura
Neale, director of domestic science. Ft. Worth; secretary-treasurer, Arthur B.
Mays, assistant director of manual training, Dallas.

The Annual Dinner of the Boston Manual Training Club was held at
Brigham's Hotel on the evening of December 7th. The Club is making rapid
strides in membership and about forty members were present. The dinner was
preceded by a paper on tooled leather, by Frederick W. Ried, of Leominster, and
was followed by a social hour which centered about a very clever slight-of-
hand performance.

WESTERN DRAWING AND MANUAL TRAINING ASSOCIATION.

Plans are well under way for the fifteenth annual meeting which is to be
held in Indianapolis April 8 to 11. Everything now indicates that this meeting
will be one of the greatest in the history of the organzation. Certainly the local
committee is doing its part to make such a meeting possible. The Shortridge
High School will have its Easter vacation during that week so as to allow the
Association to use its ample buildings. The other schools, however, including
the Manual Training High School, will be in session so that members of the Asso-

260 MANUAL TRAINING MAGAZINE

elation will be able to visit the schools. This will give an exceptional oppor-
tunity. The new Shortridge building is large enough for the sessions of the
Association and the exhibits. Indeed it is expected that there will be sufficient
wall space to hang all the exhibits without putting up the usual unsightly
frames, the exhibits being hung from the picture moulding or placed in cases.
Details concerning the exhibit can be found in the Official Bulletin for December,
which may be obtained by applying to the secretary, R. A. Kissack, Yeatman
High School, St. Louis, Mo.

It is definitely announced that the next annual meeting of the Eastern
Manual Training Association will be held in Washington, D. C, April 13-15.
190S.

Judging from the program of the seventh annual meeting of the North-
eastern Minnesota Teachers' Association held at Duluth Nov. 15 and 16, manual
training is a live topic in Minnesota. At the general sessions were the following
addresses: "Industrial Education", by Supt. L. D. Harvey of Menomonie, Wis.;
"Industrial Education and Social Betterment", by Dr. Fletcher H. Swift of the
University of Minnesota ; "Preparation of Teachers for Industrial Education",
by President E. W. Bohannon of the Duluth Normal School; "Problems Met in
Adapting Manual Training to Grades and High School", by George M. Brace,
supervisor of manual training in Duluth; and "Problems Met in Adapting
Domestic Science to Public School Work", by Miss Pettingill of the Duluth
Normal School. Then there was a joint meeting of the high school and manual
arts sections, with a manual training program of four addresses.

The First Annual Convention of the National Society for the Promotion of
Industrial Education occurred in Chicago, January 23-25, 1908. Report of the
proceedings of this meeting will appear in the next issue.

Several very interesting programs showing the work outlined for the school
year of 1907-08 by associations of teachers have been sent to the Editor.

The Principal's Meetings of the Minneapolis, Minn., Public Schools are held
on the first Tuesday of each month from October to May. Each meeting lasts
one hour and there is an understanding as to how the time is to be divided.
The reader of the principal paper is allowed twenty minutes and the member
who opens the discussion is allowed ten minutes, leaving thirty minutes for gen-
eral discussion. It is expected that the leading'paper will be placed in the hands
of the one who is to open the discussion at least one week before the date assigned
for the topic.

Two of the meetings are to deal with the topic: Educational Values in the
Elementary Grades, (a) The Informational, Disciplinary, and Cultural Stud-
ies: Reading, Arithmetic, History, Geography, Music, etc. (b) The Essentially

ASSOCIATIONS 261

Motor Activities of the School: Drawing, Manual Training, Industrial Work,
Domestic Science. The Second half of the topic is assigned for the meeting
April 7th, and will be presented in a paper by Miss Gowdy. The discussion
will be opened by Mrs. Rollins.

The Manual Arts Association of Allegheny County, Pa., holds its meetings
on the third Friday of each month from October to May at the Fifth Avenue
High School, Pittsburg. This is the third year of the Association and its mem-
bers number seventy. It is a branch of the Eastern Manual Training Associa-
tion, and its membership fee is two dollars, one-half of which goes to the local
and one-half to the parent organization. The president is Clifford B. Connelley,
Carnegie Technical Schools, and the secretary. Miss Alice Henry, 5325 Wilkins
Avenue, Pittsburg.

The Year Book is a neat little booklet of fourteen pages in which may be
found, besides the year's program, a list of the officers and committees, names
and addresses of members, and the Constitution and By-Laws.

One meeting is devoted to each of the following general subjects: Exhibits,
Kindergarten, Primary Manual Training, Design, Domestic Science, Domestic
Art, Mechanical Drawing and Shopwork. Each general topic is divided into
sev^eral sub-topics so that in all twenty-eight names appear in assignments to
program duty.

The Teacher's Art Club of Pittsburg, Pa., organized in 1902, regularly
holds its meetings at the Fifth Avenue High School on the last Mondav of each
month from September to May, with additional open or social meetings at the
call of the Executive Committee. The President is Mrs. M. E. VanWagonen,
and the secretary. Miss Agnes E. Lawton, 460 Swissvale Ave., Wilkinsburg, Pa.

The general topics assigned are : Applied Design, A Lesson in Pottery, Illus-
trated Christmas Stories, Paper Work, Picture Study, Practical Demonstration
of Color, Mechanical Drawing and Construction work. One of the meetings is
to take the form of a visit to the studio of August Zeller, the sculptor of Car-
negie Institute.

One unique feature of the organization of the work of this Club is the
assignment of one member to each meeting to answer questions upon the topic
that is to be discussed at that meeting. Page six of the Year Book contains a
list of these assignments accompanied by the announcement: "Members of the
Club will endeavor to answer all questions pertaining to the lecture of the day,
if presented in writing two weeks previous to the meeting."

The Year Book contains the list of officers and committees, the program for
the year, the Constitution and By-Laws, and the names and addresses of forty-two
members.

The two Year Books referred to in the foregoing paragraphs are excellent
examples of their kind. They will well repay examination by those who con-
template the organization of local associations of teachers.

The New Jersey State Teachers' Association met at Atlantic City December
26-28. A number of strong addresses were provided by the program committee:

262 MANUAL TRAINING MAGAZINE

Vocational Education, by Paul H. Hanus; Education for Institutional Life, by
W. E. Chancellor, Washington; A Typical Industry as a Basis for Grammar
Grade Manual Arts, by Cheshire L. Boone, Mont Claire ; The Industrial Educa-
tion Movement and the Elementary School, by Henry Turner Bailey.

The December number of the Manual Training Teacher contains the pro-
gram of the lectures for the year 1908 by the London, England, branch of the
National Association of Manual Training Teachers. The meetings are held on
the third Saturday of each month from January to December in the lecture hall
of the College of Preceptors.

"Two of the lectures are to be illustrated with stereopticon slides: Timber,
and Joinery. Other topics are: Psychological Basis of Manual Training, The
Manual Training Teacher — A Specialist on the School Staff, Ethics of Manual
Training, Place of Manual Training in the School Curriculum, Artistic Handi-
craft in relation to Manual Training, Schemes of Manual Training — Their
Use and Abuse. One of the meetings will be a visit to Kew Gardens for the
study of trees.

The Round Table of Supervisors of Drawing of Western Ohio met at
Dayton, November 29, 1907. The following program was presented:

"Art at the N. E. A.," Mary A. Woodmansee, Dayton. "Handwork in the
Primary Grades," Lillian Bicknell, Columbus. "Drawing in the Primary
Grades," Clara Velmyr Cosley, Coshocton. "Working Drawings in the seventh
and Eighth Grades," Ella R. Bartholomew, Springfield. "The Teaching of Art
in the High School," Mary Kyle, Troy. "Drawing and Construction Work for
the Month of December," Alice Robinson, Miami University, Oxford. These and
other subjects were also discussed in an informal way by all members present.

The following officers were elected for the next year:

President, Ella R. Bartholomew, Springfield; secretary-treasurer, Anna Bier,
Greenville.

The second annual meeting; of the Teaching Section of the Lake Placid Con-
ference on Home Economics was held at Emmons Blaine Hall, the University of
Chicago, December 31, 1907. Miss Helen Kinne of Teachers College, New
York, the chairman of the section, presided.

The Executive Committee of the Illinois Manual Arts Association considers
itself fortunate in being able to announce for the principal address after the
Banquet at the Friday evening session, "Some Phases of Our Educational Prob-
lems with Reference to the Manual Arts," by Mrs. Ella Flagg Young, principal
of the Chicago Normal School.

The Association holds three sessions, Friday afternoon and evening and
Saturday morning, February 7 and 8, at Bradley Polytechnic Institute, Peoria,
Illinois. Copies of the complete program may be had upon application to the
secretary, William T. Bawden, State Normal University, Normal, Illinois.

SHOP PROBLEMS

George A. Seaton, Editor.
doll's bed.

The doll's bed shown this month was submitted by Ira S. Griffith of Oak
Park, Illinois, and is suggestive of the possibilities along the line of doll furniture
in general. Mr. Griffith suggests that by multiplying the measurements given by
three a very satisfactory child's bed can be made. The side rails are to be
fastened with wooden pins thus allowing the bed to be taken apart as a larger
bed and packed. The construction calls for no comment except where students
are accustomed to make the mortise by first boring holes. This is impossible in
this case as the mortises are too narrow. A chisel just the width of the mortise
should be used.

The bed shown in the photograph had a particularly satisfactory finish.
It was obtained by staining the wood with Breinig's brown Flemish water stain
diluted with an equal volume of water, then filling with Wheeler's No. 5 paste
filler, and finally covering with a very thin coat of shellac. Care should be
taken to have the shellac so thin that it will not gloss the wood.

PLUMB BOB,

This problem devised by W. F. Raymond of Bradley Polytechnic Institute
has proven most satisfactory for second year high school boys just beginning
hand-tool turning in metals. The steps in the process of making the plumb
bob are as follows: (1) Select a piece of machinery steel 3^9^ in. long and
Vs in. in diameter; (2) Center the piece and square it up to 3^ in. ir. length;
(3) Turn to ^ in. in diameter; (4) Turn the taper of the point making the
piece 314, in. over all; (5) Drill the hole in the top end; (6) Counterbore and
tap this hole; (7) Turn the cap to the required form and size; (8) Thread
and knurl the cap; (9) Drill the larger hole, Is i"-, nearly through the cap from
below; (10) Screw the cap into the lower part and polish ready for hardening;
then cut off the screw cap, finish, and drill the h in. hole in the cap; (11) Case-
harden the lower part, and polish again.

263

264

MANUAL TRAINING MAGAZINE

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268

MANUAL TRAINING MAGAZINE

FRAME AND PLATE RAIL.

Among the exhibits of interest at the last manual training convention was
the combined frame and plate rail shown from the Cleveland schools. The con-
struction is comparatively simple for a
design so pleasing. As shown in the
working drawing no particular type of
joint is indicated. This can best be
adapted to the abilities of the students
undertaking the work. The top shelf
is generally made with three narrow
grooves for supporting plates, though
the model looks very well where serv-
ing simply for a picture frame.

FOLDING CANDLESTICKS.

The idea for the folding candlesticks shown was taken from a pair brought
back from Japan. They furnish an interesting problem in turning and when
carefully made the two candlesticks will
pack together in the base portions and
allow very little motion. To join the stem
to the base, quarter inch dowels are used,
in one candlestick the dowel being glued
into the base while in the other candle-
stick it is glued into the stem. In this
way when the candlesticks are packed to-
gether the dowel which is glued in one
base will fit into the hole left in the other
base, thus joining them together. A dowel
may also be used to join the candle holder
to the stem, or more simply a quarter-
inch projection may be turned up as a part of the candle holder.

NOTES.

Whenever sandpaper is used on a flat surface some sort of block is needed
around which to wrap the paper. This is generally a piece of scrap to which
little thought has been given. If a little care be taken with this, a block quite
worth preserving may be made. As shown in the illustration, grooves ^ in.
wide and Vj^ in. deep are made down the sides into which loose fitting strips
can be slipped. When the sandpaper is in place the strips will be held tightly
in position. As the paper wears out it can be removed and new substituted.
If the block is made of Jg in. stock ZY^ in. wide and 4 in. long, it will be just
about the right size for one-sixth of a sheet of sandpaper. All the parts may
be easily ripped out on a circular saw or the students may be allowed to make
the blocks for themselves.

SHOP PROBLEMS

269

The same idea may be utilized in making the other block shown with a
circular groove in the bottom. This block is used in sandpapering the top of
the coathanger and in similar places. The idea is that of Mr. W. A. Van-
Deusen of Central Manual Training School, Cleveland.

SANDPAPER BLOCKS.

INK BOTTLE HOLDER.

A simple remedy for falling ink bottles has been submitted by C. E. Mc-
Kinney, Jr., of Newark, N. J. On the upper right-hand corner of the drawing
board is screwed a block ^ in. thick, and 2]^ in. square with a hole HI in.
in diameter. As shown in the illustration this block has been set in a little
from the right-hand edge of the board in order that the board can be slipped
into a rack. In a similar way a double holder can be easily made. Mr. Mc-
Kinney has found the idea particularly useful for night classes or for work at
home without a regular drawing table and a place for ink.

CURRENT ITEMS

Clinton S. Van Deusen, Editor.

As a result of the work done in the summer school of Industrial Arts, at
Cape May, the state board of education of New Jersey has passed resolutions
strongly favoring industrial training in the public schools. One of these resolu-
tions is: "Resolved, That it is the sense of the state board of education that a
knowledge of manual training, home economics and elementary agriculture should
become a part of the professional equipment of each teacher in the public schools
of New Jersey.

A committee of the board was also asked to consider the propriety of adding
these subjects to the list of those in which teachers are examined when securing
a license to teach.

A Columbia College Extension Course in sewing has been given in Newark,
N. J. this fall; instructor, Miss Winifred B. Reininger. The course covered
sixty hours work. The class was limited to twenty. As it was impossible for
Miss Reininger to take more than two classes and there were more than seventy
applicants, a number of people were disappointed. The members are mostly
teachers who wish to prepare to teach sewing in the evening elementary schools
or in the summer schools, where specialists do the work.

The position left vacant last fall by Chas. A. Moore at the Mechanics In-
stitute, Rochester, N. Y., has been filled by the appointment of Carl H. Au, a
graduate of Worchester Polytechnic Institute.

Anne H. Stewart who has had charge of the bench work at the Quincy
manual training center in Cleveland the past two years leaves her position for
the remainder of this year on a leave of absence. The vacancy will be filled
by Bertha F. Gordon of Chicago.

In November, 1906, a fire seriously damaged the nearly completed building
of the Isidore Newman Manual Training School at New Orleans. This damage
has been thoroughly repaired and the building is now occupied by the kinder-
garten and elementary departments. The liberality of its founder has supplied
this school with excellent buildings and the best of equipment and an effort is
made to have as near a rnodel school as possible. Its work extends from the
kindergarten through the high school and it has a teaching staff of twenty-one,
the majority of them being college graduates with professional training.

H. M. Snell, who has been a teacher of manual training in the schools of
Winnipeg, Canada, left last month to take charge of the organization of man-
ual training in Sacramento, Cal.

Although the towns in Idaho are few and far between as compared with
many states, yet the manual training spirit is quite active and is entering even
the little log school houses. The State Normal School at Albion has one of
the best equipped woodworking shops in the northwest and work in clay-model-
ing, basketry, weaving, paper-folding and cardboard construction are taught

270

Ci'RREiXT ITEMS 271

in addition to the woodworii. Students are required to complete a year's work in
the shop and one in the elementary vvorii before graduation. H. R. Shepherd has
charge of the manual training department.

BOSTON.

On the 13th of December, the State Board of Education held an institute
for superintendents of schools, supervisors and teachers of drawing and manual
training, in the State Normal Art School. Charles H. Morse, secretary of the
Commission on Industrial Education, spoke on "Industrial Education in Massa-
chusetts." James P. Munroe, of the Munroe Felt and Paper Co., Boston, spoke
from "The Business Man's Point of View''. George H. Bartlett, of the State
Normal Art School, spoke of "Industrial Education in the Massachusetts Normal
Art School". Julius E. Warren, agent of the State Board of Education, read
a paper entitled "What can the Public Schools do to improve Industrial Condi-
tions". In the afternoon, Charles H. Morrill, of the Hyannis State Normal
School, and Willis B. Anthony, of the North Adams State Normal School, told
what their respective schools were doing. Walter Sargent, director of drawing
and manual training in Boston, described the purpose of the course in drawing
in that city. Frank M. Leavitt, assistant director of drawing and manual
training in Boston, described an experiment in industrial education with young
pupils.

The Mayor of Boston has at last approved the plans of the much needed
addition to the Mechanic Arts High School and work has been begun upon it.

Quite a party of drawing and manual training teachers go from Boston,
next summer, for an European tour taking in the exhibit of the Third Interna-
tional Congress for the Advancement of Drawing and Art Teaching, while in
London.

The Society of Arts and Crafts is making a series of exhibits at its rooms,
9 Park Street, Boston. Those already held have been devoted to National
League work, metalwork and jewelry (other than gold and silver), silver work,
and jewelry and small enamels. The exhibits for the Spring are as follows:
January 6-18, carved wood, mirrors and picture frames. January 27-February 8,
lace and fans. February 17-29, leather work. March 9-21, ecclesiastical work.
March 30-April 11, bookbinding, printing, wood-block printing. April 20-Mgy
2, weaving and embroidery (other than ecclesiastical). May 11-23, glassware
and stained glass.

Arthur Fairbanks, director of the Boston Museum of Fine Arts, invited
directors and teachers of drawing and manual training in Massachusetts, to a
meeting at the Museum on the morning of January 4th. Dr. Denman W. Ross
of Harvard University gave a talk on the Principles of Design as illustrated in
the museum collections and this was followed by an informal conference. This
is the second annual meeting of this character and they are found mutually
advantageous to all. — John C. Brodhead.

NEW YORK CITi'.

The annual report of the city superintendent has just been issued and con-
tains various chapters or sub-reports by the different heads of departments.
That by Dr. Hanev, director of art and manual training in Manhattan and

272 MANUAL TRAINING MAGAZINE

The Bronx is a statement of the various means taken to develop aesthetic
appreciation on the part of the pupils in the elementary schools. Besides the
work in the classroom it cites the measures taken by means of outside lectures
and societies and by the Art Museum authorities to aid in this work.

The City Superintendent in New York was in receipt of a number of gifts
during the past holiday season from individual members of the Arts and
Crafts Clubs organized in different schools. Among the really execllent speci-
mens of handwork thus presented were some beautifully bound books, folded from
the sheets and various pieces of desk furniture in leather and copper. The
pupils' letters which accompanied the gifts referred repeatedly to their keen in-
terest in the work done by the clubs after school hours.

The Society of Craftsman has just closed its annual exhibition of work in
the arts and crafts. This was held in the rooms of the National Arts Club and
was visited by many hundreds of persons including a large number of teachers.
The latter were, in several cases, accompanied by pupils, members of the various
school arts and crafts clubs. The exhibition was particularly rich in jewelry,
weaving and work in clay.

The New York University has organized a series of practical classes for
teachers of defective children. The manual work is being given under Dr.
Haney's direction in two classes — one in woodwork, taught by Albert W.
Garritt, and the other in cardboard work and other elementary forms of con-
struction by Julia C. Cremins. More than fifty classes for defective children
are now in operation in the schools of the metropolis.

ST. PAUL.

There is a closer relation than ever between the art and manual training
departments this year. In the sixth, seventh and eighth grades applied design
is being worked out in the regular drawing work and utilized in the decorative
treatment of objects worked out in the shop under the direction of the special
teacher of manual training. The outlines are incised in the wood and stains
and dyes are used in obtaining two and three tone work. The regular teachers
are furnished with blue-prints showing typical forms and applications of
design to wood decoration. A great deal of interest is manifested in this phase
of the work and the results are excellent. This feature has been worked out
jointly by Laura A. Williams, supervisor of drawing and Hans W. Schmidt,
supervisor of manual training.

In the seventh and eighth grades block-printing is being tried in single and
two-color blocks. The designs are all original with children.

The manual training department is making about 1000 small looms for the
primary work, about 80 card-index filing cases for the offices of the principals
and 300 large model stands for the drawing department. This work on the part
of the boys has resulted in a saving of about $350 in the supply department.

In the new Parental and Detention School, now being instituted by the
county and the school board, manual training is to be made a special feature.
The boys will be divided into sections of about ten and they will have one
hour of woodwork every day. As the classes are to be small, it will allow for

CURRENT ITEMS 273

opportunity to do individual work with the boys and influence them personally
to a beneficial extent. A special course and methods will be followed in this
connection.

GEORGIA.

The State Committee for the Promotion of Industrial Education met in At-
lanta Nov. 15th and organized. George J. Baldwin of Savannah was elected
chairman and Fred. J. Orr of Athens, secretary. A delegation will attend the
meeting of the National Society at Chicago in January, and after this meeting
an active campaign will be inaugurated in this State.

The Rabun Gap School, which has heretofore been conducted as a joint
public and industrial school, has recently been incorporated as a thorough-going
industrial school with men and women of prominence from various parts of the
state as trustees and A. J. Ritchie as active manager and director of the enter-
prise. It proposes to reach mountain boys especially.

Classes in the manual arts department of the State Normal School at
Athens have planned and will build on the campus a model four-room dwelling,
designed to meet the needs of the man on the farm who is able to go to a mini-
mum of expense in providing a home for his family. Included in the plan will
be arrangements for artistic planting or landscape work about the house, and
furnishing and decorating the interior. All work will be done by students. An
attractive bulletin illustrating and outlining the work proposed, may be had by
applying to Fred J. Orr, director of the department, Athens.

A number of the district agricultural high schools — all of which offer
courses in manual training — will open in January. They will fill a long felt
need in the State.

The city of Baltimore, Md. is planning to spend $109,000 during the year
1908 on its new building for the Polytechnic School. When completed the build-
ing will probably cost about $400,000 and will doubtless meet all present needs
of this historic school. Many of our readers will recall the fact that this school
was the first public manual training high school in the United States, being
established in 1883.

The first technical school in Nova Scotia has recently been opened at
Sydney. This is the first step of the provincial government in carrying out a
comprehensive scheme of technical education. Other schools will be located in
New Glasgow, Amherst and Halifax. A school will be established in Yar-
mouth having special regard to fishing Industry, while the Nova Scotia technical
college, modeled after the Massachusetts Institute of Technology, will be estab-
lished In Halifax, and work commenced as soon as the building and plant are
ready. All these institutions will be established and maintained by the provincial
government, and tuition will be practically free. It Is the most ambitious scheme
of technical education yet proposed in Canada.

Within ten years there will be technical high schools in all of the larger
cities of Iowa, according to the judgment of President Seerley of the Iowa State
Normal School, as expressed at the Northwestern Iowa Educational Associa-

274

MANUAL TRAINING MAGAZINE

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CURRENT ITEMS 27 S

'{in's recent convention at Cedar Rapids. He declared that "The introduction
of the elective courses, including commercial and other practical branches into
our high schools, is but the attempt to forstall the inevitable. But the demand
for technical training upon the part of a great throng of the young people of
our State in those lines which will fit them for earning a livelihood cannot long
be ignored." — School Journal.

At Winneconne, Wis., the Winnebago County School of Agriculture and
Domestic Economy opened on Nov. 4 in a $25,000 building. P. Anderson, for-
merly of Madison has charge of the manual training and Grace Harden from
the Stout Training Schools the domestic economy.

Three new schools, the Morse, the Colfax, and the Holmes, have recently
been opened in Pittsburg. These three schools provide facilities for instructing
nearly six thousand children. As might be expected of such an industrial city,
Pittsburg has a well attended night course in its high school in which science
and mechanical drawing have a place in the curriculum. There is also a
night school in the midst of the mill district where mechanical drawing, shop-
■. Drk, and mathematics have a prominent place. The night work at the Car-
negie Technical Schools follows after the high school work and these schools are
unable to care for all who apply for admission.

On the opposite page we are glad to reproduce the photograph of Mr.
Larsson's sloyd training class in Bangalore, India. In this selected class are some
of the most progressive educators in the province of Mysore, and as soon as they
have completed the six months' course under Mr. Larsson they will go back to
their homes to work out the problem of adapting sloyd principles to the social
life and school conditions under which they live. Mysore is the first province
in India to make manual training an organic part of its public school system.

American teachers will be interested in the following recommendation made
to the educational authorities by Mr. Larsson in an address delivered in con-
nection with the Educational Exhibition in Mysore City, Oct. 21, 1907: —

(1) That teachers who have had experience in regular school work, and
have proved themselves capable of understanding the principles and practice
of sloyd, should be selected to teach the subject.

Such teachers should have a special remuneration of about one hundred
rupees a year, in addition to their regular salary.

(2) That suitable sloyd rooms, properly equipped, should be selected, in
or near the regular school buildings. Such rooms to accommodate not more than
twenty children at a time.

(3) That to begin with, children be selected from the second, third and
fourth forms, and that the time given to each child should not be less than two
consecutive hours a week.

(4) That when work is satisfactorily carried on in the forms just men-
tioned, it should be expanded into the lower and higher grades of schools.

(5) That, in the lower grades, some correlated handwork in clay, card-
board and thin wood be introduced, and taught by the regular teachers if com-
petent.

276

MANUAL TRAINING MAGAZINE

(6) That, in high schools, preference be given to advanced woodvyork,
supplemented by wood-turning and some carving.

(7) That the objects made should be such as to be readily appreciated by
the worker and should become his property.

(8) That work-benches, tools and materials used, should be, as far as possi-
ble, the product of the country, rather than imported.

(9) That a sloyd room be fitted up in connection with the Normal Train-
ing Schools to enable the students to attend the manual training as a part of
their regular studies.

(10) That graduates of normal schools who have had manual training
be selected as pupil-teachers or assistants at the various sloyd centres for at
least one year.

(11) That during vacation time courses in sloyd and other handicrafts be
given under the auspices of the normal schools or colleges, for the improvement
of teachers.

(12) That, in harmony with sloyd, educational gymnastics should be taught
as a valuable instrument for a complete general education.

(13) That such work as forging, pattern-making and machine work be
placed in the technical or industrial schools.

These technical and industrial schools are needed to supply a training to the
comparatively few boys who intend to specialize in a particular line of work,
or to make a livelihood in some particular trade; but such work has no place in
general education.

MADE AT HILL INSTITUTE, FLORENCE, MASS.

REVIEWS

Elementary Turning, By Frank Henry Selden. Rand, McNally & Co.,
Chicago, 1907. 4J/^ x 6M-in., pp. 197; price $1.00.

This book is for the use of manual training classes. The author intends the
little volume to be used as a text rather than a reference book, for, in the intro-
ductory chapter he says, "There will be little need for class demonstration.
Each pupil should have a book at his bench, and should take it home with him
often enough to gain in advance a definite idea of each day's lesson." The book
.gives detailed instruction for turning practically all the typical forms in wood-
turning, and is very fully illustrated. As each exercise is treated by the author
in a particular "lesson" or chapter it is possible that the pupil with average
power of application might learn to turn reasonably well if he were allowed
to follow the old maxim, "If at first you don't succeed, try, try again." But
the author specifically states that the exercise should not be repeated, though in
the preface we find this statement: "The aim is not technique, but power —
mental growth." It is doubtful, whether, after heeding these admonitions, the
average high school pupil will gain power either to think clearly or do well.
On the other hand, this book, when supplemented by a few class demonstrations
and considerable individual teaching, will be a boon to the student of wood-turn-
ing. Especially would this be so, if, in the demonstrations attention should be
given to an analysis of each individual cut, in which particular the text is lacking

The book is divided into three parts. Part I, contains thirty lessons on
elementary exercises which should be taken without omissions. Part II, is
devoted to thirty-two supplementary exercises and is for those who have com-
pleted Part I and wish to gain some technical knowledge of wood-turning.
Part III is a treatise on tools and fittings. Part I contains the meat of the entire
text for manual training purposes. Parts II and III are valuable only as sup-
plements to Part I and are only new in arrangement of material.

The book as a whole is a contribution to teachers and pupils in its unique
method of presenting the subject matter rather than in its adding anything par-
ticularly new to other texts on the same subject. The exercises, both in design
and construction, are very similar to many which have long been used, for lack
of something better, as manual training models in turning. — Fred. D. Crawshaw.

Universal Dictionary of Mechanical Draiinng. By George H. Follows,
Associate Professor of Machine Design and Mechanical Drawing, Carnegie Tech-
nical Schools. The Engineering News Co., New York, 1906. 8x11 inches;
pp. 60.

This book is the result of an effort to standardize the conventions used in
mechanical drawing and present them in practical form for the use of students
and draftsmen. The material was published in the Engineering Neics before
appearing in book form. It treats of an alphabet of lines, lettering, figures and
dimensions, projections, sectioning and sectional views, finish marks, dimension-

277

278 MANUAL TRAINING MAGAZINE

ing, titles (or what the author calls the "record strips"), nomenclature and
written matter, checking, standard data, and closes with a few examples of
drawings.

From the school standpoint its chief excellencies are (1) its comprehensiv^e-
ness, so far as conventions are concerned, (2) the high quality of the draftsman-
ship it presents, and (3) the clearness with which it illustrates the points men-
tioned in the text. This is often done by showing Avhat not to do along with
what to do, as in Figs. 28 and 29.

One's first impression on turning to the alphabet of lines is that the author
has made his system unduly complex by adopting too many diflrerent kinds of
lines — fifteen in all — and as one examines the illustrations he still wonders
whether so many different lines are necessary. We can agree with the author
that mechanical drawing is a language and should be exact in statement, but it
should also be simple and easily comprehended by those who read it. To a friend
whose education has been limited to the common schools one would not write a
letter containing French phrases, even if they did express one's particular shade
of thought better than English alone. So a draftsman should take into considera-
tion the men who are to use his drawings. It would seem to be a difficult and
expensive task to educate a shop full of workmen, or even a class of bright high
school boys, up to the fifteen-line standard set in Professor Follow's book.

On the other hand, it is evident that the lines most frequently used in the
drawings shown are in harmony with the best practice among draftsmen gener-
ally, and that in most kinds of business satisfactory drawings could be made
without adopting more than eight or ten of the lines shown.

The book is sure to arrest the attention of all who are interested in the sub-
pect it treats. — B.

Education by Plays and Games. By George Ellsworth Johnson. Ginn &
Company, Boston, 1907. 7J^ x 5 inches; pp 234; price illustrated 90 cents.

"We have here at last a curriculum of plays and games, graded by age from
infancy to middle teens, and also analyzed so as to show the chief mental and
physical activities involved in and developed by each of them. Not only age and
sex but season as well is taken into account. It is essentially a new book with a
field of its own."

The above quotation from the introduction by President G. Stanley Hall
gives a brief summary of the book. The first part discusses the meaning of
play, play in education, and the periods of childhood and their relation to a
course of plays and games. The second part consists of a suggestive course of
plays and games, dividing the child's life up to fifteen years into five periods.

The book contains many suggestions for "constructive plays" and for that
reason, especially, it should receive the attention of manual training teachers.
But every teacher in the elementary schools ought to be better able to understand
and interest children after having read this book.

Syllabus on IVood and Woodiuorking. By William Noyes. Published by
Teachers College, Columbia University, New York City; price 10 cents.

This is by far the most scholarly and comprehensive outline of a manual
training subject that has ever been published. After even a hasty examination of

RElIEirS 279

this sjllabus no one could say that woodworking is iaciiing in valuable subject
matter. Tools, measuring of wood, woodworking, common joints, principles of
joinery, forms of joined structures, fastenings, wood finishing, structure of wood,
properties of wood, seasoning of wood, principal species of wood, distribution and
composition of the North American forest, the forest an organism, the life of the
forest, natural enemies of the forest, exhaustion of the forest, forestry, uses of the
forest, lumbering, saw milling — these are the chapter headings. The subject of
each chapter is analyzed and presented in outline form, followed bv references
to books and magazine articles for each subtopic outlined.

A Brief Course in Machine Draiving. By Frank E. Mathewson. Series
I of Supplementary Notes for Mechanical Drawing. Taylor-Holden Company,
Springfield, Mass., 1907. 6 x 9-in. ; pp. 23; paper covers, price 40 cents.

This series of problems has been arranged to meet a demand for a brief
course in machine drawing for classes where only a very limited amount of time
can be given to the subject. It may be used in connection with or supplementary
to the author's book. Notes for Mechanical Draiving, published four years ago,
or it may be used independently. It seems to be especially suitable for a Y. M.
C. A. or other class of mature students who are desirous of learning to read and
make simple working drawings in the shortest possible time.

So far as quality is concerned, it is sufficient to say that it corresponds to
, Mr. Mathewson's former publications and these have won merited popularity.

Peirs' Mathematics for the Machine Shop. By Frank Peirs, formerly In-
structor in Machine Construction Drexel Institute. Published by the author at 223
North 20th St., Philadelphia, 1906. 3i/^x6-in.; pp. 78 4-44 blank pages for
notes; price, bound in flexible cloth, $1.00.

This is a convenient pocket book for the use of machinists and tool makers.
It is a small volume intended to help in the solution of those particular problems
which are most likely to arise in a machine shop. In addition to a great variety
of problems in pure mathematics it treats of simple and compound gearing for
screw cutting, cutting spirals on the milling machine, spiral gears, spur and
bevel gears and worm wheels. It also gives a number of useful tables.

The following have been received :

An Arts Course for the Grades. This booklet of sixty-one pages comes from
the Chicago Normal School and contains the following chapters: (1) Considera-
tions in the Devising of an Art Outline by George W. Eggers; (2) How Curri-
cula in the Manual Arts might be Planned in Outline by Frank M. McMurry
and Oscar L. McMurry; (3) Modeling by Antoinette Miller; (4) Work in Tex-
tiles by Edward F. Worst; (5) Bookbinding by Oscar L. McMurry and George
W. Eggers; (6) Elementary Course in Furniture and Apparatus Making by
Oscar L. McMurry and George W. Eggers. Many of these outHines are illus-
trated with photographs and drawings.

The Corner Stone of the Coinniomvealth. A description of the Technical
High School at Springfield, Massachusetts. A well printed and beautifully
illustrated booklet.

280 MANUAL TRAINING MAGAZINE

Course of Study for the Kindergarten and Grade Schools, Peoria, Illinois.
Contains outlines for manual training, domestic science and arts.

An Outline Course of Study on a Scientific Basis. Report of a committee
of the Superintendents' and Principals' Association of Northern Illinois, Supt.
W. H. Hatch, Oak Park, Chairman.

Manual Training Number of the Bulletin of the Northern Normal and In-
dustrial School, Aberdeen, South Dakota, October, 1907. Contains an article on
"Industrial Education in the Public Schools" by H. W. Mansfield, and one on
"Trained Teachers for the Rural Schools" by S. C. Hartrauft, also illustrations
of furniture, forgings and a model house made by students.

An Outline of Manual Training for the Grades by Albert G. Bauersfeld,
instructor in woodworking at the Thomas Hoyne Manual Training School, Chi-
cago. This is a 22 x 29-in. chart published as a supplement to No. 12 of the
Ohio State University Bulletin, Columbus, Ohio. It is accompanied by a descrip-
tive article. The chart is the result of an anylitical study of the several forms
of manual training now found in the elementary schools, with reference to (a)
media of expression, (b) fundamental principles and processes, (c) successive
projects, (d) new tools, (e) materials, (f) design and constructive drawing, and
(g) correlated work based on social and individual needs.

Manual Training. By L. H. Burch. This is the title of a series of helpful
articles for rural schools now running in The School Ne'jjs published at Taylor-
ville. 111. The article in the December number contains a most interesting letter
from Etta Knowles of the Oak Grove School giving her experiences in starting
work in manual training in a district school. After one has read this letter and
examined the three illustrations accompanying it, he realizes better than ever be-
fore some of the possibilities, as well as the limitations, of manual training work
in rural schools.

Vocational JFork for the Elementary School. By James Parton Haney. A
reprint from a timely article published in the Educational Review for November,
1907.

Report of U. S. Commissioner of Education, Vol. I. For the year ending
June 30, 1906. The United States Bureau of Education, Washington, D. C.

OLD STREET IN PENZANCE, ENGLAND.

FROM A WATER COLOUR DRAWING BY FRANK FORREST FREDERICK.
ORIGINAL SIZE 9x12':^ INCHES.

VOLUME IX. NUMBER 4

MANUAL TRAINING MAGAZINE

APRIL, 1908

THE EFFECT OF TRADE SCHOOLS ON THE SOCIAL IN-
TERESTS OF THE PEOPLE.i

Graham Taylor.

THE trade schools must be considered in relation to the public
schools in order to forecast any appreciable effect they are to
have upon the social interests of the people. For nothing less
prevalent and effective than the S3'stem of public education provided by
law and supported by taxation, or at least that part of it which is made
compulsory, can be said to have any direct social effect upon the whole
people. Of course anything which, like our technological schools, di-
rectly affects any large group or class cannot fail. indirectly to affect the
whole mass. The mechanical, electrical, mining and civil engineers they
graduate, help make work and raise the standard of efficiency beyond
the lines of their employment. But the direct influence of these schools
has been more limited to the ever increasing numbers of those educated
by them than was hoped when many of them were founded. Much as
they have done to increase the efficiency and opportunity of those within
whose reach their advantages have been placed, they necessarily start
on a plane far beyond the reach of the rank and file of American labor.
If the trade schools are on the one hand to leave the technological
schools alone in their sphere of higher attainment, they must on the
other hand not only be a part of the public school training, but must
influence all their elementary grades, in order to train enough trades-
people to promote the common welfare. It is not enough that the sev-
enth and eighth grades should provide for the distinct classes of pupils:
first, for those who intend to graduate into the regular literary and
classical high schools, and second, for those who have special aptitude

^Read before the Society for the Promotion of Industrial Education, Chi-
cago, Jan. 24, 1908.

281
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282 MANUAL TRAINING MAGAZINE

and purpose to enter the manual training and commercial high schools.
For our industries and our people both need the creation and develop-
ment of this very aptitude and purpose among the rank and file. It can
be done most surely, and perhaps with the majority of school children
only, in the earlier years and in the elementary stages of their schooling.
Not only do most of the school children at our industrial centers fail
to go beyond the sixth and seventh grades, sometimes from lack
of opportunity and more often from lack of inclination ; but they
fail to have either their interest or aptitude for skilled pursuits elicited
at all, if it is not done before they reach the sixth grade.

Therefore one of the most valuable results to the people in the move-
ment for trade schools will be the necessity to prepare pupils for these
schools by introducing various forms of training in manual work and the
arts of common life all through the grades of our public schools from
the sixth down to the kindergarten. The practical utility as well as the
educational value of this early industrial training, has been notably
demonstrated in this city by the co-operation of qenerous private citizens
and public school authorities and superintendents. This work at the
Tilden School, situated in one of the neediest districts of Chicago, has
been patiently and persistently sustained by one of our foremost manu-
facturers until it is recognized to have trained all its children in the
most necessary arts of living, and to have laid the basis for their higher
occupational training. From the kindergarten up through the sixth
grade, they are progressively trained to use their hands and eyes, their
touch and taste in constructive work with wood, iron and textiles; in
laundrying, cooking and sewing ; in designing and making things.

Not only has the continuation in the seventh and eighth grades of
this elementary work been conceded by the teachers to have added in-
centive and opportunitiy for the children to prolong their schooling,
but it is confidently expected to assure all the pupils which the pro-
posed trades schools can possibly train.

The social interests of our family folk thus to be promoted are in-
estimable. By prolonging the school age from the fourteenth through
the sixteenth year, both by voluntary motives and compulsory measures,
the period of greatest danger to the boy and girl, and therefore to the
community, would be better safeguarded than in any other way. The
social and economic waste in the fustration of these two most formative
years in the discipline and character of the child, is to be measured not
by the number of boys and girls who fall into delinquency and depend-
ency in this critical period of their physical and mental development,

THE EFFECT OF TRADE SCHOOLS 283

but also by the loss to our industrieis and commonwealth of all the
powers and capacities for productive skill which fail to be developed.
From the burden and menace of increasing juvenile delinquency and
dependency some of our greatest cities are moving to protect themselves
by increasing the compulsory school age to cover the sixteenth year so
as to assure every child the discipline of the school, unless it is assured
the discipline of the shop. Surely, therefore, the common welfare of
our whole people both warrants and demands the provision at public
expense of an industrial training, adequate not only to develop the in-
terest of the children previously elicited through their earlier school
life, but also to fit and prepare them to earn their living and contribute
to the wealth of the commonwealth in the trade or occupation for which
they prove themselves to have the best aptitude.

To facilitate the child's choice of a calling by the development of
interest and aptitude will be of great advantage to each individual. It
might also develop in this country, as it has for centuries in Europe, an
hereditary skill in certain trades, which might be, here as there, the rich-
est heritage which one generation can give to another, and which might
add new resources to the nation's capital in trade. The craft and trade
secrets which were once the jealously guarded treasures of the old craft
guilds in the middle ages, would be the open secrets of our age, — open
to any and all who prove themselves capable of learning and using them.

The interests of the whole people, however, would have to be safe-
guarded from the abuse of an unlimited apprenticeship by the monop-
oly of natural resources and by the limitation of the opportunities for
skilled labor. For the wages and standard of living, even in skilled
trades, would be at the merc}^ of monopolists whenever or wherever
they could control the access to natural resources and the tools of ma-
chine production, and at the same time command an unlimited supply
of skilled labor. The caution of our trades-people is therefore natural
enough. It is born out of many a bitter experience with the fever and
chill of seasonal trades, with the occasioinal and often protracted periods
of entire lack of employment, and with the restriction of more and more
workers to some minute part of a trade which affords little or no oppor-
tunity for increase of either wages or expert skill. While we are dis-
cussing the increase of skilled working people, we must not forget the
thousands of unemployed now in this city and at every other industrial
center, even in Germany where trade schools have had their greatest
and longest development.

284 MANUAL TRAINING MAGAZINE

The social interests of the whole community also demand that the
curriculum of the trade schools should add, to the training in the me-
chanism of industry, instruction in the history, psychology and ethics of
industrial relationships. For nothing is more sadly apparent than the
neglect of the human factors in industry which has proved as un-busi-
nesslike in its waste of energy and efficiency, as it has been inhuman and
divisive in the life of every industrial community. There are cheering
signs that both employers and employes are coming to their human
senses in demanding, conceding and providing for the personal consid-
erations involved in their industrial relations with each other. Nothing
is at this moment more essential to the success of this auspicious move-
ment for trade schools than for this convention to make frank and full
avowal of the necessity to recognize the human elements on both sides
of its problem. For to attempt to include training for the trades in the
American public school sj'stem without securing the initiative and co-
operation of the trades-people whose interests are most vitally involved
in the project and whose children must be the pupils in the proposed
schools, is like tr^'ing to play Hamlet by leaving Hamlet out.

If exploitation be barred by just legal safeguards and by the organ-
ized self-protection of the group or class most in danger of being ex-
ploited, the wealth producing capacity of our whole people will un-
doubtedly be promoted by trade schools placed within the reach of all.
The introduction of greatly increased numbers of trained and disci-
plined people to the ranks of the wage earners in all the skilled trades,
through the agency of these free, public trade schools, will undoubtedly
make possible a vast development of our country's limitless natural re-
sources. It will as surely add such strength to the leadership and rank
and file of self-protecting trade organizations that organized craftsmen
will be better able than ever to protect their property rights in their
own skill and in the products of their own toil. The social interests of
the whole people cannot fail to be greatly promoted by trade schools,
which at the bottom strike their roots into the manual training of the
elementary grades in our public schools, and blossom at the top with
the hope, assured to all, of enjoying the fruits of each one's own toil
and skill without fear of exploitation.

THE WASH METHOD OF HANDLING WATER COLOUR.

Frank Forrest Frederick

THE gentle art of laying flat washes of water colour seems In a
fair way to be lost. Our art teachers, fascinated with the de-
lights of wet paper, broken values, accidental effects and the
beautiful quality to be obtained with freely running colour, forget
that there is a beauty in a clear, even and transparent wash, and that
in the art-trades the latter method is used while it is only the painter
of pictures who uses the former. Many a boy in the high school who
shuns the water colour class would be only too glad to undertake the
work if he saw in it any application to architecture, engineering, or the
allied professions.

It is not always possible to find picturesque subjects for this method
of rendering, but halls, corners of rooms and views from windows are
often interesting, while photographs of historic buildings or good exam-
ples of architecture provide subjects of value not alone for the practice
of translating the values of the photograph or print into values of
colour.

285

286 MANUAL TRAINING MAGAZINE

The best way to learn the handling of washes of colour is to begin
with one colour, as ivory black, or charcoal gray. Roman sepia in the
cake, ground upon a plate as needed, was used for the drawings repro-
duced in connection with this article. These drawings were executed
upon stretched Whatman cold pressed paper. Rough paper, except for
large work, should not be used.

The best way to stretch a sheet of paper is to immerse it in water
for an hour or more in a bath tub, sink, or shallow wooden box made
for the purpose. When entirely saturated, roll the sheet in a dry
towel for a moment to remove all surface water. Put it face downward
upon a drawing board and lay a band of glue or strong paste about one-
half inch wide around the four sides, then turn it over and press the
glued edge upon the board by rubbing briskly with any smooth instru-
ment as the end of a closed pocket knife. Upon no account stretch or
pull the paper when fastening it upon the board for its immersion has
swelled it equally in all parts and if laid upon the board evenly it will
dry perfectly flat.

The method followed in the execution of the accompanjing illus-
trations mav be described under three heads :

THE DRAWING.

As paper has a very sensitive surface no erasures should be made
where colour is to be applied, and the first experiments in the composi-
tion or placing of the subject should be carried out upon another sheet.
When this seems satisfactory, lay it aside for future use, and with a
hard pencil (4H) held within the hand like an oil paint brush, the
leading lines and masses of the composition should be indicated. These
lines are not erased, but over them — using T-square, triangles and
rulers where necessary — a careful and very complete drawing is made,
indicating, especially, widths of mouldings and the thickness of walls at
window and door openings. The details in the shade and shadow of
the drawing made to illustrate this method of work were as carefully
and completely drawn as those in the light. The drawing upon the
illustrative plate was lined in with a pen. dipped in sepia that it might
reproduce with the remainder of the plate; but, of course, the drawing
should be left in pencil w-hen washes are to be applied. Note that the
stones of the pavement are all drawn. One can never tell just what
detail will be brought out later, and the only safe way is to draw^ it all.

THE WASH METHOD OF HANDLING WATER COLOUR 287

PLATE TO ILLUSTRATE THE WASH METHOD OF HANDLING WATER COLOUR.
ORIGINAL SIZE, 7^ X WA INCHES.

288 MANUAL TRAINING MAGAZINE

If this had not been done the few lights showing in the shade could not
have been properly placed. Too much stress cannot be laid upon the
necessity of a complete drawing before the brush is touched. Changes
cannot be made while the work is in progress. The application of the
washes is almost the least important part of the problem, I often spend
»n hour upon a drawing to every five minutes spent upon the washes.

THE WASHES.

While the drawing is in progress determine its treatment in wash.
Accept as a general principle that while there should be one white and
one very dark area in the drawing, preferably near the centre of the
composition and never in the distance, the greater part of the space
should be covered with light washes. It is a good plan, with a soft lead
pencil, to scribble over the preliminary sketch mentioned above, think-
ing out the location and intensity of the values to be used. When these
questions have been settled, pass a wash of clean water over the entire
drawing to clean and soften the paper. When this is dry and the
paper entirely flat, pass a wash, so light it can scarcely be seen, over
everything that is not to be white. Use for this a large brush and
apply the wash as mechanically as if white-washing a wall. On the
illustrative plate this wash can be seen on the top of the prism and on
the sky of the drawing below. The light surface of the prism, parts
of the nearest wall and several of the stones of the pavement were left
white, though they do not appear white on account of the screen used
in making the plate from which the reproduction is printed. The light
sail and the lights upon the water in the foreground of the drawing of
Venetian boats, all the light in the lower part of the Aisle in West-
minster Abbey, and all the nearest lights in the Castle on St. Michael's
Mount were left white. This first light and almost invisible wash
serves a three-fold purpose. It definitely locates the whites, it prepares
the surface of the paper for darker washes, and it serves often, as has
been pointed out, to form part of the picture. After the first wash is
dry a second, but little darker, is floated over the drawing, leaving out
the whites and the areas that are to be left of the value of the first wash.
This second wash forms the foreground of the prism drawing, and
shows upon the light side of the chimney and the upper part of the left
wall of the drawing below. The wash was passed over everything
in these drawings — including window shutters, paving stones, etc., — that

THE WASH METHOD OF HANDLING JFATER COLOUR 289

AISLE IN WESTMINSTER ABBEY.

\ WASH DRAWING BY FRANK FORREST FREDERICK. ORIGINAL SIZE 6^4x10 INCHES.

290 MANUAL TRAINING MAGAZINE

is darker than the white and the first light wash. If a graded sky or
clouds is to be shown, it should be done with the second wash, which
should be rather strong at the top and gradually diluted till it reaches
the horizon or the foreground, as the subject may demand.

No gradations whatever are shown upon the illustrative plate.

When the second wash is dry, take a small, pointed, "springy" brush,
and, keeping it full, with a blotter handy to dry it when necessary,
build up the picture by passing washes over everything, including the
foreground, that is darker than the preceding washes. Pass these
washes over as much of the composition as possible, keeping all shadows
of the same value as the shade sides of the objects casting them; and,
lastly, add the shadows. If the drawing is executed in two or three
washes only it is likely to look thin and cheap like an etching printed
from a wiped plate. The drawings on the illustrative plate were
executed in five washes, of which two have been described, while the
third passed over the background of the prism, its shade side and shadow,
the fourth over shade side and shadow, and the fifth over the shadow.
In the drawings below the prism the third was passed over all shades
and shadows and the shutters on the light wall, the fourth over the
same areas except the window caps and the irregular surfaces where the
stucco had fallen off, and the fifth over the shadows and the archway.
The same values were used for the prism and the architectural subject.

A common mistake made by beginners is to leave the lights in the
shades too light. Very little modeling in shade areas is needed, and
lights in shades should never be left till three or four washes have
been put on. At this stage of the work the student's drawing will
probably look weak, and, if the washes have not been clean, and sharply
confined within the proper boundaries, "woolly;" and the temptation
to drop in darks and accents will be great ; but strength will be obtained
by strengthening some values and grading others. In this method of
work light washes cannot be floated over other washes as dark as
shadows should be without losing transparency, and, therefore, the
shadows should be added last.

THE ACCENTS.

Reward for the self-control necessarily exercised to carry the draw-
ing on in the broad, simple w^ay described above, will come with the
addition of the accents. By accents is meant touches to represent

THE JVASH METHOD OF HANDLING WATER COLOUR 291

STREET IN CANTERBURY, ENGLAND.

FROM A DRAWING IN PENCIL AND WASH ON TINTED PAPER

BY FRANK FORREST FREDERICK.

ORIGINAL SIZE, 4^4 X 9^ INCHES.

292

MANUAL TRAINING MAGAZINE

THE IVASH METHOD OF HANDLING WATER COLOUR 293

i I

< 5

294 MANUAL TRAINING MAGAZINE

windows, lines to bring out mouldings or architectural enrichment,
dark branches of trees, and, last of all, the darkest spot. These should
be applied with the point of the brush in the form of drops in puddles,
dark or light as required, and allowed to dry slowly. Too many accents
give a spotted eiifect. It may be said, in general, that subjects of the
character here reproduced can be rendered with three groups of values,
— one group of two or three washes for the sky and the nearer sunlit
areas, another for the distance and the foreground, and the third for
the shades and shadows. These, to repeat briefly must not be applied
in the manner of mosaic, but built up by repeated washes — each wash
covering less area than the preceding, till the last and darkest is a spot
of the full intensity of the pigment.

The drawing of the Aisle in Westminster Abbey was executed upon
but three light washes with the point of the brush, but beginners should
not attempt a subject requiring this treatment.

It is worthy of notice that of the thousands of drawings by Claude
and Turner and the early English water-colourists to be seen in
museums, all are executed in the method described above or in wash
combined with pen or pencil work. Turner, who later handled water-
colour with the greatest possible freedom and strength, always executed
his earlier drawings in pure wash or in pen and pencil point combined
with wash. This is an excellent method and should be more generally
practiced. The drawing of "Camp Methuen" here reproduced was
rendered in pencil and then washed over with sepia. The drawing of
the Castle on St. Michael's Mount was washed first and later worked
over with the pen.

Variety may be obtained by working upon tinted paper in Turner's
manner — washing in the shades and shadows and adding white for the
lights. The Street in Canterbury illustrates this method.

After working in monochrome wash until the student has become
skillful in handling one colour, it is then, and only then, time to attempt
full colour; and it will be an easy step to take. The same method
should be followed — keeping all clear and clean as did the English
water-colourists — working in the wash method upon stretched paper.

My own water colours, which are certainly not dull and muddy,
whatever else may be said of them, are all painted with yellow ochre,
rose madder and cobalt. When strength is wanted, carmine takes the
place of rose madder, and Prussian blue the place of cobalt. Light red
is added for brick walls, and pale cadmium sometimes takes the place of

THE WASH METHOD OF HANDLING WATER COLOUR 295

j'ellow ochre ; but with the gray resulting from the first three pigments
mentioned, which are blended rather than mixed together, the effects,
are obtained. In my box is also gamboge, used to obtain the very little
actual green that we see in nature. The vines hanging over the walls
in the Old Street in Penzance here reproduced (see frontispiece) were
washed in with gamboge and the other washes brought up to it.

It is poor economy to use anything except the best pigment. All of
the "school" and low priced pigment should be avoided.

Mr. Alfred East said in a recent article that most students of land-
scape wish to "canter before they can crawl." We very properly give
much attention to landscape work in our public school art instruction,
but all have noticed that after the very beautiful and suggestive work
executed in the lower grades there is no progress, and the ability to feel
and express landscape apparently dies before the high school is reached.
If the study could be pursued in some more systematic manner this
might possibly be changed.

SOME EXPERIMENTS IN ELEMENTARY MANUAL

TRAINING.

Harris W. Moore.

LIKE the habit and manners of Portia's English suitor the influ-
ences which have been shaping the manual training work in
the Watertown grammar schools have come from nearly every-
where. Once in the days when models were carefully packed away by
the manual training teacher and kept till the close of school in June, a
certain ninth grade boy, who had done well in his work, found that he
had made only two models during the year for which he cared enough
to take home. The teacher was sorry to find that the year's work was
evidently so barren of outward results from the boy's standpoint. The
design of a certain small shelf to be made of pine pleased the teacher
because it brought in so many good exercises and operations and, withal,
looked so well when completed ; but the remark of a boy that he
wouldn't put up such a shelf in his home made the teacher think that
after all there was something wrong with the model. After looking
over the rather formal models and exercises in one of our best known
manual training high schools, I asked the instructor in woodwork
whether the boys who had done benchwork in the grammar school did
good work on those models. When he replied that he got better re-
sults from the boys who had received no such training in the grammar
school, I began to wonder if there was not something of vital interest
lacking in the course of models. It was not so much a lack of ability
in the first group of boA's as a lack of incentive for careful workman-
ship. When a boy sees the need of accuracy in his work he will strive
to attain it.

President Hall at Clark University and Mr. Larsson at Boston have
gathered interesting collections of bo5'^s' spontaneous constructive work
which are rich in suggestions to manual training teachers who are in-
terested in the boy's side of the model. The workmanship is for the
most part distressingly crude but the models answer their purpose in
the boy's life, and the accuracy attained is, like Touchstone's country
wench, "An ill-favored thing, sir, but mine own." In his book on
Adolescence, President Hall has severely criticized the usual courses in
manual training, and his suggestions as to toys and scientific apparatus
have appealed to me as being a good line along which to work. When

296

SOME EXPERIMENTS 297

the present work was undertaken in Watertown the aim of the super-
intendent was to make all school work just as far as possible of real,
vital interest to the pupils, — real from their standpoint and vitally con-
nected with their child life, — something appealing to them as worth
doing. In a certain school somewhere a zealous woman had "the thir-
teen successive steps" in the making of a wedge (I think it was) all
illustrated by samples on the wall. Have not we adults too often
taught by the analytic method when the child's interest demands a
whole instead of a part? I freely admit that sometimes the whole is
so impetuously interesting that the boy can hardly wait to get the parts
properly assembled before trying to see if it will "go ;" but still I con-
tend that there are other values, perhaps not so tangible as to be tested
with rule and trysquare, that ought to have consideration by us teach-
ers. In "Prue and I" George William Curtis suggests the kind of
teacher whose work is of lasting worth: "My grandmother sent me
to school but I looked at the master and saw that he was a smooth,
round ferrule, or an improper noun, or a vulgar fraction, and refused
to obey him. Or he was a piece of string, a rag, a willow wand, and I
had a contemptous pity. But one was a well of cool deep water, and
looking suddenly in one day I .saw the stars."

Experience was my only instructor in my grandfather's workshop
on the farm, but that was sufficient to delight the boy with bows and
arrows, darts, guns, traps, wagons, boats, windmills, and waterwheels.
I couldn't or didn't plane a glued joint till I reached the technical,
school, but I have ninth grade boj^s who can plane one well now. The-
oretically I agree with the teacher who said that the only proper tool
to make a wheel with is the lathe, but shall we therefore let the boy
wait till he is in the high school before making a wheel for his box-cart?

These are some of the influences which have resulted in such models
as are described and illustrated in this paper. The aim has been to find
work naturally interesting to a boy which embodies scientific or me-
chanical principles and yet is good from the standpoint of tool exercises
involved and simple enough to be done by classes In the ordinary public
school. Pehaps I ought to state that for five years there were not more
than eighteen in a class though this year there are twenty-four In some.
Some of the more rapid workers of almost every class have worked
together making articles needed in the regular schoolroom. Cages for
animals, doll-houses, looms, window boxes, plant stands, and stools are
some of the articles which have been made. One year four boys made
for themselves substantial maple benches patterned after those In the
manual training room. Home work Is continually encouraged.

298

MANUAL TRAIMXG MAGAZINE

The courses followed are by no means rigid ones, for some models
tried one year may be discarded the next year or put into a different
grade. The sixth grade course includes an arrow, bow, ring toss, elcc-

FIGURE 1

TRUE ARCHERS GRIP

trie box, "Happy Jack" windmill, waterwheel, and weather cottage.
Four feet lengths of straight-grain white ash are used for making bows.
This with the arrow forms one of the most popular models, for every
boy likes to shoot. The bowstrings are made bv the eighth grade boys
and are tied with knots shown in Fig. 1. Feathers for the arrows are

supplied by the boys but are cut and split by the teacher, because the
bench knife is too heavy for that operation. Rings for the ring toss are
made of four or five small willow shoots bound with twine and then
covered with strips of bright cloth. As a scientific toy involving the use
of that magic force, electricity, the electric box^ appeals strongly to boys.

^See page 247 Manual Training Magazine, Vol. VIII. No. 4; also page
65 Dr. Goetze's "Manual Training Made Serviceable to the School."

SOME EXPERIMENTS

299

HAPPY JACK

WINDMILL

Arms j'it tightly ov\ a ^ wire
revolving easilu through the &houlder5.

Bodi^ revolves

., 3'

e OS ili^ on a r^

dowel rod.

One vane.
3I a nfs so as
to catch the.
Wind h\ o w \ t\Q
$ i d e wi 5 e.

'SXoe

PLATE 1

300

MANUAL TRAINING MAGAZINE

The "Happy Jack" windmill, (See Fig. 2 and Plate 1) gaily printed,
performing his lively acrobatic feats on the clothesline post on a windy
day affords amusement to many others besides the maker. He is
mounted on a small dowell rod so as to turn easily. To bore the hole
straight for this , rod a jig is clamped on the center line of the body; to
bore from shoulder to shoulder, the jig is clamped across the body. The

FIGURE 2

two vanes are planed thin at the broad end, and at the small end are
fitted tightly into a hole bored through the half-inch dowel rod which
serves for arms. They are fastened at different angles to catch the wind
from any quarter. The waterwheel (See Fig. 2') is a rather difficult
constructive model, but it has been used in this grade for four years-
The notches in the wheel are cut out with the back saw. The hole is
bored with the aid of a jig. The most difficult operation is nailing the
paddles evenly into the notches in the wheel so that when it revolves
they do not strike the sides or bottom of the trough. The careful boy
has the reward of seeing his wheel revolve freely the first time, while
the careless one has to pare down the paddles which strike. The weather
cottage, or hygroscope (See Fig. 2'), responds to the humidity of the

\\lso page 185 Manual Training Magazine Vol. VI. No. 3.
"Also page 247, Manual Training Magazine, Vol. VIII. No. 4.

SOME EXPERIMENTS

301

atmosphere, and inasmuch as the humidity usually increases before a
storm it serves somewhat as a weather indicator.

For the more rapid workers in all grades extra models are provided.
Arrows serve well during the first of the sixth grade, for an archer needs

FIGURE 3

more than one arrow. Swords and shields are in good demand when-
ever the class is reading and perhaps dramatizing the tales of King Ar-
thur.

The first lesson every September is always a drawing lesson and the

FIGURE 4

first model a simple one, so in the seventh grade we begin with a sim-
ple knife strop. To make it a thoroughly efficient one a little emery
powder is provided to be sprinkled on the leather from time to time.
That it is efficient one boy proved by telling how the first time his
m.other used his for her kitchen knives she cut her finger. The second
model is a pencil box, or scholar's companion (See Fig. 3). The bevel
on the cover has been a difficult operation for many, and some device

302

MANUAL TRAINING MAGAZINE

SAND WHEEL

LCKSrH

WIDTH

TMICK-

BOY TOM

SIDES

••

Ends

BOTTM

Sides

■•

Ends

CPR I6HTS

End Pieces

Pa ddles

5 POOL

' 8

ISIA

MtTER

PLATE 2

LEN6TH

WfDTH

TKIC«-
NCSS

Middle Base
Piece

Side Base
Pieces

Upri ghts

/
Z

Top Cross Piece

Ku n s

1
4

Braces

3
4

/
2

Blocks

1
2

Top Blocks

1
2

)

Weight

Weight Guides

/
4

PILE
DRIVER

PLATE 3

SOME EXPERIMENTS

303

BOAT

TILLER
Mortise A to Jit stem
oj RUDDER B

MAST 14 long j^ diameter at bottom

BOCM 9 •• ^

GAFF 5 ■• i ..

BOWSPRIT 6 •■ h ■•

->-r

LCATH E R
, WASHTR

_* DOWEL
"^ ROD

STEERING WHEEL

d^ ^'i^

I r

7\ 1

OiGO /

' ' \ 1

(S) /

' ' N

' '

^i'

\< —

— 4

- -4

'i'

k —

-4

DKY DOCK

PLATE 4

304 MANUAL TRAINING MAGAZINE

may have to be planned to simplify this. The groove has been made
with a nail filed somewhat like a chisel and driven through the rabbeted
end of a block of wood. (See Fig, 4.) The electrophorous (See
Fig. 3^) has been used in conjunction with a little pamphlet called
"Fun With E^lectricity," and it offers the boy a good opportunity of
learning the fundamental principles of frictional electricity at first hand.

FIGURE 5

Besides the electrophorous proper a simple support (shown behind the
electrophorus in Fig. 3) is made to aid in performing some of the ex-
periments. After I had shown a class how to perform an experiment
called the miniature telegraph, which requires the sending of an electric
impulse from one tin box cover through some three feet of fine insulated
wire to another cover called the receiver, one boy said the next day that
he had untwisted some wire he found in a picture cord or small cable
of short length and twisted the pieces together till he had some twenty
feet and made his experiment work through the whole distance. He,
by the way, is the boy who made the windmill force pump shown in
Fig. 8. The hub of the sand wheel (See Fig. 3 and Plate 2) is the
cylindrical portion of a large spool into "which eight small holes have
been bored by the use of a jig. The pile driver (See Fig. 6) has been
a good constructive model in this grade. On a model of this nature

*And page 76, Manual Training Magazine, Vol. IX. No. 1 ; also page 122,
Dr. Goetze's "Manual Training Made Serviceable to the School."

SOME EXPERIMENTS 305

the most successful boys are those who follow the teacher's injunction
to finish all parts nicely before nailing any together, except that the runs
(See Plate 3) may be nailed to the uprights and the weight guides to
the weight. With these exceptions the order of nailing is, first, up-
rights to side pieces; second, side pieces to middle; third, top to up-

FIGURE 6

rights; fourth, braces to uprights and base. The boat (See Fig. 5, and
Plate 4) is formed solid of pine with beam and ballast enough to right
itself even if the sails do get wet. The rudder is moved by a string
wound five or six times around a spool or dowel rod screwed tightly
enough to the deck to stay in any position. Some years sails have been
furnished by the sewing classes. The elastic gun (See Fig. 6) has ap-
pealed to boys who are not burdened with money to spend for toys. I
recall one of the other class who bought himself a spring gun for $1.75
about the time the smarter boys had begun to make theirs at school.
The rider, which slides in the groove, and the spring, which holds the
hook engaging in a screw eye in the rider, have to be made of maple in
order to withstand the strain of the elastic. The half spools screwed to
each side of the barrel serve to keep the rider from flying oflf when the
gun is discharged.

506

MANUAL TRAIXISG MAGAZINE

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MANUAL TRAINING MAGAZINE

Among the eighth grade models the string twisting machine and the
windmill force-pump are good constructive models, while the whisk-
broom holder^ offers a good opportunity for decoration in tooled leather.
With the string twisting machine (See Fig. 7 and Plate 5) the boys
make of soft linen thread the bowstrings required in the sixth grade. To
do this threads are strung from hooks on the tail piece to corresponding
hooks on the head piece and twisted tightly in the opposite direction to

FIGURE 7

their individual twist. As the twisting proceeds the elastic is pulled
very taut and when they are twisted enough the strands kink readily
if the tail piece is moved nearer the head piece. When this occurs the
strands on the two lower hooks are removed to the upper hook and all
three twisted together in the opposite direction. The construction of
the model is comparatively simple, the greatest care being needed when
the shorter upright is screwed to the triangular shaped block, which has
first been nailed securely to the longer upright, for unless the three axles
are parallel the belt will not run true. The wheels are made by sawing
large spools in a mitre box and then rounding their edges a little to
crown the face of the pulley, as a mechanic would say. The windmill
force-pump (See Fig. 8 and Plate 6) consists of three pieces of thick
glass tubing inserted in short pieces of rubber tubing fitting snugly into
a wooden block, which has been made impervious to water by pouring
hot parafine through it. The leather valves are cemented into two of
these glass tubes with sealing wax, and the piston works smoothly in the
other one. To utilize this pump for a sort of fire engine some boy?
connect the discharge tube with a large bottle which serves as an air
chamber, from the bottom of which a small glass tube leads through an
'See page 243, Manual Training Magazine, Vol. VII. No. 4.

SOME EXPERIMENTS

309

air tight stopper to a rubber hose with a small glass nozzle. In a strong
breeze the pump will send a stream several feet.

This year being the second year of ninth grade work, not many new
models have been invented. Last year the boys made small wooden
printing presses, but they proved rather tedious for an individual model
and it is not being repeated this year. Some boys brought type, and

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FIGURE 8

some were successful in carving words and simple cuts on maple blocks
and printing from them. (See Fig. 9.) At one school, tickets were
printed for the class play of The Merchant of Venice. One boy after
a class trip to a large publishing plant did a little electrotyping at home.
In all grades some working drawings are made of models or parts
of models which the class is ready to construct. At the bench, however,
the pupil uses hektograph drawings made by the teacher. These draw-
ings, as the reader may have discovered from the various plates, are not
always complete working drawings for the reason that sometimes un-
essential dimensions can be supplied by the pupil's own judgment and
at other times explanatory sketches must needs be put on the black-
board. Complete detailed drawings could not be interpreted by the
pupil unaided, hence the aim at simplicity. In general drawing is looked
upon as an interruption of the more interesting bench work.

310

MANUAL TRAINING MAGAZINE

The results of such work as has been su;j;iiested above, through a
period of more than five years, have been so favorable tliat, when I re-
call the more formal models used in manj' schools and in my own in
earlier years. I confess some astonishment that they can furnish any
interest or incentive to a boy. But I suppose it is something like the
problem of existence, — if the growing organism cannot get the food best
suited to its growth, it manages to subsist for a longer or shorter time
on inferior food. Then, too, the mere chance to handle tools and shape
material is of considerable interest to most boys, and an enthusiastic
teacher can arouse interest in almost any subject. But our problem as
manual training teachers is to find models which are rich in interest to
boy life, and which touch in as many points as possible the larger life of
the world into which he is growing. If the work appeals to him as
something worth doing he W\\\ put into it his best thought and effort.

FIGURE 9.

THE ORGANIZATION OF MANUAL TRAINING IN THE
HIGH SCHOOL— IV.

Gilbert B. Morrison.

IN THE tables accompanying the foregoing articles and in those in
the present one concluding the series, one dominant characteristic
of our work is conspicuous, viz., that each exercise shown in the
first column has for its prime object the mastery of a mechanical pro-
cess through which the student becomes familiar with the elements
underlying the best shop practice; for example in making a mortise
and tennon there is a method of procedure in measuring, laying out,
sawing and chiseling which has been evolved with long practice by
practical workmen. In the broad application of the mortise and ten-
non in the manufacture of sash doors, furniture, framing, bridge work,
etc., the ability to execute this process in a workmanlike manner is, of
course, a prime essential to the boy who will later work at any trade
in which this process is employed. It is to the trade what the alphabet
is to a piece of literary composition. And so it is with other exercises.

These processes are fundamental and paramount, and for the boy
who will enter any woodworking trade, they are indispensable. To the
average boy in the manual training shop an additional value attaches to
the exercise when the process is applied in the construction of some use-
ful article, a table or other piece of furniture. Still further is its edu-
cational value enhanced when attention is given to the design of the
piece. These additional elements arouse interest, quicken the percep-
tions in the discovery of proper relations, and cultivate the taste in con-
ceiving harmony of line and form.

It is in these latter elements that the manual training of today is
superior to that of yesterday when the work of the school shops was
confined to the processes alone. But it should not be forgotten that
for the purposes of merely learning a trade which consists in the main
of the constant repetition and application of a few processes on the part
of the man whose work is limited and circumscribed by the require-
ments of the large contractor or manufacturer these fundamental pro-
cesses are the sine qua non for the boy who by reason of financial or
mental limitations will be consigned to the unvarj'ing routine of the
workshop.

311

312 MANUAL TRAINING MAGAZINE

It is right here at this period in the evolution of public education,
at the dawn of the demand for industrial schools that the significance
of our contention for the shop exercise becomes clear and conclusive.
Some of us have tenaciously held to the necessity of rigidly holding
the work of the school shop to those processes and principles which
underly a large number of trades so that this work will command the
respect of the industrial world — so that it will at once be recognized
bv the practical mechanic as good training as far as it goes.

The demand for boys who have had this training in our best man-
ual training schools is sufficient evidence that it is of the right sort.
Every principal and director of such a school could give scores of in-
stances of applications for boys to take places in which mechanical skill
is required. It was only yesterday (Jan. 14) that the father of a boy
in the senior class of the McKinley High School was telling me of the
value this shop training had been to his son. For two summers past
this boy nas been doing carpenter work for a well known contractor
and builder. The father took special delight in telling that the boy
was often called by the foreman to that part of the job which required
special initiative, and mentioned stair building as an instance. The
father is a college bred man, and he declared he had become a con-
vert to manual training against his will, through the influence it had
exerted in the life of his boy.

The educational value of this training to the boy who will never
work at a trade has been pointed out so often, has been discussed at
such length, and has received such universal assent that further refer-
ence to it would be unnecessary were it not for the relation this phase
of the question bears to the general consideration of industrial educa-
tion at public expense.

It w^ill be distinctly remembered that when this training was first
introduced into the high schools of this countn,^ its advocates were very
particular in disclaiming any intention of making it vocational or special
in its aims. It was introduced on the broad grounds of culture and to
the end of an all around development, and because of the changing
conditions of a scientific and industrial age that made this good material
out of which to modernize the high school curriculum. Our boys no
longer possessed those natural advantages of country life which had
been formerly enjoyed by boys of an earlier period, and it became im-
perative to supplement the academic school by some of the realities of
material experience. It goes without saying that all these purposes
have been more than realized in our manual training high schools.

ORGANIZATION OF MANUAL TRAINING

313

Pupils and their parents are electing this course regardless of any con-
scious choice of a future occupation. So universal is the recognition
of the general value of this training that colleges are accepting it for
admission on a par with conventional branches. When manual train-
ing was first introduced into the public schools we had not considered

ONE H.P. GASOLINE ENGINE MADE BY DELBERT

WENZLICK, A PUPIL IN THE Mc KINLEY

HIGH SCHOOL.

the necessity of trade education per se. At that time no subject could
have been introduced which had not proved its right to a place in the
curriculum on general educational grounds. Manual training made
this claim, and has made good.

It is now becoming evident from the wide spread discussion of in-
dustrial education from many sources that this country is looking to
it for other purposes than that of general education. Associations tor
the promotion of industrial education have been lormed. Complaints
that the public schools are still too medieval in their methods are heard
from certain quarters. Many schools are making their appearance: —

314 MANUAL TRAINING MAGAZINE

"Trade Schools," "Technical Schools," "Foundations," "Arts and
Crafts Schools," "Industrial Schools," "Textile Schools," "Poor Boys'
Schools," "Manual Labor Schools," "Grade School Manual Training
Schools," "Manual Training High Schools," etc., etc., are being built
by enthusiastic millionaires. These schools represent an endless vari-
ety of t\'pes each revealing the point of view of its founder. Some claim
that a school to have any value should be fully equipped for technical
instruction ; others that technical training is worse than useless. A
certain class holds that all book learning should be limited strictly to
what a boy needs in the shop. Another class that theory and practice
should go hand in hand. A few still believe that no manual training
in school is essential, even for those who will follow mechanical pur-
suits, holding that the humanities "make men," and that a man will
pick up his trade when he needs it. But the belief that manual train-
ing in some form has come to be an essential in public education is
becoming almost universal.

Now, in each of these views there should be a grain of truth coni-
mon to all the rest. We should be able, if we can discern this common
element, to get a perspective view enabling us to foresee the relation
of industrial education to the high school of the future. It seems to
me that this element is not diflficult to find and that it may be expressed
in very simple terms. I believe it might read something like this: —
Every American boy is entitled to all the learning he is capable of tak-
ing. This learning should be both mental and manual and should be
made as practical as possible. In other words he should, to the extent
of his ability, come to his own in the heritage of the theoretical knowl-
edge of the race in so far as he can by training be taught to embody
this knowledge in purposeful practice.

This conception of the problem calls for great breadth and flexibil-
ity in our schools and in our curriculums. If we are to make it pos-
sible for every boy to receive his birthright, the flexibility and versatility
of our schools must be commensurate with the endless diversity of
talent and opportunity. The boy who can go no farther than the
eight elementary grades should have along with his three R's all the
manual training of the practical sort that can be worked into a well
balanced curriculum. If the limitations placed upon him by poverty
or a paucity of natural endowments condition him to a life of manual
labor then that labor should be made as skillful as possible ; for this
reason manual training of the plainest sort should be offered through
the grades. It should consist of those simple fundamental processes

ORGANIZATION OF MANUAL TRAINING

315

which underlie the mechanical trades and should so far as time and the
powers of the pupils will permit be carried forward in the artistic
spirit. So far as it goes it should be in the direction of community
industry. Differences in talent should be recognized from the start
and each boy's work adapted to his powers. If he is dull in ' books

SOME SHOP EXERCISES IN THE Mc KINLEY HIGH SCHOOL.

and unable to keep up with his class let him do what he can and give
him more of the manual training. If he shows no promise of skill
in the use of tools give him less manual training and more books. Find
the boy and then proceed to build upon him ; and in dealing with him
keep close to the border line between what he knows and what he does
not know — between what he can do and what he can not do. It is
the discovery of this line and constantly keeping it in view that con-
stitutes good teaching. Boys treated in this manner through the ele-
mentary schools will be able to earn an honest living in factory, shop,
counting house or department store. But it is at this point that we
must guard our schools and our youth against the fallacies of that class
of millionaire philanthropists who would make this imperfect and pre-
mature development the ideal for all bovs instead of simply regarding
it as an aid to those who by limitations of natural endowment or pov-
erty- must go through life on short allowance. It is even admitted in
advertisements under the guise of education through that overt, un-
guarded conceit which often envelops men of great wealth that boys
thus limited in education may even make millionaires — not often in-
deed of themselves but of those shrewder men ivho employ and exploit

316 MANUAL TRAINING MAGAZINE

them. It may be noted here that men of such elementary education
are especially attractive to the large manufacturer. They can run a
lathe and receive their daily wage without bothering their large em-
ployer with disturbing ideas of their own. They have no vaulting
ambition to go into the manufacturing business on their own account.
This proves to the large manufacturer that they have all the education
they need. Men of this kind of training have made him rich, and is
not this sufficient proof of adequacy?

Men who have thus grown rich by the exploitation of this kind of
service sometimes get philanthropic, and build schools for the purpose of
propagating this elementary training. This is most excellent when the
ostensible purpose is to provide a training for those boys who will go
to work before reaching the high school. But what shall we sav of
the donor who discredits all higher education ? What estimate shall
we place on the gift of a man who through the influence of wealth and
published articles makes his elementary school a bar to further advance-
ment? How many of such elementary schools would be required to do
good enough to outweigh the evil of a doctrine which, while provid-
ing for the children of poverty and mediocrity would consign all
children to that same class? — 2. doctrine that would head off all boys,
whatever their capabilities may be, from a technical education or from
the broad highway of human knowledge? "Predatory wealth" will
indeed reach the climax of its audacity when it can stand at the portals
of higher education and proclaim that the highest aim in life is a
money bag and that the shortest and surest way to it is through the
shunt of comparative ignorance!

But it will have to be admitted that our technical schools are them-
selves partly to blame for the criticisms which are being made upon
them. Theory without practice is of little value and young men sent
out with a head full of formulas which they can not apply, often bring
technical education into disrepute. With every advance in theoretical
knowledge there should be a corresponding advance in the common
every-day applications of laws and formulas. Young men taking a
technical course should have constant practice in the shop and be re-
quired to work out those practical problems in measurements and in-
stallations. A man thus educated will far outstrip the one whose
knowledge and skill is obtained solely in practice by empirical methods.
In addition to this it may be said for higher technical education as well
as of higher education in general that it is not all of life to worx' and
to prepare for economic efficiency. The stature of a man is not to he

ORGANIZATION OF MANUAL TRAINING

317

measured in foot-pounds or in amperes. The growing mind and the
expanding soul made possible only by the power to read and to appro-
priate the intellectual achievements of the race are essential to com-
plete living and to the fullest realization of man's best self. We will
accept with thankful hearts the manual training which the millionaire

SCREW JACK, AN EXERCISE IN THE
MC KINLEY HIGH SCHOOL.

manufacturer gives to the elementary school — a training which bene-
fits the boy who can not reach the high school, but in this acceptance
we must antidote any poison which may be lurking in it for the boy
who can.

When the boy who by reason of ability and opportunity reaches the
high school the essential nature of the process well begun in the grades
should not change. It is still a process of keeping to the border line
between what he can do and what he can not do, still a process of
proper selection and adaptation. This adaptation will be made possible
through intelligent differentiation. Fortunately this differentiation vvill
not mean revolution. It will only mean a careful study of the past
development of our schools, and of the present demands. The sug-
gestion of the introduction of the industrial or trade school idea into

318 ' MANUAL TRAINING MAGAZINE

our high school is not new if we consider the question from a generic
point of view. Ever since the establishment of public high schools in
this country about seventy years ago they have been undergoing change
and this change has always been one of differentiation and specialization
of function. Even the names which have been given to dififerent groups
of studie*: called "courses" indicate clearly enough that these groups
from which pupils of different bent may choose are intended for differ-
ent purposes, and these purposes are economic. Latin and Greek were
at first placed in the curriculum because they were supposed to fit
students for service in the learned professions. Science was intro-
duced to meet the demands of an era of scientific activity and invention.
The Commercial studies, typewriting, bookkeeping, stenography and
office routine were added to the curriculum in answer to the demands
of trade and commerce.

With the growth of large cities came manual training to supply
the motor activity which the absence of country life had deprived our
boys, and to counteract the one-sided influences of an education exclu-
sively bookish. These facts in the history of secondary education fur-
nish but one answer to the question as to whether the demand for in-
dustrial education should be met in the high school. It remains only
to ascertain just what shall be the nature of this the next differentiation.
In reality the problem is not so difficult as it appears, inasmuch as the
manual training already in our best high schools furnishes the kind of
training needed — a training which certainly contains the underlying
principles of many industries. We have only to add to the courses we
now have by including more of those processes employed in the various
trades. The selection of these processes will have to be carefully made
with the assistance of practical men representative of the industrial
community. Along with these additions there should come a greater
latitude and flexibility in making out individual programs for pupils
of varying ability and inclination — a flexibility ranging between pro-
grams almost wholly academic to those almost exclusively manual. All
studies and exercises should be elective in the sense that principals and
directors may give each individual boy what he needs and what he is
able to receive regardless of traditional standards. We must adjust
our schools to the principle that it is just as necessary and legitimate to
help a boy to a trade as it is to help him to a profession — that training
for citizenship is putting each and every boy at his best, and keeping
him there as long as practicable.

The highest and best type of secondary school is cosmopolitan, and

ORGANIZATION OF MANUAL TRAINING 319

contains under one head all branches which have proved their right
to a place in high school curricula. The new differentiation which will
sooner or later be made that will provide a certain amount of training
for industrial ends will probably take place as others have done, and
become an incorporate part of the school which will continue to retain
its cosmopolitan character still preserving a perfect social unity and
equality between all classes of children regardless of the composition of
their individual programs. That the problem of industrial education
will be worked out in the high school seems certain ; first, from the
observed tendencies of the past to differentiate the work and to add to
the curriculum in conformity to changing conditions; second, that the
age of the pupils just passing from childhood to manhood is most favor-
able to it, — an age most suitable for those bodily exercises requiring
dexterity and strength ; and third, that the work is already begun in the
well chosen processes and exercises as now carried forward in finely
equipped shops. The gradual addition of more shops, more equip-
ment, more processes; and the granting of a larger flexibility in the
■'hoice of work should solve the problem.

Turning, in conclusion to the fourth year work in the machine shop,
a glance at the tables will show that it serves equally well for general
educational purposes and for preparation for a trade. In former arti-
cles attention has been called to the individual character of the work
in the joinery and forge shops, and to the co-operative nature of the
work in the turning shop. In the machine shop the work while possess-
ing many of the merits of the other shops introduces still another qual-
ity, that of supervision.

The educational value of the work in this shop is often underes-
timated in the claim that it is the machine and not the boy that does
the work. This claim will not stand ; for while it is true that the
machine does the work it is the boy who puts the machine to work and
who must see that it does its duty. This implies an understanding of
the construction and operation of the machine, an appreciation of the
power that drives it, and a careful adjustment of all its parts. It
presupposes an intelligent, cool and thoughtful mental attitude. It is
here that thought must preced action, else an expensive accident will
be sure to happen. The machine is to be made the boy's servant; but
it is a servant requiring the most careful direction and the most con-
stant and intelligent supervision. This servant under guidance is faith-
ful in the exact performance of its work, but it can not be trusted out
of sight of its master. It is a servant that goes on a strike when the

320

MANUAL TRAINING MAGAZINE

TABLE IX. — Bench and Vise Work. — Fourth Year.

Process

Application

Exercises

Illustrating- the

Process

Lectures and
Notes on
Equipment,
Shop Ethics,
Small Tools,
Etc.

Lectures and
Notes on Ma-
terials, Shop
Processes.

General.

Character of Instruction, Shop
Ethics, Care of Self, Care of
Tools, Shop Equipment, Tool
Room Keeping and Regula-
tions, Measuring and Small
Tools.

General.

Metallurgy of Iron and Steel,
Alloys, Bronzes, Brasses,
Bearing Alloys, Screw and
Pin Data, Shop Processes and
Kinks.

1st

3. Laying Out

Hammering
and Peening.

Power and
Hack Sawing.

Laying out Rectilinear,
Cylindrical and Drill
Work.

Riveting, Chipping,
Stretching Metal.

Angle Block Wrench, Bench
Block, "V" Block, Surface
Plate, Center Square, etc.

Angle Block, Rivet Joint.

General.

Cutting Stock, Center Square,
Calipers.

6. Chipping.

Cutting Sprues, Fins,
Irregularities and
Rough Spots on
Castings, Keyways
and Keyseats.

Removing Tool Marks
7. Filing. Die Work, Small In-

tricate Surface Fin-
ishing. Fitting.

Angle Block, Smoothing Cast-
ings.

Angle Block, Wrench and the
Majority of the Exercises.

Drilling and
Reaming.

Bolt and all kinds of
small holes. Fitting.

Threading and
Tapping.

Use of Dies in
Threading, Aligning
Taps, Tapping.

Fitting and
Finishing.

Key Fitting
and Broaching.

12. Scraping.

Assembling Machinery
and Machine Parts.

Keyways and Key-
seats, Splines, Cut-
ting Irregular
Shaped Holes.

Surface Plates, Ways,
Guides, Housing
Faces, Bearings.

Angle Block, "V" Block, Cali-
pers, Hammer, Center Square,
Planer Pin, "T" Slot Pin,
Flange Coupling. Jack Face
Plate, Boring Bar, Drill Vise.

Angle Block, Calipers, Planer
Pin, "T" Slot Pin, Flange
Coupling.

All Exercises.

Flange Coupling.

Surface Plate Ways, Gauges.

ORGANIZATION OF MANUAL TRAINING

321

TABLE X. — Machine Tool Work.— Fourth Year.

Process

Application

1. r

ectures and
Notes on Ma-
chine Tools,
Shop Equip-
ment and Pro-
cesses.

Lectures and
Notes on Me-
chanics, De-
vices etc.

Straight and
Taper Turn-
ing.

4. Screw Cutting.

5. Boring.

6. Drilling.

7. Grinding.

8. Planing.

9. Milling.

!lO. Tool Making.

General.

The great bulk of
Cylindrical Work.

All Accurate Thread
ing with the Lathe.

Annular Interior or
Surfaces, generally
larger than 1 inch
in diameter.

Exercises

Illustrating: the

Process

Carefulness in the Shop. Ma-
chine Tool Equipment. Care
of Machines, Friction, Lubri-
cants and Lubrication. Cut-
ting Tools, Miscellaneous Ma-
chine Tools and Accessories.

Mechanics, Power Generating
Machines, Elementary Elec-
tricity, Power Transmission,
Motor Drives, etc.

Arbor, Boring Bar, Sheave,
Flange, Coupling.

Small Holes for
Bolts etc.

Sharpening Tools,
Rapid, Accurate Pro-
duction of Cylindri-
cal and other Work.
Gages.

Planer Jack, Ink Bottle Holder,
Face Plate, Jack Screw.

Sheave, Flange Coupling,
Planer Jack, Ink Bottle, Hol-
der, etc.

Angle Block, Boring Bar,

I Flange Coupling Face Plate.

Tool Grinding, Arbor, Drill,
Reamer Tap.

11.

Small Machine
Construction.

Plane Surfaces, Large
and Small. Planer
and Shaper Work.

Accurate Work for
Small Tools, Parts,
Cutters, etc. Any
Geometrical Surface.

Tool Room Work,
Repairing Small
Tools, Making Jigs,
Cutters, Dies, etc.

General Small Shop
Practice.

Bench Block, Surface Plate,
'V" Blocks or Drill, Drill
Vise, Hammer.

Gear Rack, Drill Vise, Drill
Tap.

Cutters for Boring Bars, Center
Square, Drill Vise, Tap Drill.

Class Project Work such as
Engines, Tools, Generators,
Machines, Etc.

master becomes careless and inattentive. Therefore the supervision re-
quired in the machine shop is of the highest educational value. It is
here that any lack of mental and physical co-ordination in a boy's con-
stitution is sure to be exposed. In the machine shop as in other shops
the work is individual, and each boy is encouraged to do all he can in

322

MANUAL TRAINING MAGAZINE

TABLE XL— Drawing.— Fourth Year.

4th

Application

Exercises

lUustrating^ the

Process

Free-hand, de- Mechanical Work
tail and Assem- as done in Prac-
bly Sketches tice.

of Machines.

Free-hand Detail
and Assembly
Sketches of Steam
Pump, Speed
Lathe, Drill
Press, etc.

Form of Design

applicable to

Process and Exercise

Working Draw-'Mechanical Work
ings of Ma- as done in Prac-

chines from tice.

sketches. [

^Architectural
Lettering.

Architectural
Drawing.

Architectural Architectural Con-

Rendering, and structions.
Classic Orders.

Working Drawings
from Sketches al-
ready made of
Steam Pump ; etc.

Sheet on Architec-
tural Lettering.

Details of Walls,
Arches, Mantles,
Stairs, Doors,
Windows, Cornice
Porch, Ornaments,
Classic Orders.

*Elementary
Principles of
Machine or
Architectural
Design.

Design in General. House, Bridge, Constructive,

Lathe, Engines, j Form and Dsc-

Turbines, Dyna- j orative.

mo Motors, etc. j

Note: — These are interchanged at discretion of teacher in charge.

*NoTE : — Are given when time permits, as an elective.

^NoTE: — Special courses are given in Machine Drawing and in Architectural
Drawing beginning with the Third Year upon request of pupils of ecxeptional
abili -.

the time allotted, but quality rather than quantity is the chief concern.
There is a ereat difference in the amount of work done by different
boys. Some do not go beyond a few of the simplest exercises while
others go far beyond the exercises usually prescribed. As an illustra-
tion of this, a gasoline engine, shown in the frontispiece, was begun
and finished within the present school year by Delbert Wenzlick a
pupil in the IVIcKinley High School.

The practical and industrial character of the work of the machine
shop as w-ell as that of the forge shop is evident, and is generally ad-
mitted. A glance over the processes is sufficient to show' that they
are those commonly employed in every commercial machine shop. A

ORGANIZATION OF MANUAL TRAINING 323

sufficient proof of the industrial efficiency of this work is found in the
fact that boys who have taken a full course in our best high schools
are sought for places in commercial shops, and it has often been observed
that they often rank above men who have served several years as appren-
tices or assistants. Although the machine shop was not primarily
placed in the high school to turn out machinists, it is quite competent
to do so whenever the demand for industrial education reaches that
stage.

DRAWN BY MORRIS GREENBERG.

A COURSE OF STUDY IN MANUAL TRAINING— III.^

Cheshire Low ton Boone.

TKE sand table projects outlined in the second paper are typical
of the whole class. This form of representation, involving
much valuable hand work, can be carried a great deal farther
than has been so far indicated. To illustrate a somewhat advanced
form of paper construction for representation purposes, two plates are
appended to the present paper. These plates give the details of con-
struction of an engine, tender, coach, freight car, station, etc., to be
used in the depiction, on the sandtable, of a railway station with addi-
tional surroundings, as a freight house, round house, cabs, trucks, ex-
press wagon, street crossing, etc. This is suitable work for the average
third grade.

ISOLATED EXERCISES.

It was stated in a former number of the Manual Training Maga-
zine,- that every course of study, no matter how compact and well ar-
ticulated, must necessarily contain constructive problems for special
purposes or occasions; as valentines, Christmas gifts, cards, calendars,
boxes, etc., covers for school work, desk pads, portfolios and others for
definite reasons. All exercises, dealing with such material, are legiti-
mate, being the result of some immediate and utilitarian desire. These
things should be made only at an appropriate time, when they are needed.

The problems will, for convenience, be grouped into three classes.

a. Folders, invitations, calendars, mounted pictures, Christmas
cards, valentines, frames, post cards.

b. Boxes (candy), envelopes, baskets, ornaments for the Christ-
mas tree.

c. Portfolios, desk pads, and the simple forms of book-making.
To make this phase of constructive work profitable, one must not

only choose an opportune occasion for employing it, but the method of
construction must be absolutely within the abilities of the children, and
adequate. Most of the articles suggested above are, in common prac-
tice, decoratcil — to suffocation! And very badly lettered, although it
is the province of the drawing teacher to handle design and lettering. A
word will be said about them later.

'Copyright, 1907. Cheshire L. Boone.

'.'\prii, 1907, Volume VIII, No. 3, pp. 140-147.

324

COURSE OF STUDY IN MANUAL TRAINING

325

PLATE :

326 M.IMAL TRAIMSG MAGAZINE

Group a — The plate (I) shows a selected number of problems.
These are made of cover paper of good tone. First and second grade
children can use the ruler but crudely, so these folders are really fold-
ers. Paper of proper size is given the class. If the article is to be a
calendar, or mounted picture, a templet of cardboard, or the two-inch
tablets of the kindergarten, are used for tracing the square, oblong or
circle to contain the calendar pad, or picture. Sometimes this outline
is done in color. Whatever decoration is used, may be done in crayon
and should be very severe, formal and sparing. Formal decoration
is strongly advocated : It makes better work and a higher average of
work. Third, fourth and fifth grades can elaborate their exercises of
this group considerably, both in construction and design. They can
measure for any desired number of folds: they should be able to use
lettering easily ; and they can use simple borders and stamps for decora-
tion. The plate shows typical examples, copied from school work exe-
cuted within a year. Gothic letters, all capitals should be used, and
executed preferably with crayon. Grammar grade work along this
line is more a question of design than handwork, and need not be dis-
cussed here save for certain aspects of the Christmas problem.

Christmas gifts, cards, boxes, etc.. are ever with us and in the midst
of such a wealth of interesting, familiar subject matter, one would nat-
urally expect to see charming school work. In reality, the holiday re-
sults, are usually atrocious, maudlin, sentimental attempts to produce a
"pretty thing." The trouble and remedy are to be found again in de-
sign. The problems should be more simple, more restricted and the
children limited in their desires. The limitation can be enforced with-
out the slghtest trouble. Children are easily swayed and learn with ease
the advantage of an orderly design over one without reason or meaning.
One suggests and uses simple, direct ornamentation as one would sim-
ple, direct English, and for similar reasons. In every case, the teacher
sees to it that, in the preliminary discussion of the problem, the work
is narrowed to two or three forms of decoration. The pupils may have
their own way as to details, but the general form of the problem is set-
tled to begin with. This same principle holds true with the purely
constructive side of the problems, as in box making. The method of
making a box is given : the pupil can make the proportions to suit her
purposes — for a handkerchief, collar, tie, "sash, card, etc.

Group b — 'Aside from utilitarian reasons, this group contains many
choice exercises in three dimensional handwork, which is good training.
The early exercises of past years, in making geometrical solids, were of

COURSE OF STUDY L\ M.IXU.^L TRAINING

327

1 1 1 1

®.

1 II 1

1 i 1 i

1 1 1

1 1 1 1

€)

1
1
1

1
1
1
1

— ll

1
1

J-_-

1
1
1

BOXES

FE^^EE

i__

F-'-'-ff^

BOX ® 15 A USEFUL CONSTRUCTION •• IT
CAN BE VARIED IN SIZE <u- SHAPE-

328

MANUAL TRAINING MAGAZINE

the same type, but no one cares for solids: why should one? The
cornucopia, basket and pointed box for the Christmas tree are fine things
for the primary grades, one and two. For the other years, a series of
boxes is shown (Plate II) one or more of which will be found suitable
tor any ordinary purpose. Box-making is a craft that is worth studj^-
ing. rhe usual box suggested for school work is made from a pattern
about which, the child is supposed to trace, and then fold up the trac-
ing— a pernicious, slovenly practice. It is inaccurate and has no value
whatever as an exercise. The boxes here given are designed as arc the
commercial article. The plans are elastic and in most cases (notably
No. 7) admit of extension to any desired proportions. Moreover there
are boxes here which will shut up tightly and stay closed.

These boxes should be made of heavy cover paper or tag. The plan
is laid down by measurement, the cuts made, and the folds lightly
creased with the point of the scissor blade. The crease may be folded
either in or out.

LANGSTROTH

THE STUDY OF PRINTING.

Michael W. Murray.

WE have heard much about the correlation of school subjects,
and in theory, it is the proper thing to do, but when we
come to the actual teaching of them, especially in depart-
mental schools, we are likely to find that each teacher is presenting her
own subject with little regard to what tlie others are doing; or if corre-
lation is tried, especially that of an academic subject with one lilcj
manual training, the later work is too often subordinated and "made
serviceable" to the former.

The accompanying pictures show the material results of a piece of
correlated work which was done in connection with the study of the
printing industry, in which equally important parts were done in the
manual training, drawing, and academic departments. The subject was
studied by four different classes under the ordinary city school condi-
tions, where we have about twenty-four boys in the manual training
classes, the same or a larger number in the drawing room, and from
forty to fifty in the regular classes.

The histon% invention, and the effect of printing on civilization were
studied by the pupils under the direction of the class teachers. In this
connection, some of the best possible work in history, geography, spell-
ing, grammar, composition and penmanship was done, and we might well

329

330 MANUAL TRAINING MAGAZINE

have included arithmetic if time had permitted. The pupils were told
that their compositions were to be made worthy of preservation in book
form, which meant that several problems were to be solved. In the
drawing department, the best color for the cover, and a cover design of
the right size and appropriate motive were worked out.

The work in manual training included the study of the mechanical
part of the printing press, the movements which make pressure, the
evolution of the printing press and modern methods of printing. The
accompanying simple presses were designed and made as group projects,
while each boy planed a block of wood on which the design made in the
drawing room was cut. The building of the press was work of a heavy
and correspondingly rough character, while the blocks had to be made
with the greatest care and accuracy to be absolutely flat and true and
just the right thickness to make them "type high." Before the blocks
were cut the designs were traced from the original on transparent paper,
and retraced in the reverse on the wood so that they would reproduce
properly when we came to print from them. The blocks were then
ready to cut. This was done by first outlining the design with a very
sharp veining tool, and then cutting away the background with a Hat
gouge or chisel. The only difficulty encountered was the outlininji
across the grain, and that might have been overcome by cutting first with
a sharp knife. At first, we thought that it would be necessary to use
hard wood for the blocks, but we found that bass wood works fully as
well, if not better than the cherry. In the actual printing, ordinary
printers' ink was used and the screw press proved the most satisfactory,
as more pressure could be obtained from this than from the others.

The illustrations and this description tell something of what was
done, but nothing can show the interest and enthusiasm of the pupils,
and the surprise of the regular teachers at finding so much to teach and
the new life in the study, and I firmly believe that the time is not far
distant when a printing outfit will be a part of every well equipped
school.

The following is the outline used :

PRINTING.

Ancient Writing Materials.

A. Among primitive races in general.

I. Rock and sharp pointed instrument.
II. Tablets of stone and stilus.
III. Wooden tablets.

A STUDY IN PRINTING

331

332 MANUAL TRAINING MAGAZINE

B. In Egypt.

I. Wall Inscriptions.
II. Papyrus.

a. How prepared.

b. Rolls.

1. Where discovered.

2. Appearance and state of preservation.

III. Pens.

a. How made.

IV. Ink.

a. Composition.

C. In Babylon and Assyria.

I. Clay tablets.

D. Among the Hebrews.

I. Soft stone tablets.
II. Parchment.

a. Preparation.

b. Why it replaced papyrus.

c. Special purposes for which it was used.

E. In Greece and Rome.

I. Waxed tablets.
II. Leaden and bronze tablets.

Books and Libraries Before the Invention of Printing.

A. In Classical Times.

I. Egypt.

a. Books.

1. How made.

b. Libraries.

1. Alexandrian.
II. Babylon and Assyria.

a. Books.

1. How made.

b. Libraries.

\. Royal Library of Nineveh.
III. Greece and Rome.

a. Books.

\. How made.

b. Libraries.

1. Private.

(a) Caesar's interest in.

(b) Number under Constantine.

B. During Middle Ages in Europe.

1. Books.

a. Where and how made.

b. Value.

A STUDY IN PRINTING 333

c. Kinds of books made.

d. Famous books.

1. Book of Kells.

2. Lindesfarne Gospels.
II. Libraries.

a. Destruction by Danes.

b. Work of Alfred the Great in England.

c. Effect of Renaissance.

d. Effect of Reformation.

Chinese Printing.

A. Date of invention.

B. Description of process.

C. Invention of movable t}pes.

D. Pay of Chinese printers.

The Invention of Printing.

A. Introduction.

I. Bookmaking before 1350.
II. Block printing.

a. Playing cards.

b. Image prints.

c. Block books.

1. Kinds.

2. How printed.

3. Where made.

4. Famous ones.

5. Number now in existence.
III. Preparation for printing.

a. Suitable materials.

b. Educational progress.

B. Invention of movable types.

I. Why cast types only are of use.
II. Controversy over.

a. Gutenberg.

1. Work in Strassburg.

2. Work in Mainz.

(a) Suspension of work in 1462.

3. Fame.

(a) On what it rests mainly.

b. John Faust.

1. Connection with Gutenberg and Schoeffer.

2. Suspension of work.

3. Fame.

(a) On what it rests.

c. Koster.

1. So called "Koster Legend."

334 MASUAL TRAINING MAGAZINE

C. Spread of art.

I. Effect of quarrels of Archbishops.
II. Work done in France, Italy and Germany.

D. How printing was regarded.

Printing in England and America.

A. England.

1. William Caxton.

a. Birth and early life.

b. Life and work in Bruges.

1. Connection with association of merchants.

2. Work in service of Edward IV's sister.

3. Printing of "The Recuyell of the Histories of Trove."

c. Return to England.

d. Work in England as an editor, translator and publisher

e. Influence upon English language.

B. America.

I. Where printing began.
II. United States.

a. First printing press.

1. Where and by whom set up.

2. Work.

b. Number of presses before Revolution.

c. Increase in number of presses after Revolution.

d. Early newspapers.

e. Benjamin Franklin.

1. Apprenticeship.

2. Work in Philadelphia.

(a) Industry.

(b) Government printing.

(d) Poor Richard's Almanac.
(1) Influence of

(e) Speech of Father Abraham.

C. Comparisons between the early days and the present time.

Reference Book.

"Printing and Writing Materials" Adele Millicent Smith

"The Story of Books" Gertrude B. Rawlings

"The Invention of Printing" De Vinne

"The Old Printer" : Knight

'Caxton and the Art of Printing' Religious Tract Society, London

"Gutenberg and the Art of Printing" Emily C. Pearson

OUTLINE OF A HIGH SCHOOL COURSE IN METAL-
WORKING.

Charles A. Bennett.

DURING the past two years a movement has been gathering
strength in Illinois which looks toward a generally accepted
standard for high school courses in the manual arts through-
out the state. This movement began at the Universit)^ of Illinois dur-
ing the summer session of 1906 when Professor H. A. Hollister, state
high school inspector for the University, called together several mem-
bers of the summer school faculty for an evening conference at his
home. A few weeks later Professor Hollister sent the following ques-
tions to persons from whom he was seeking advice:

1. Are the manual arts, such as manual training and household arts,
subjects properly to be considered as part of a student's preparation for admis-
sion to college, or are they merely accessories to the better teaching of other
things?

2. What would be the probable effect on the development of these activities
if they were so defined as to result in unifying the work to such an end as that
of preparation for college?

3. Does not such a definition involve the undertaking of a statement of
the essential nature and quantity of work to be included in admission courses
in manual arts?

4. Would such a statement require that we distinguish clearh^ as between
manual arts for general educational effect, and manual arts as involved in the
work of the trade school ?

5. With what phases of the problem, then, should any preliminary dis-
cussion of these matters begin, with the idea in view of continuing the dis-
cussions from year to year until definite conclusions are reached, in the mean-
time supplementing theory by some careful investigations as to existing con-
ditions and results where courses are now offered in high schools?

The immediate result of the replies to these questions was the ad-
dition of two departmental sessions to the program of the annual High
School Conference which met at the University November 23, 24, 1906
— one session for the discussion of manual training and one for draw-
ing. At this conference, which was well attended by high school men
from different parts of the state, the suggestion was made that four
courses of work be outlined with reference to the needs of the high
schools, which might also serve as possible basis for entrance credit at
the University — one in each of the following: (1) woodworking, (2)

335

336

MANUAL TRAINING MAGAZINE

OUTLINE OF ONE-YEAR HIGH S( b{

GROUP

I — Chipping and Filing.

II — Fitting.

Ill — Bending.

IV — Soldering,

V — Beating and Raising.

VI — Turning.

Chipping a block of metal with cold chisel

and hammer, filing the same, testing
Tool dressing

Drilling, filing, fitting, riveting, finishing

Bending while cold, drilling, riveting,
punching

Pattern-cutting, bending, folding, wiring,
soldering

SUGGESTED PROBLEM I

Chipping block (cast irorj
Door key (brass)
Wrench (malleable iron)j
Escutcheon (ttrass or steeij

Hinge (brass or steel)
Calipers (steeD
Dividers (steel)

Bracket, lantern, lamp ll

Pipe, cookie cutter, tin culft
nel, pail, sconce 1

Sawing, beating, drilling, filing, and pol- Escutcheon, draw pull, pg
ishing copper. Beating up a copper plate, box with design i i
bowl, hard and soft soldering; repousse, pousse on cover, bowl, c r
coloring by heat and chemicals; etch- ;

ing; annealing ,

VII — Spinning.

Hand-tool turning, filing in lathe, pol- Plumb-bob, hammer
ishing in lathe, thread cutting with tap
and die, drilling, hardening- and tem-
pering, annealing. i

Cutting templet, turning form in wood to Tray, bowl, box with
fit templet, spinning zinc, Britannia canopy for gas or
metal and copper, polishing, lacquering fixture

COURSE OF METALWORKING

337

SE IN METALWORKING.

RELATION TO OTHER SUBJECTS

RELATION TO INDUSTRY

ng — Working drawing of exercises, de- Mining — Getting the ore, geographical distribution,
for escutcheon and key smelting, refining

urgy — Properties of cast iron, malleable Locksmithing — Mechanism of lock
and brass

Tool making

wng — Design for hinge, working drawing Steel making — Bessemer and other processes
ol'.alipers and dividers

Tool making

eilurgy — Properties and kmds or

steel

!■( ing — Designing lantern, bracket.

lamp

base Wrought metal -work

rc,ing — Application of problems in develop-
njits of surfaces.

U. lurgy — Tin

Tinsmithing and Cornice making
Mining — Tin producing

raing — Designs for objects made
e lurgy — Copper

Coppersmithing

Mining — Producing sheet copper

Jeivelry

ing — Working drawings

Tool making

vng — Designs for objticts made
lurgy — Zinc, Britannia metal

Metal spinning

Gas and electric fixture making

338 MANUAL TRAINIXG MAGAZINE

metalvvorking, (3) mechanical drawing, (4) freehand drawing and
design.^ This idea was accepted by the members of the conference and
a committee was appointed to present outh'nes at the next annual con-
ference. This was done" and on Nov. 23, 1907, the outlines presented,
with but slight modifications, were recommended by the conference to
the University as a proper basis for action with reference to college
entrance credit.

The outline for woodworking was a revision and more detailed
statement of the high school outline published in the state course of
study^ with the optional substitution of a course in wood-turning for
some of the work in furniture construction. The report of the com'-
mittee added further value to the outline by presenting a "suggestive
treatment of problems" showing the relation of each problem named
to (a) drawing and design, (b) other school subjects and (c) industry.

The outline for metal working was treated in a similar manner, and
as this, though old in content, was essentially a new formulation, it is
given herewith in full and attention called to some of its features:

1. It is a manual training course per se, very rich in its opportuni-
ties for contact with industry, and involving a large number of ele-
mentary tool processes, yet without carrying any group of these pro-
cesses so far as to make the course a trade course. In this respect it is
more truly a manual training course than is a course in forging or
machine tool work or pattern-making covering the same amount of time-
In the field of metalworking it corresponds almost point for point with
the course outlined for woodworking, and supplements that course in a
most satisfactory way. The two together cover a large proportion of the
fundamental tool processes represented in our great building and machine
industries.

2. The course is equally rich in its opportunities to connect with
the other branches of school work. Especially does it invite correlation
with freehand drawing and design and with practical metallurgy. In
all the branches of handwork taught in high schools none presents at
the same time a more alluring and profitable field for instruction in ap-
plied design than does metalworking.

3. The course calls for only a ver>' moderate equipment of tools
and machinery — no expensive planer or shaper or milling machine, not
even an engine lathe, but merely hand lathes such as are most desirable

' See Manual Training Magazine, Vol. VIII, Page 135.
* See Manual Training Magazine, Vol. IX, Page 160.
^ See Manual Training Magazine Vol. IX, Page 254.

COURSE OF MET.^LIVORKING

339

for wood-turning, perhaps a small sensitive drill, a few of the simpler
machines for sheet-metal work, blow pipe, gas or portable forge and
soldering furnaces, vises, and a variety of small tools, such as files,
hammers, calipers, stakes, turning tools, etc. Two-thirds of the course
can be taught without the hand lathes and in special cases it might be
permissible to substitute extra work in beating and raising for the work
in turning and spinning, which requires the use of the lathes, though it
is believed that this would lessen considerably the value of the course
to most students. But the cost of the lathes need not stand in the way
of carrying out the entire course in most high schools, because the same
lathes can be used for both wood and metal if good ones are pur-
chased and extra centers, rests, and small chucks provided for the metal-
working.

In conclusion it may be said that this course seems to be within
the range of possibility for the smaller high schools and an excellent
foundation course for any high school. It is a manual training course
pure and simple, particularly adapted to a general high school, and
therefore especiallv appropriate for entrance credit at the University.
Following this course in the larger high schools, should come courses
in pattern-making and foundry work, forging, and machine tool work,
which are more technical or trade in character and are already, and
appropriately, receiving advanced, or college credit at the University
whenever they are carried out in a satisfactory manner under skilful in-
structors.

DRAWN BY A. BLUMENKRANZ.

EDITORIAL

xTgi-r We have to record the death of Otto Saloman, of Naas,

Salamon Sweden, the father of educational sloyd. He died No-

Dead vember the third, two days after he had reached his fifty-

eighth birthdaw It is impossible in a single paragraph to fittingly
express our appreciation of the work of this pioneer in manual training.
This we hope to have done in these columns at another time. At present
we can do no more than merely to call attention to the fact that through-
out the entire civilized world wherever handwork has become an impor-
tant factor in general education the influence of Herr Salomon's work
has been either consciously or unconsciously felt. Some of the princi-
ples ennunciated by him in the early days of manual training were so
sound and so fundamental that, whether his system as a whole has been
accepted or rejected, these principles have been adopted almost every-
where. And so it has come about that not merely Sweden, but the
entire educational world is indebted to Herr Salomon and will speak his
name with respect and gratitude through generations to come.

The Founder -^"other friend of manual training has passed on through
of Bradley the upper gate of this life. On the fifteenth of January,
In^itute after several weeks of painful illness, Mrs. Lydia Bradley,

the founder of Bradley Polytechnic Institute died at her home in Peoria,
At the time of her death she was in her ninety-third year, yet up to
within a few weeks of that time, she had kept so strong in body and
mind that she was able to personally direct the management of her large
estate, and while retaining so long h?r remarkable business capacity, she
also kept correspondingly clearer her views on education. Mrs. Bradley
believed that boys and girls should be taught to work as well as to
study, and it was this belief that led her to found the Institute. But
her noble gift was not inspired by a belief in some finely wrought theory
of education ; it was the result of experience and first-hand observation
in an exceptionally long life of activity and close contact with business
affairs. She had seen group after group — even generation after genera-
tion— of boys and girls come up through the schools to manhood and
womanhood, and had watched their careers; she had observed the value
and the defects of the schools as illustrated in their lives; and then, guided
by her own keen and practical insight, she had reached the conclusion

340

EDITORIAL 341

that the great fault with the schools was that, instead of fittinj: bo_\s and
girls to meet the serious problems of life, the>- too often unfitted them by
placing a wrong estimate upon the value of work — skillful work with
the hands. And so when, as a memorial to her husband and children,
she made her great gift to education, she did it saying that she wanted
"to teach the boys and girls how to work." Most eloquently in that
act did she preach the gospel of education through work.

The story of Mrs. Bradley's life is easily told, as the world tells
such stories, yet it was rich in its simplicity, in courageous acts, in
devotion to duty, and loyalty to her city and her country- Brietiy it is
told in the following quotation from a recent article by Director
Theodore C. Burgess :

Although one of the oldest residents of Peoria, this city was not Mrs. Brad-
ley's birthplace. She was born in Vevay, Indiana, a little west of Cincinnati,
July 31, 1816. Her ancestry on both sides had honorable records in the Revolu-
tionary War. After the close of the war for independence, her father, a Bap-
tist minister, settled in Virginia, but soon moved to a large plantation in Ken-
tucky. A growing objection to slavery caused him to leave that state, and he
crossed the Ohio river into Indiana. Mrs. Bradley's early life was passed here.
Her schooling was gained in an old log school house. There were few books in
those days. Life was simple and sincere. Though her father was a man of
considerable means every member of the family was a worker, and through
practical experience Mrs. Bradley became master of everything pertaining to the
care of a home. She thus gained a respect for industry and useful activity
which never left her. After her marriage to Mr. Bradley (May 11, 1837) her
strong opposition to slavery decided them to come to Illinois, rather than to
Kentucky, which was Mr. Bradley's native state. Peoria was then a straggling
village.

By fortunate purchases of real estate and successful operations in other lines
of business the Bradley family prospered until, at Mr. Bradley's death (May 4,
1867), the wife's share in the estate was valued at one-half million. Mrs. Brad-
ley, though entirely without business experience, soon proved that she possessed
remarkable abilities. For under her direction the estate was not only preserved
but rapidly increased, and what is more remarkable, her management of her
property was such as to prove in every case beneficial to the community where
it was located. In general it was her policy to develop real estate from acre
property to city lots and from comparatively useless swamp-lands into rich farms.
The drainage of vast tracts of submerged lands, heretofore almost valueless
brought benefits to owners of lands adjoining almost equal to those gained by her.
Thus by her beneficient business methods as well as by her rich gifts to the
city of her residence, Mrs. Bradley has well earned the esteem and gratitude of
all citizens of Peoria and the surrounding community, as its greatest benefactor.
It is unnecessary to enumerate here all her gifts. The most conspicuous are
Bradley Park, probably the most beautiful natural park in the state, about 100

342 MANUAL TRAINING MAGAZINE

acres in extent, and Bradley Polytechnic Institute. What disposition of property
could be more wise or more widely beneficial ? Each of these in a different way
forms a contribution of inestimable value to the welfare of the city and one
destined to be increasingly beneficial through future generations.

A recent circular received from the official headquarters
The London ;p^ji(.jjfp5 that plans are rapidly maturing for the Third

International Congress for the Development of Drawing
and Art Teaching to be held in London from August 3 to 8, 1908.
The subjects which will be discussed at the congress are announced as
follows :

(1) Drawing, in conjunction with modeling and manual wrok.

(2) The teaching of drawing in the professions, its definite inclusion in the

university curriculum.

(3) The training of art teachers.

(4) The organization of professional art teaching.

(5) Schemes of apprenticeship and scholarship.

Progress made since the last congress.
(6^ Unification of signs and symbols in mechanical drawing .

(7) Methods of disseminating ideas in art, and of developing public taste.

(8) International codification of terms used in the teaching of drawing.

(9) Experiments made toward establishing methods of teaching young children

adapted to their nature and capacity.

A large and representative exhibition of all grades of school work
in drawing and the crafts will be a feature of the congress. Already
exhibits are assured from France, Germany, Italy, Austria, Japan and
the United States. The e.xhibltion will probably be open a few days
before the opening of the congress and will remain open after August 8.

For the tailpieces on pages 323, 328 and 339 we are indebted to
Dr. James P. Haney's Saturdav class at New York University.

ASSOCIATIONS

William T. B a \v d e n. Editor.

THE NATIONAL SOCIETY FOR THE PROMOTION OF INDUSTRIAL

EDUCATION.

The National Society for the Promotion of Industrial Education, which
was organized in New York City in November, 1906, held its second meeting
in Chicago, January 23-25, 1908. This meeting was remarkable for bringing
together, for careful investigation and discussion of the problems of industrial
education, the leaders of the three classes most vitally concerned: wage-
earners, educators, and employers. The utmost good feeling and the spirit
of co-operation prevailed. Every contribution was respectfully received and
every session was marked by enthusiastic commendation of practical sugges-
tions made by the various speakers.

As was inevitable in a program of its length, several promised speak-
ers were unable to be present, though in most cases their places were well
filled. As actually carried out the program presented an unusual array of
big men and women and was a practical demonstration of the interest being
taken in this new movement by those occupying high places of influence and
authority.

To those who are accustomed to attending meetings of teachers and list-
ening to discussions of professional themes it was most exhilarating to listen
to papers prepared by those who view these problems from entirely different
directions. It was also a most wholesome and instructive experience to ob-
serve something of the high quality of the leadership in charge of the vari-
ous interests represented at this meeting.

The general sessions were held in Fullerton Hall at the Art Institute,
and at nearly every session the hall was well filled. As an introduction to the
meetings of the Society, several addresses were delivered at a luncheon given
by the Ways and Means Committee of the Chicago Association of Commerce,
at the Great Northern Hotel, Wednesday, January 22nd. The principal ad-
dress was delivered by the secretary of the National Society, Professor
Charles R. Richards, Teachers College, Columbia University. He said: "We
must develop an industrial intelligence in America. The American boy is
confessedly turning away from industry and going into offices, stores — any-
where he can earn money from the start and have clean clothes and clean
hands. The boy who leaves school at 14 drifts for three or four years before
he finds his place, such as it is, in life. It is these wasted years that we must
use. We must diminish the army of the unequipped.

"There are boys, many of them, who chafe at book education. They are
of a practical turn of mind. They see nothing 'real' in the training of the
schools, and they leave them as soon as they can. After they have left school
they drift. One boy that I know of after he started to earn his own living,
spent the first two years out of school in this way: first, he started a boot-black

343

344 MANUAL TRAINING MAGAZINE

stand, then he sold papers, then he worked in a restaurant, then in a laundry,
then in an office, and finally he held horses outside of saloons.

"These are the wasted years of the boys who leave school before the
industrial age. But they are the boys who furnish the material for our in-
dustries, and nothing but the development in the school of work which shall
have a bread and butter value — a real life value — will hold them. In the
elementary school it is not a problem of preparing boys specifically for a
trade. It is one of equipping them for industry, and perhaps this is the big-
gest problem of all.

"As for the technical high schools the equipment is, in many of our cities,
excellent. But in the judgment of many they are falling short of their pur-
pose. They have been slow to admit a purely vocational purpose."

The first regular session of the Societj' was a public dinner at the Audi-
torium Hotel, Thursday evening, which was attended by about 450 guests.
Theodore W. Robinson, first vice-president of the Illinois Steel Company, Chi-
cago, presided in his capacity of chairman of the Illinois State Committee of
the National Society. After calling the meeting to order he read a letter from
President Roosevelt expressing keen interest in the industrial education move-
ment and recommending this sort of training for the formative years, 14 to
18, now being wasted, or worse, by many of our youth.

Every one in the banquet hall arose as President Charles W. Eliot was
introduced and only after prolonged applause did the banquetters resume
their seats. President Eliot insisted that industrial education must mean trade
education. He proposed that at the introduction of this training into our schools
the compulsory education age limit should be raised three or four years. Chil-
dren should be kept under public supervision and control until the 17th or
18th year of age and required to attend the trade schools unless they attend
some other school. He demanded revision of taxation laws, as under present
conditions there is no adequate means of raising the revenue necessary for
much needed reforms. He advanced the idea that teachers in the elementary
school should "sort" the children according to the walks in life for which they
are most evidently fitted.

James W. VanCleave, St. Louis, president of the National Association of
Manufacturers, quoted a statement that the United States has not so many
trade schools as the kingdom of Bavaria which, with a population about
equal to that of New York City, has 290 trade schools giving instruction night
and day in 28 trades and crafts. "Our efforts have been too miscellaneous,
too isolated, too haphazard. The aid of the national and state governments
must be enlisted in the cause. There should be a commissioner of industrial
education as head of a bureau of one of the administrative departments."

President Pritchett closed the program with a brief statement of the ob-
jects and methods of the campaign for national industrial education. "The
problem is to be dealt with in a spirit of industrial peace — not a spirit of in-
dustrial war. We must show the workers that it is to them that this train-
ing is to be given. We need not be afraid to transplant or imitate. We can
learn a good deal from Germany and other countries. The successful nations
to-day are the Japs and the Germans, because they are good borrowers. If

ASSOCIATIONS 345

you cannot produce a good thing yourself the next best thing is to know how
to borrow it.

"Within a year this Society hopes to be able to recommend to a munici-
pality that wishes it, a model type of trade school such as has been pictured
this evening."

Hon. Carroll D. Wright, Worcester, Mass., presided at the Friday morn-
ing session, the general topic for discussion being: "The apprenticeship sys-
tem as a means for promoting industrial efficiency."

Accounts of apprenticeship systems now maintained by employers of large
numbers of workers were presented by W. R. Warner, of Warner & Swasey
Co., Cleveland, and J. F. Deems, superintendent of motive power. New York
Central lines. Some of the statements made showed that the systems described
offer every inducement to the exceptional and ambitious boy. He is the one
who is to develop into the foreman, manager, or superintendent. Leslie W.
Miller, principal of the Pennsylvania School of Industrial Art, claimed as one
important function of the proposed schools the singling out of the promising
boy and pushing him ahead. But, it seemed to many, as was pointed out at
a later session, that the "boy in a thousand" may be left to look out for him-
self; a more important task is to raise the average of the rank and file.

W. B. Prescott, secretary of the supplemental trade education commission
of the International Typographical Union, described the attempt being made
to supply the printing trade with opportunities for technical instruction.

Dean H. Schneider, College of Engineering, University of Cincinnati,
described the Cincinnati plan which provides a course six years in length,
students spending every alternate week at work in some commercial estab-
lishment.

At the afternoon session Charles F. Perry, director of the Milwaukee
School of Trades, answered the criticism that had been made that trade
schools do not turn out finished workmen, calling attention to the fact that the
law school is not condemned because it does not turn out experienced lawyers.
He named the four elements of a trade school: 1. The method and commercial
value of its instruction ; 2. Quality and amount of equipment, which should
provide for the four fundamental trades in about these proportions — drafting
5, patternmaking 15, molding 50-75, machinists 150-200; 3. The student him-
self; 4. The teaching staff, which should be made up of teachers who are
true men in every sense, having expert knowledge of their trades and ability
to impart instruction.

Milton P. Higgins, Worcester, Mass., speaking on the character of a
trade school that will meet American industrial needs, declared that every
trade school must be a productive shop. He did not believe in teaching boys
to make articles not intended for the market. "Our trade schools have in the
past been largely schools with a shop attachment. What they ought to be is
shops with a school attachment. The shop of the typical trade school must be
a productive one."

Henry Wallace, from Iowa, made a strong plea for the education of the
farmer's boy. "The farmer of the nineteenth century was a land robber.
If we do not educate our boys the fertile farms in Ohio, Illinois, and Iowa
7

346 MANUAL TRAIMNG MAGAZINE

will soon be as barren as the farms in New England. The experiment sta-
tions we have are doing a great work in giving the young farmer the scien-
tific knowledge that he so much needs. The boy must learn the 'why' of
things. We do not need to bother about the 'how;' his father will make him
learn that fast enough."

Trade schools for girls, according to Florence M. Marshall, Boston Trade
School for Girls, must not require too long a period for training. The girl
who comes to the trade school does so in order to find a way to earn her liv-
ing, and for this reason must not be kept from remunerative employment any
longer than is necessary. Furthermore, the school should attempt to teach
only those trades in which skill has a real place.

Charles S. Howe, of Cleveland, president of the Case School of Applied
Science, declared that the boy has a right to demand that society furnish him
with an opportunity in life. He said there were too many unskilled and un-
trained workers drafted into the industrial army without opportunity for learn-
ing how to earn a living.

Mrs. Anna Carlin Spencer, of the Society for Ethical Culture, New York
Citv, devoted the time allotted to her to attacking what she called "fallacies"
relative to the industrial education of girls. She asserted that while the num-
ber of girls at any one time employed in industrial pursuits is comparatively
small, the actual number entering such occupations in a given number of years
is large, the apparent discrepancy lying in the fact that few continue in their
vocation more than four years.

The speaker argued that the fact that employment is merely temporary
is the strongest reason for seeing that the girls are placed in the best situations
possible for their development. She asserted also that women, for the greater
part, are still engaged in the things they always have done, with the change
that now they "go out to do them," while formerly they did them at home.
She insisted that the first aim of the trade school should be the giving of
"cultural education," with boys a knowledge of agriculture, with girls a knowl-
edge of the household arts.

Luke Grant, labor editor of the Chicago Record-Herald, who spoke on
the attitude of the wage-earner toward industrial education, declared that the
conference had laid too much stress upon the commercial side of the question
and not enough upon the human side. He said that the specialization of in-
dustry was dehumanizing the worker and reducing him to the point where
he was regarded as a mere machine, and that unless industrial education was
introduced we soon should have a class of workers morally and mentally de-
ficient and a product that would not hold its own in competition in the
markets of the world. "We all are interested in the productivity of the
worker, but we should not aim to increase production at the expense of the
mental and moral vigor of our workers. The production of good American men
and women is more important than the production of manufactured material."

Reasoning that the public trade school will attract and hold the child,
that it will keep him from the successive stages of reluctance, truancy, and de-
linquency, and that its final product will be a working class, contented, self-
confident, and honestly ambitions, Dr. Emil G. Hirsch, of Chicago, predicted
that the installation of such a system nationally will mean the moral salvation

ASSOCIATIONS 347

of the American. pe^)r. "Head, heart, ancf h^od aie the trinity that the
true adwwf must develop harmoniously. I look to the mannaf training school
and the trade school for the influence that will help not only to make Araexica
a worthy competitor of Germany but to make America remember old ideals,
to awaken the true morality that is sleeping, and to make it a blessing to all
humanit}'." He deplored the fact that in the present school system the idea
of imparting and acquiring information is always in the foreground — that the
appeal is to the head, and only incidentally to the heart.

At the Saturday morning session the general topic for discussion was:
"The true ideal of a public school system that aims to benefit all." Super-
intendent L. D. Harvey, Menomonie, Wis., said: "The elementary and high
schools should not be diverted from the best educational service of the major-
ity of those who attend them in favor of preparation of pupils for college
courses. The high schools are maintained b\' the people for the people and
not for the colleges. The elementarv schools are maintained by the people
for the people and not for the high schools. At one time the needs of the ma-
jority of those attending the higli schools was preparation for college, but that
no longer is the case, for a large majority of those who attend never go to
college.

"As the schools are now conducted more than ninety per cent of those
who pass through the elementary school go into a life of manual labor with
no preparation for the performance of skillful work. There are three courses
left open for these: to enter the field of unskilled labor at low wages, to enter
the field of skilled labor at the bottom and at the lowest wage, with no chance
for immediate advancement, or to prey upon society. This should not be.
The elementary school should teach the elementary use of tools in a general
way. The high school should teach a continuation of this course in skilled
handiwork, but we need trade schools in addition to these. Pupils will at-
tend school longer when the schools do more to increase the pupil's earning
power."

The small percentage of men now engaged in the learned professions
compared with those in agriculture, manufacture, transportation, or trade
pursuits, was emphasized by Samuel B. Donnelly, secretary of the Arbitration
Board of the New York building trades. He said: "The college influence
molded our public school system to its purpose, and the object of the college
system was the attainment of 'culture' and the fitting of men for professional
service. The college influence has yielded to the demands of society. A
leisure class has no place in our social, industrial, or political life. Our
whole educational system has been aimed at professional service, which fur-
nishes employment to about one twenty-fourth of all the persons engaged in
gainful occupations. There has been too much idealizing of the professional
occupations and of the 'merchant prince.' The educator has failed to antici-
pate the economic changes resulting from a rapid industrial development."

Secretary Charles H. Morse, of the Massachusetts Commission, spoke of
the progress of the industrial education movement in his state.

Miss Jane Addams, of Hull House, took part in the discussion following
the reading of the papers. She said: "I am not ready to admit the dif-
ference between cultural and industrial education. Industry may look big

348 MANUAL TRAINING MAGAZINE

and ugly, but every factory and machine tells its story of human interest and
every experience in the industrial world contributes its mite to culture. I
believe that the cultural idea in the education of children should not be dis-
pensed with until the age of 16, at least, when it can better be determined
what trade is best for a boy or girl and the special education to make him or her
a good bread winner in a certain trade may begin. I think it would be a bold
teacher indeed who in the elementary school period should determine what line
of work a boy or girl must take up for life."

A unique feature of this session was the story told by Paul Kreutzpointner,
physicist and metallurgist in the testing department of the Pennsylvania rail-
road company, of his apprenticeship under the old gild system, now extinct, in
Munich.

At the business meeting Saturday afternoon the reports of officers and com-
mittees were listened to. Among the resolutions adopted were the following:
Appointment of a committee of ten by the president of the Society to report
on the relations of industrial training to the public school system of the United
States; Conversion of the present state committees into state branches of the
national society; Appointment by the board of managers of a national com-
missioner of the society; Appointment of a committee to co-operate with the
Department of Superintendence at its meeting at Washington in February.

The following officers were elected for 1908-09: President, Carroll D.
Wright, Worcester, Mass.; Vice-President, Magnus W. Alexander, Lynn, Mass.;
Treasurer, Frederick G. Pratt, New York. According to the provision of the
Constitution the Secretary is elected by the Board of Managers. — w. T. B.

THE ILLINOIS MANUAL ARTS ASSOCIATION.

The Illinois Manual Arts Association held its fifth annual meeting at
Bradley Polytechnic Institute, Peoria, Friday and Saturday, February 7-8. Here-
tofore this Association has contented itself with two sessions at its annual meet-
ings, but this j-ear the executive committee decided to offer a third session, on
Friday afternoon, as an experiment. The innovation met with such favor that
the plan will very likely be continued.

Local interest in the work of the Association was aroused to such a degree
that the public schools were closed on Friday afternoon in order to allow the
teachers to attend the meeting. As a consequence the audience that greeted the
speakers that afternoon, not far from 350 in number, was by far the largest
that has been known in the history of the Association.

The leading feature of the program, as heretofore, was the Banquet on
Friday evening. The spacious dining room of Bradley Institute was stretched
to its capacity and covers were laid for one hundred guests. Still there were
twenty-five or thirty for whom plates could not be provided who came in after
the dinner and listened to the program.

The deliberations of the Association were ably presided over by the Presi-
dent, Fred D. Crawshaw, principal of the Franklin School, Peoria. The program
on Friday afternoon opened with the report of the Committee on Course of
Study in Manual Training for the Elementary Grades. The members of the

.ASSOCIATIONS 349

committee are: Seymour L. Smith, State Normal School, DeKalb, chairman;
Louis H. Burch, State Normal School, Macomb; Harvey G. Hatch, Public
Schools, Rockford ; Sinclair J. Work, Elgin ; L. A. Flagler, Peoria. After a brief
introduction by Mr. Hatch the report of the committee was presented by the
chairman. Mimeographed copies of the outline of the work done by the Com-
mittee to date had been prepared and were distributed. From this outline the
following extracts are taken :

"The purpose of this report is to formulate a basis for a course of study
in the manual arts. Education is such a progressive organizing of the activities,
ideas, and desires of the individual that the individual becomes socially efficient
and progressive.

"Psychologists are agreed that man becomes adjusted to the environment
which his race has made only by reproducing in his own mental history the
mental history of the race. The individual must acquire his power and in-
centives in much the same way the race has acquired them..

"The modern industrial system resulting in a massing of people in industrial
and commercial centers makes the problems of social life very complex. Under
these conditions it is increasingly imperative that each individual see his work
in its larger relations. This demands greater intellectual capacity and greater
breadth of knowledge, greater understanding of human achievements and ideals,
and stronger incentives for personal betterment and for helping life forward."

The report presented an analysis of the nature of the individual to be edu-
cated and of the function of the school, and concluded with a statement of
guiding principles for the selection and arrangement of a course of study in
the manual arts.

In discussing the report Miss Cushman, School of Education, said, in part:
"I came to this meeting dreading to find some fixed course of study forced upon
us but, instead, am delighted to find this committee in its report seeking unity

rather than uniformity' I should like to raise a question as to just what is

to be the basis for the selection of the various forms of manual work. Are we,
in choosing, to consider them from the standpoint of their present social value
or from the point of view of their value in the development of the race ?

"When the question is brought up of the relation of the trade school to our
work I confess I am agitated, for I have seen so much of the subtlety with which
the technical ideals of the higher schools creep into the elementary school. In
the elementary school we are to develop the boy as well as the product."

Frank H. Selden, of the high school. University of Chicago, said, in con-
tinuing the discussion: "One of the greatest difficulties in planning the work of
the elementary school is the fact that so few boys continue in school beyond the
eighth grade." He cited the case of a class of engineering students no one of
whom passed a certain examination. One of the students, when asked, said that
in order to pass the examination it was necessary to ansvier every question cor-
rectly— not sixty per cent or seventy per cent.

"It is getting to he dangerous to mention 'joints,' but I believe the science
of woodworking can be taught in a series of joints — I don't care so
much for taborets and tables. Give a boy a course of a few selected joints cor-
rectly made and you develop in him intellectual power, and intelligent and

3 50 MANUAL TRAINING MAGAZINE

scientific use of tools. But deliver me from the bov who thinks he can make a
taboret — and can't !

"It is a mistake to think our manual training work is related in any way
l^ art — it is more closely related to geometry and physics."

The next number on the program was the discussion of the report of the
committee on Shopwork Courses which appeared in the Manual Training Maga-
zine, December, 1907. In ooening the discussion Charles A. Bennett, chairman
of the committee, stated that the committee had been called into existence for a
two-fold purpose. The University- of Illinois had asked to have submitted a
course in shopwork for its consideration with a view to establishing a basis for
entrance credits, and the State Teachers' Association had asked to have such a
course prepared for publication in the State Course of Study.

It was made clear that the organization of "models" indicated in the third
column of the outline is merely suggestive. The committee considers as essen-
tial some classification of the processes involved in woodwork, but the particular
list of models is non-essential.

"Manual Training, if it has won its way at all into the school — and we
believe it has, has a right there just as much as any other subject. This meeting
is an evidence of the faith in manual training and what it has accomplished.
The point of view of the committee in preparing this outline is that manual train-
ing has a valuable content of its own. The idea for a long time was that
manual training is simply a method of studying other subjects, and until recently
there has been little recognition of the content of manual trainihg."

Edward J. Lake, fine arts department, Universitv of Illinois, said: "I am
interested in the emphasis placed here upon the thought element. The lack of
individuality is the prevailing weakness in much of the work we see. There is
a parallel between art and manual training. Art and individuality go together.
There should be art in our manual training and I can't see it in the making of
a 'joint.' "

The next event on the program was the "social hour" preceding the Banquet,
which was spent with much profit as well as pleasure among the exhibits.
This report must be incomplete in that there is no space available for an ade-
quate account of the exhibits, educational and commercial, arranged under the
direction of Clinton S. VanDeusen, chairman of the committee.

Promptly at six thirty o'clock the officers of the Association led the way to
the dining room where a delightful dinner was served by the young women
of the Department of Domestic Economy of Bradley Institute, Miss Helen Day,
director. The arrangement of subdued electric light bulbs in the form of a
suspended tee-square and a sumptuous menu card in half-tone on tint block with
design symbolic of the Stone Age were the work of Frank Crerie, department
of manual arts, Bradley Institute. The literary numbers of the evening's pro-
gram were agreeably interspersed with music by George Kellar who has a
pleasing baritone voice.

President Crawshaw introduced Dr. T. C. Burgess, Director of Bradley
Institute, who said he was glad to be able in a literal way to bid the Association
"thrice welcome" — three of its five meetings having been held at Bradley Insti-
tute.

ASSOCIATIONS 351

The principal address of the evening was upon the topic: "Some Phases
of our Eucational Problems with Reference to the Manual Arts," by Mrs. Ella
Flagg Young, principal of the Chicago Normal School.. "The original concep-
tion of manual training as a means of education has been enlarged and enriched
until today its values for all children in every grade are partially recognized.
Evolution has, however, changed the problem in the schools, both on the side of
method and on that of the arts. With the changes in our conception of ourselves
as a nation has come, in industrial and commercial centers, an active demand for
a new class of labor — a class whose children the public schools are expected to fit
for a station and a work not necessarily in accord with the old ideal of what
makes an American. The wide-awake manufacturer and some educational
leaders have discovered a bogyman for America — the German trained in con-
tinuation schools, or in trade schools.

"This view is fully exploited in the annual report of Commissioner Draper
of New York, published in January, 1908. Many, however, will be perplexed to
understand whether his plea that the wage-earning masses be given a fair
equivalent for the education bestowed on the children of the rich, aims to se-
cure a better training for hand workers or to establish a sharper line of demark-
ation between masses and classes.

"The people have shown little interest in tlie argument for trade schools,
the fvmdamental characteristic of the human parent being a longing to give his
children a better oppportunity in life than he himself enjoyed. Doubtless he
remembers that Americans, known as captains of industry, were not educated in
trade schools. The great work of the elementary teacher is not to sort the chil-
dren, to find those who must go early to a trade schools, but to discover along
which lines the endowment of each child is most marked. Let the sixteen year
old boys and girls take up a trade and learn it well, but make certain that before
entering the trade school they shall have had their fair opportunity in the activi-
ties of a public school which makes the arts a vital part of its course of study.
The arts make common ground on which children of the native born and of
the foreign born meet in happy, intelligent, and ceaseless activity; training in
them will go far to solve the difficulties of holding in workable relations the
parts of our social structure with the heterogeneous elements that come on all too
rapidly.

"One of the most extraordinary features of the present situation is the dis-
regard of the relations of the decorative and constructive arts. At the recent
convention in Chicago one speaker made reference to the value of the decorative
arts, and that speaker is a representative labor union man. It is a bright day for
craftsmanship in America when the labor men point out the value of art in
developing not only the trade but the man working at the trade. Not only by the
architects, the builders, the workers in metal have the arts, decorative and con-
structive, been rudely spearated ; teachers of the arts have done the same thing —
witness the chairs made of beautifully grained wood but ungainly form, bootjacks
dcorated with roses, penwipers with lilies of the valley. The bow of promise,
however, is bright on the horizon. Conditions within very recent times point to
an advancement of training in the arts that will awaken and cultivate the true
spirit of art throughout the American free school. Unite the teachers of art and

352 MANUAL TRAINING MAGAZINE

the teachers of the arts in co-operative work, unite the arts, useful and beauti-
ful, and there will come to be an American designer and an American carfts-
man that will have no cause to fear the German bogyraan."

Mrs. Young was followed by William Hawley Smith, of Peoria, who said,
in part: "As boy and man I have learned that when I want to drive a nail
I must keep pounding away on one nail-head at a time. I am glad to add, to
what has been said here about the relation of industrial work to the mental
attitude of the men and women of this nation, a few words to you manual
arts teachers and to as many others as can 'catch on.' " The story was then re-
lated of an old farmer who yielded to the seduction of an attractive handbill
and went to a cicus for the first time. Taking the circular with him as a sort
of guide to the exhibits he went through the menagerie comparing the different
animals with their alleged descriptions with evident satisfaction. At last he
came upon a camel, an animal that through some oversight had been omitted
from the printed list. After viewing the beast from all sides and searching in
vain through the circular for a description that would fit, he finally exclaimed
in disgust: "Aw, shucks, there ain't no such animal."

"I tell you, there are too many people who put their faith in the printed
word as over against their common sense. Up to the present time, the vast
majority of mankind are like that man with the handbill. I believe that one
important function of the kind of training you represent is to clarify the vision
of the intellect of these young people who are to be the men and women of

the future, so that they can form correct judgments Give the ^oy an

ideal and then bring him through the training of his hand up to a realization
of that ideal."

Mr. Smith then related a number of cases of gross miscarriage of justice —
matters that he deemed more in need of being "uncovered" than the ruins of
ancient Herculaneum, etc. For example. Congress required that by a certain
date all railroad "locomotives and cars" should be equipped with safety coup-
lings. On a certain road the tender of a locomotive was not so equipped and
because of that fact a brakeman lost an arm in the discharge of his duties. His
suit against the railroad was thrown out by the jury on the ground that a
tender is "neither a locomotive nor a car." "I believe that men and women
trained along these lines would never allow such judgments to be recorded."

Gerard T. Smith, superintendent of public schools, Peoria, was then intro-
duced and spoke appreciatively of the place of manual training in the school
system. He was followed by Oliver J. Bailey, president of the Board of Trustees
of Bradley Institute, who made clear the lively interest in manual training on
the part of the authorities of the Institute and their reasons therefor.

The next was the President's Address upon the subject: "The Manual
Training Teacher's Position in the Educational World." Mr. Crawshaw pro-
posed the question: "Are we, teachers of the manual arts, a unit in organized
thought and action, in the sense that we are willing to follow a general outline
for our work covering principles, method, and media ?" To the lack of this
unity is ascribed the opinion held by "many of our brother and sister teachers
of other subjects that our specialty has sometimes been a necessary evil."

"We may not agree upon a particular progression or upon a common
educational significance in our work. We must agree, however, that there shall

.^SSOCIJTIOXS 353

be progression, and that the progression is educational because it plays a vital
part in the child's development of a power to do and to do well. We must
also agree to follow some particular progression which shall be indicated by a
definite outline of work. It must be definite enough for each of us to follow
it in doing particular things at particular times and, at the same time, flexible
enough to allow each teacher to carry out his ideas to best fit local conditions.

"There was a time not long ago when we had system in the form of a set
course of models. Please do not understand that I am pleading for a return of
■the Russian idea in manual training. No, what I think we need is a series of
principles, not models — a definite understanding with reference to methods in
work no matter in what exercises they may be used, and a basis for the
selection and use of certain materials in particular school grades, rather than
promiscuously using anything as a medium of expression in any grade. It is
my opinion that until we can come together on common ground in some of
these matters we shall continue to be criticized as unstable in our work and
we shall fail to have the influence in educational work which shall be ours
when we embody in our courses of study the application of that maxim in which
we all believe: 'United we stand; divided we fall.'"

After the report of the secretary occurred the election of new members.
The complete list of those elected to membership at the 1908 meeting is as follows:
W. X. Brown, principal Sumner school, Peoria; F. H. Cogswell, Soldiers"
Orphans' Home, Normal; Robert C. Craig, Oak Park; W. J. Craig, Belvidere;
A. C. Duncan, Quincy; W. W. Emerling, township high school, LaSalle; L. A.
Flagler, Peoria; G. L. Greves, Peoria; W. H. Henderson, Springfield; G. A.
Hill, Rock Island; J. M. Humer, Springfield; E. J. Lake, University of Illinois,
Urbana; H. C. Mohler, Galva; Miss Minnie N. Peterson, Peoria; G. F. Rein-
hard, Chicago; H. B. Ross, Indianapolis, Ind. ; B. H. Smith, Rockford; Miss
Carrie R. Sparks, Lincoln; R. S. Thompson, Chicago; E. R. Tompkins, Pontiac;
C. E. White, Canton.

A committee on nominations was elected by ballot, as follows: Louis A.
Bacon, Indianapolis, chairman; Seymour L. Smith, DeKalb ; Clinton S. Van-
Deusen, Peoria.

The Saturday morning session began with the transaction of business. After
discussion, it was decided to appropriate from the treasury an amount sufficient
to make, with the contributions of individual members, a total of twenty-five
Ciollars to be sent as a contribution from the Association to the London Congress
Fund.

The executive committee was directed to print a complete list of names and
addresses of members for distribution. Copies of this list may be obtained by
non-members by application to the Secretary after March 1st.

The executive committee recommended that, in view of the fact that a
number of members had withdrawn from the Association In previous years be-
cause of the $3 membership fee, the treasurer be instructed to reinstate members
whose dues are In arrears upon the payment of $1 per year beginning with
1908-09.

A committee, Harvey G. Hatch, Rockford, chairman, was appointed to report
next jear upon suggested constitutional ammendments.

354 MANUAL TRAINING MAGAZINE

The treasurer's report was presented showing: receipts, $183.99; expendi-
tures, $147.46; balance, $36.53.

The report of the committee on nominations, after having been referred
back to the committee for reconsideration, was adopted in its final form and
the following officers elected for 190S-09: President, Louis H. Burch, State
Normal School, Macomb; Vice-President, Miss Anna G. Brown, Jacksonville;
Secretary-Treasurer, Ira S. Griflith, Oak Park.

It was necessarv to resort to a ballot to determine the place of meeting for
1900. Fvockford was selected by a vote of 17, to 15 for Jacksonville.

After the business meeting two papers completed the program. To many
the most interesting and practically helpful feature of the entire meeting was
the paper, with the discussion which followed, by Ira S. Griffith, Oak Park, on
the "Organization of Manual Training in the Grammar Grades." Mr. Grif-
fith described in detail the experiment he is conducting, with his grammar
grade classes, with a modified form of the shopwork course outlined in the
Illinois State Course of Study already referred to in this report. In an admirable
way the value of the outline in organizing and unifying the work was shown,
and at the same time the flexibility of the course, allowing ample scope for the
individuality of the teacher and permitting adaptation to particular classes or
school conditions. The paper was illustrated by numerous stereopticon slides
showing the variety of problems worked out in following the outline.

"In order to develop in the highest degree independence of thought and
power of initiative the pupil must be given opportunities for determining ends
and working out means. Both of these are essential in true self-expression, and
both are essential to the vitalitv of manual exercises in the school.

"The manual training movement is to be congratulated in that all signs
just now seem to point to its speedy delivery from the hands of pedagogical or
psychological extremists. Out of past experience with the joint-making Russian
system with its admitted disciplinary value, the Swedish model-making with
its effort to utilize the energ>- of the worker towards useful protiucts, and the
self-expression of the pedagogical movement with its attendant elements of in-
terest and initiative — is to come, it would seem, manual training practice that is
to be marked by a combination of the best of these systems with a consequent
elimination of the weaknesses of each."

In the discussion there was very evident an appreciation of the desirability-,
even necessity, of arriving at some basis of unity in the organization of the work
in the manual arts which shall commend itself and be accepted generally.

The last paper was a carefully prepared report of a committee appointed
to investigate "Individual-Motor-Driven versus Belt-Driven Machines for Manual
Training Equipments." The committee consists of: William F. Raymond, Brad-
ley Institute, Peoria, chairman; E. H. Sheldon, Chicago; John L. Bacon, Uni-
versity High School, Chicago; Clinton S. VanDeusen, Peoria. Several copies
of this report will be prepared and persons especially interested are requested to
correspond with the chairman of the committee.

The meeting of the Association adjourned at 12:30 p. m. — w. T. B

ASSOCIATIONS 355

IOWA STATE TEACHERS' ASSOCIATION.

The fifty-third annual session of the Iowa State Teachers' Association
was held at Des Moines, la., Dec. 31, 1907, and Jan. 1, 2, 3, 1908. A note-
worthy feature of the meeting was the value and position accorded to man-
ual training, as a part of the regular school life, by various eminent educa-
tors who delivered addresses.

In the president's address, Supt. F. E. Lark, Onawa, la., pointed out the
enormous growth of our country as a manufacturing nation. While more
than eight millions of men are engaged in labor with their hands, little or
nothing has been done by the public school to fit them for this work. Vitali-
zation of our present courses of stud}'; a closer relation between school and
life, and well-equipped trades schools were presented as being urgently needed.

Dr. Thomas M. Balliet of New York University, gave an address on
"Frills and Fads in Education." He said that present studies came into the
school because conditions demanded them. Those more modern subjects, so
often spoken of as "fads" are, in reality, not such, but deserve a place be-
cause modern life demands them.

Dr. James P. Haney, director of manual arts, New York City, spoke on
"The Manual Arts in the Elementary School." Lack of space forbids a full
report of this excellent address. In closmg Dr. Haney said, "The things es-
sential to success thus lie not in expensive equipment, in special forms of work,
or formal order of exercises. Rather the secret is in the intimacy of the rela-
tion the work bears to immediate needs and interests, and the unit>' secured be-
tween it and the other subjects studied at the time. The arts, in other words,
should be taught together, the design aiding the construction and the drawing
aiding both. Co-ordination of the manual work with other school subjects
should be achieved by having both relate to some common center of interest,
determined by, the teacher, in the light of suggestions of the trades, occupa-
tions, and home activities of the child's environment. In all the work there
should be communal effort, the joint work of many that each may profit."
Dr. Haney had with him an exhibit of work from the New York public
schools, consisting of beautiful specimens of drawings, designs and constructive
work in wood and cardboard.

Supt. Edwin G. Cooley, of Chicago, 111., spoke on "Practical Education."
The speaker voiced a sentiment that so many manual training advocates have
feared to express, namely, that school should be so closely related to actual life
that a boy or girl might know something of what the industrial world will
expect of them, even to the extent of actually teaching trades.

The manual training round table had an excellent program under the
leadership of Leroy P. Elliott of Iowa City, la. Paul A. Dietrichson of the
North Des Moines High School, spoke on "Handling of Material and Bench
Devices." The speaker emphasized the value of system and order about a
school workshop. Various devices intended to facilitate work were shown,
such as tool kits, bench book fitted with a triangular block for mitering, etc.
This paper was followed by a timely discussion of the subject of equipments
bv Prof. C. H. Bailev of the Iowa State Normal School. This discussion was

356 MANUAL TRAINING MAGAZINE

greatly appreciated because so many Iowa schools are on the eve of beginning
some hand work.

Supt. D. E. Brainerd, Logan, Iowa, gave an address upon the topic "Indus-
trial Work in the Rural Schools." Supt. Brainerd illustrated his paper by an
exhibit of work done in the schools of his county. This showed that such
work has been centered about the home and farm life of the pupils.
Some articles are made at school, others at home. In all cases this work has
led to an increased interest in school work, on the part of both parents and
children, and results will doubtless show that the rural school will eventually
have hand work a vital part of its curriculum.

After the regular program had ended, Dr. Haney kindly consented to
speak to the manual training and drawing teachers who had come in. Dr.
Haney spoke for over an hour upon the general topic of design, illustrating
each point by blackboard drawings as he, in turn, took up line, mass, struc-
ture, and points of force. Lastly he gave an extremely practical method of
teaching the subject in our public schools. Three essentials were given:

1. Have some illustrative material (work of pupils, etc.)

2. Make, and show conventalized plant forms.

3. Plan definite masses first, then fill in the smaller details.

Paul A. Dietrichson, North Des Moines, was elected leader for next
year. Miss E. J. Wing, Tipton, was elected secretary. At a joint meeting
of both drawing and manual training teachers a Drawing and Manual Train-
ing Section was organized for next year. Miss Emma Gratton, Supervisor of
Drawing, Cedar Rapids, was elected president, and A. C. Newell, Supervisor
of Manual Training, Des Moines, secretary.

In short this session was a splendid treat and its influence will count for
much in the development of the manual arts in Iowa schools.

Albert F. Siepert.

EASTERN MANUAL TRAINING ASSOCIATION.

The latest information in regard to the annual meeting of the Eastern
Manual Training Association to be held in Washington, April 13, 14 and 15, is
as follows :

Honorable James Wilson, Secretary of Agriculture, will give an address on
the opening evening. There will be round tables on manual training for boys,
domestic science and arts, and normal schools. Irene E. McDermott of Alle-
gheny, Pa., has accepted the chairmanship of the round table on "Domestic
Science and Arts" and Alvin E. Dodd of Trenton, New Jersey, that on "Normal
Schools." Frank O. Carpenter instructor of commercial geography in the En-
glish High School, Boston, will present an address on "The Source and Prepara-
tion of Materials", with an interesting exhibit. Industrial education will have
a prominent place, one general session being devoted to it. Mr. Sensor, assistant
superintendent of public instruction for New J-ersey will speak on this subject,
as applied to the needs of rural schools. Prof. Charles R. Richards of Teachers
College, New York, will give a resume of the Chicago convention of the Society
for the Promotion of Industrial Education, especially discussing those thm4S
which bear most significantly upon manual traininer oossihilities. Other speaKcrs
are to be announced. Reduced rates have been offered by some of the passenger

ASSOCIATIONS iS7

associations and will doubtless be granted by the others. For final program,
apply to the secretary, Annie F. Burbank, East Northfield, Mass.

WESTERN DRAWING AND MANUAL TRAINING ASSOCIATION.

At the suggestion of the Indianapolis local committee the convention will
be held one day earlier than previously announced, namely, from April 7 to 10.
This will enable the Association to secure the fullest possible opportunities to see
the public schools In session and to hold its exhibit under the most favorable
circumstances. The program announced is an especially attractive one and
there is every reason to believe that the meeting this year will be one of the
greatest in the history of the association.

SCHOOL CRAFTS CLUB.

The first regular meeting of the year was held at hotel Chelsea, 222 W. 23d
St., New York City, on Friday, November 15, 1907, at eight P. M. The meeting
was largely attended, and ten candidates were elected to membership.

The program of the evening consisted of:

1. "Manual Training as a State Problem in New Jersey." Discussed by
A. E. Dodd in describing his summer's work in Cape May, N. J.

2. "Manual Training as a State Problem in Vermont." Discussed by L.
W. Wahlstrom in describing his summer's work at Woodstock, Vt.

The second regular meeting was held at Hotel Chelsea, on Friday evening,
January 17, 1908, and was preceded by a dinner at 6:30 o'clock. This meeting
was very largely attended, and eight candidates were elected to membership.

The program consisted of a paper by Mr. McNary on "Mechanical Projects
as Manual Training." This paper was discussed by Messrs. Weick, Reagle,
Garritt, and A. W. Richards. The paper and discussions were illustrated by
numerous working models. William A. Worth.

-Jit

The Cleveland Manual Training Club held its second meeting of the year
at the Central Y. M. C. A. building, January 31st. Following the business
meeting and supper, A. D. Kennedy gave an exceedingly interesting and instruc-
tive illustrated lecture on applied design.

The Manual Arts Section of the Minnesota Educational Association held
two very interesting sessions at St. Paul. Every speaker named on the pro-
gram was present and took part. The officers elected for next year are: presi-
dent, George M. Brace, Duluth ; secretary, Supt. H. L. Brown, St. James.

A committee, consisting of the officers and J. E. Painter, Minneapolis, was
appointed to recommend a course in manual training for high schools of the state,
to report at the next meeting.

The section meetings were as well attended as any of the Association and
considerable interest was manifested by visiting superintendents in the subject
of state uniformity in manual training work as a basis for the demand for recog-
nition of such work in the entrance requirements at the university.

The report of the State Superintendent for 1907-08 shows that 73 high
schools have manual training in some part of their four years' course. This is
a gain of over 100 per cent in two years. George M. Brace.

SHOP PROBLEMS

George A. S e a x o n, Editor.

SMALL TABLE.

A project always full of interest to the high school boy is the construction
of a small table. The one shown this month is perhaps the more pleasing be-
cause of its very simplicity. Its simple lines are capable of modification to suit
the taste of the maker. The under side of the cross pieces might be given a
slight curve and the tenons could be allowed to project through the legs about
an eighth of an inch. The design is that of Mr. Roberts of Cleveland.

SQUARE CANDLESTICK.

Mr. Masters of South High School,
Cleveland, has submitted the design for
a wooden candlestick with copper trim-
mings. The top and base are mortised
to receive the ends of the upright. The
candleholder with its supports and the
protective covering to the top piece are
made of sheet copper riveted in place.
For rivets small escutcheon pins may be
used or the rivets may be made from cop-
per wire.

SIMPLE BRIDGE.

The simple bridge given brings to
the students one of the most interesting
problems of industrial life. Mr. Hasty

of the Isadore Newman Manual Training School of New Orleans who sends
the design, makes the following suggestions in regard to its construction :

. 1. Cut wires to length and cut threads on ends. One end of each small
bolt mav be upset instead and a washer slipped over before inserting in posi-
tion.

Ui--

]^!^

2. Cut to length bottom chords, cross beams, batten braces, and rests.

3. Cut thrust joint in batten braces at one end thus: Draw BC at angle
of 30 degrees to AB. Draw DE parallel to AB to intersect with BC. Draw EF
at right angles to ED.

4. Cut angle of 120 degrees at other end of batten braces.

5. Cut socket for batten braces in bottom chord thus: Draw BD at 120

358

SHOP PROBLEMS

359

360

MANUAL TRAINING MAGAZINE

degree angle to BC. Lay batten braces on bottom chord at BD at an angle of
30 degrees and score outline of BDEFG.

6. Cut out groove for wire posts (ties) in top ends of batten braces.

7. Bore holes* for long bolts in bottom chords and cross beams.

8. Clamp each batten brace and bottom chord and rest together in place
and bore hole for small bolts.

9. Bolt trusses together, also cross beams. Screw on end cross rest.

10. Cut and lay floor beams and planks.

11. Make fit and nail in place side braces.

Georgia (Yellow) Pine is a good wood to use for this project.

Posts and bolts are of No. 10 iron wire. For nuts buy strips of soft iron %
in. thick and % in. wide. This may be cut into squares drilled and threaded to
fit the wire. A tap, die and small drill are necessary for this work.

SHOP PROBLEMS

>61

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HALf SCALE

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OA/£ OA/ £ACH S/DL ^:

362 MANUAL TRAINING MAGAZINE

PATTERN MAKING.

One of the most interesting lines of worlv in pattern making is the con-
struction of patterns for some piece of shop machinery. In the accompanying
photograph the patterns for the drill press will interest further inquiry at the
Indianapolis Manual Training High School where the work was done.

Concerning the work at the Manual Training High School Mr. Covert
writes as follows:

"Pattern-making is a subject that adapts itself nicely to the manual train-
ing course in a high school, even though the ecjuipment is limited and only a
small amount of manual training given. It is, we might say, a combination of
joinerv, or bench work in wood and wood-turning, only in a more advanced
form, and is especially well adapted to teaching care and neatness and to form
the basis of a series of talks or lectures on the construction and building of our
great automatic and labor-saving machines of the day.

"In schools having as a part of their equipment a foundry and machine
shop it is well to select some simple machine for the pupils to build which may be
added to the equipment as the school grows. The wood-turning lathe is a good
problem. In this, the patterns and castings may be made by the pattern-mak-
ing pupils. In the machine shop the simple pieces serve as the elementary
exercises, and the larger, more difficult parts to be machined may be given to
the advanced pupils.

"The making of a set of standard patterns is always new to the pupils
but the teacher must arrange the course and have at hand special work for
the advanced pupils or those showing ability in order to keep himself from fall-
ing into a "rut" or becoming "narrow."

"There are two natural ways to present the subject of pattern-making to
puplis. One is to put before them pattern drawings or blue prints, all allowance
for draft, shrinkage and finish having been made by the draughtsman. The
other method is to give the pupil drawings showing the finished dimensions
thus requiring him to make allowance for machining, etc.

"A combination of the above two methods seems to the writer to be the
better plan to work on when designing a course. This method of presenting
the subject has proven very satisfactory in the Indianapolis Manual Training
High School. The first few blue prints have on them a pattern drawing and
also a drawing of the finished piece as shown in Fig. /. This is for the pupil
to make a comparison between the pattern and the finished piece. Later on a
drawing of the finished piece only is given thus making it necessary for the
pupil to make allowance for finish or machining.

"In Fig. / is shown a pattern and a finished drawing of a tailstock cap for
a lathe involving the use of a balanced core. Fig. 2 shows the exercise following
Fig. /. On this blue print the pattern drawing is omitted and the pupils use
from there on, only drawings showing the finished dimensions.

"In a course designed after the above scheme it is not necessary to make
the two exercises in the pattern shop as shown in Figs. / and 2. The pattern
shown by Fig. / may be omitted, using it only for suggestions in changing from
pattern drawings to drawings showing the finished piece. Fig. J shows the
beginning and general trend of the work."

SHOP PROBLEMS

)63

364

MANUAL TR.UMXG MAGAZINE

•=71

I
If

.^<r5i* ^

SHOP PROBLEMS

365

CURRENT ITEMS

Clinton S. Van Deusen, Editor.

The Massachusetts Commission on Industrial Education after a very care-
ful consideration of the subject has submitted its report to the legislature recom-
mending the establishment of an industrial college in which both day and
evening courses shall be given; it also recommends that this college share with
the Massachusetts Institute of Technology and Massachusetts Agricultural Col-
lege in the sums paid to the State by the United States for this class of schools.
The college is to be practically free to residents of the State, and is intended
for men already trained in the shop. Most of the men would take the work
in the evening but some would be able to give up work temporarily in order to
avail themselves of such an opportunity for advancement.

The purpose of the college is to educate men for supervisory positions in
the larger industries of the State.

While there are various qualities demanded in different supervisory posi-
tions, which range in scope from that of foreman to that of superintendent or
manager, there is yet one feature common to all, — there must be a thorough
grounding in the fundamental principles and practice of the calling. It will
be the object of this college to teach those fundamental principles to such an
extent as may be necessary to supplement the previously obtained practical ex-
perience, and also to give sufficient instruction concerning the shipping and sell-
ing departments in any particular industry.

The president of the board of education of New York city has appointed
a committee to investigate trades schools, with an idea of learning what can be
done for New York in this line. The committee consists of Frederick R. Cou-
dert, Samuel B. Donnelly, John Greene, L. Katzenberg, and M. J. Sullivan.

It has been proposed that congress offer to each rural congressional district
$10,000 annually toward the support of an agricultural high school.

A law is now before the Assembly of New York State, which, if passed, will
greatly encourage the establishment and maintenance of technical and trade
schools within the state. The law provides that the state shall supply five
hundred dollars a year for each technical or trade school meeting the require-
ments of the law and employing one teacher ; and two hundred dollars more is
allowed for each additional teacher. The passage of this law would mean a
rapid development of manual training in the state.

The National Civic Federation, through the generous co-operation of the
International Mercantile Marine Company and that of Alfred Mosely, Esq.,
of London, has undertaken to arrange for a visit of SCO or more selected
American teachers to inspect the schools and colleges of Great Britain and
Ireland. A limited number can arrange to visit the Continental countries as
well. Those who make this visit will be met on arrival by reception committees,
with whom details as to places and schools to be visited can be arranged. The
trip must be made during the months of September, October, November, Decem-

366

CURRENT ITEMS ' 367

ber 1908, and January, 1909, east bound; and between November, 1908, and
March 15, 1909, westbound. The fare for the round trip, second cabin, will be
twenty-five dollars.

The selection of teachers will be confined to those engaged in elementary
and secondary schools, in industrial and technical schools of elementary and
secondary school grade, and in institutions for the training of teachers.

In case more than 500 nominations are received the teachers selected to
make the visit will be chosen equitably from different sections of the country and
from different types or grades of educational work.

Nominations must be made by boards of education, boards of trustees of
individual institutions, or other appropriate educational authorities, and no ap-
plications from individual teachers will be received unless transmitted through
the appropriate educational authority and with its endorsement. In making
allotments, preference will be given to nominations made by those educational
authorities who propose to continue the stated compensation of the person named
during his or her absence, for the purpose of making this visit.

Applications must be made in writing on or before June 1, 1908, on a form
which will be sent upon application, to the executive secretary, Roland P. Falk-
ner, 281 Fourth ave., New York, N. Y.

David S. McFarland has resigned his position as manual training instruc-
tor in the New York Orphanage to become director of manual training in the
State Normal School at Strausburg, Pa. He entered upon his new duties in
January.

More lumber was cut in the United States last year than in any other year
in its history. The enormous amount of 37,550,736,000 board feet was produced
and the mill value of this was $621,151,388. In addition, there were produced
11,858,260,000 shingles, valued at $24,155,555, and 3,812,807,000 lath, valued
at $11,490,570. On the whole, it is safe to say that the present annual lumber
cut of the United States approximates 40 billion feet, and the total mill value of
the lumber, lath and shingles each year produced is not less than $700,000,000.
These figures give some idea of how vast is the lumber industry and how great
is the demand for its products.

A glance at the kinds of lumber produced shows very clearly the passing
of white pine and oak, one the greatest softwood and the other the greatest hard-
wood which the forest has ever grown. Since 1899 the cut of white pine has
fallen off more than 40 per cent, while that of white oak has fallen off more
than 36 per cent. To-day yellow pine leads all other woods in amount cut,
while Douglas fir — and this will be a surprise to many — comes second. Since
1899 the cut of Douglas fir has increased 186 per cent. Louisiana is the foremost
yellow pine State, with Texas, Mississippi, and Arkansas following in order.
Washington produces by far the greatest amount of Douglas fir.

A comparison of the lumber-producing States shows that since 1899 there
have been many changes in their relative rank. Washington, which in 1899
stood sixth, now leads, while Wisconsin, which eight years ago led all others,
is now third. In the same period Oregon, Louisiana, Mississippi, Idaho, and
California made great strides as lumber-producing States, though, on the other
hand, the amount produced in Michigan, Wisconsin, Minnesota, Georgia, Ken-

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MANUAL TRAINIXG MAGAZINE

tucky, Tennessee, Missouri, Indiana, and Ohio fell off anywhere from 29 to 54
pe • cent.

The highest-priced native woods are walnut, hickory, and ash, and the
cheapest are larch and white fir. From the fact, however, that since 1899 the
average increase in the price of lumber has been 49 per cent, it will not be
long before cheap woods are few and far between.

Figures upon the lumber cut of the United States in 1906 are contained in
Circular 122 of the Forest Service, which can be had upon application to the
Forester, U. S. Department of Agriculture, Washington, D. C.

Alice Campbell, for many years instructor in cooking in the grammar grades
of Cleveland, resigned January 31st to accept a position in Toledo. Her place
was filled by Isla M. Campbell of Milwaukee, Wis.

Seventy per cent, of the cities of the United States of 8,000 population, or
over, have manual training in some form in their public schools.

On February 3d a new manual training hall was opened in connection with
the State Normal School at Cape Girardeau, Missouri.

Percy Nilson, formerly of Waltham, Mass., has been elected Supervisor of
Manual Training in Fresno, Cal. Mr. Warner is teacher of mechanical draw-
ing and Miss Mildred Linendou Director of Domestic Science at the same place..

In the fall of 1906 a small start was made in manual training work at
Pontiac, 111., with four benches and other equipment which was purchased with
the premium money received on the drawing exhibit at the State Fair. Th' work
done during that year received the blue ribbon at ihe State Fair and was so well
received by the community that the board of education decided to equip iwo
schools last fall. The Township High School was equipped with nineteen
benches and tools and the Central School with twenty-three benches and tools.
All boys of the sixth, seventh and eighth grades take the benchwork and the
girls of the same grades have sewing while the boys are in shop. The work
in the high school is optional but credit is allowed toward graduation. The
work for both boys and girls is well received and will probably be extended next
year. Ray Tompkins has charge of the woodwork in both schools.

Manual training work is greatly appreciated in Springfield, 111., as is shown
by the way in which the school board has provided for its rapid extension. Last
year the work was carried on in three ward schools while now ten ward schools
are fully equipped for the work of the boys of the seventh and eighth grades.
Four domestic science kitchens have been installed for the girls of the eighth
grade. Knife work is given to the boys of the fifth and sixth grades and sewing
to the girls of the fifth, sixth and seventh grades. The high school has been
re-equipped for benchwork and a two-year course in benchwork and sheet-
metal work is given. Wilson H. Henderson is director of the manual training
work. The boys in the seventh and eighth grades are taught by the principals
under Mr. Henderson's supervision and the lower work is taught by the grade
teachers.

Manual training was started in Columbus, Neb., about three years ago..
From a small beginning it has grown to an important department in the school
work with a well-equipped building. The building, which is a combination
manual training and gymnasium building, was supplied by tl.2 district but the

CLRREXT ITEMS 369

equipment was furnished by the citizens. Tlie maiuiai training equipment con-
sists of twelve benches, four high-speed lathes, four down-draft forges with all
necessary tools and an eight horse power gas engine to supply the power.

The work in the first seven grades consists of weaving, basketry, clay
modeling, pottery and wood carving; these are under the supervision of Estella
Ross.

In the eighth grade the classes are divided, the girls taking sewing and the
boys taking benchwork. In the ninth grade the boys choose between manual
training and the languages. Fully fifty per cent choose the former. In the
ninth and tenth grades the boys take joinery, furniture construction, turning
forge work and mechanical drawing. The upper grade work for the boys is
in charge of E. J. Huntemer.

Frank M. Leavitt, assistant director of drawing and manual training, took
part in the discussion of industrial education at the Washington session of the
Department of Superintendents, N. E. A.

An enthusiastic party of manual training teachers of the Boston public
schools is planning to attend the Washington meeting of the Eastern Manual
Training Association.

The school committee have established a permanent exhibit of school work
in suitable rooms in the new Normal School Building. Volunteer committees of
teachers will keep it up to date. Its foundation has been laid bv the installa-
tion of the exhibits returned from the Jamestown Exposition.

Beginning with February a new departure has been made in the manual
training of the Boston schools by the introduction of elementary bookbinding.
This is being conducted in about twenty classes of the sixth grade with good
resylts. All the classes of the fifth grade throughout the city are also having
this work for the last three months of the current school year.

Sheba E. Berry, formerly a grammar school teacher in the Lincoln School,
South Boston, has been appointed to the manual training corps of teachers.

COLORADO.

For the benefit of the Manual Training Section of the State Teachers Asso-
ciation which convened in Denver December 30 to January 3, there was placed
on exhibition manual training products of the grade schools of Denver. This
was the most extensive exhibit ever held in Colorado and aroused great enthus-
iasm, not only among visiting teachers but also among the patrons of the
schools, many hundreds of whom visited the rooms. The sewing exhibit which
consisted of a great variety of garments, sofa pillows designed and worked
by seventh grade pupils, embroidered table linen, and many household articles,
was under the direction of Ida B. McGlauflin, supervisor of sewing, Denver
Public Schools. The shop work under the direction of Milton Clauser showed
skill in benchwork. Many pieces of furniture, picture frames, etc., for house-
hold decoration were on exhibition.

370 MANUAL TRAINING MAGAZINE

•The Manual Training High School of Denver is so overcrowded that the
board of education has decided to use the Longfellow School, which is one of
the largest grade schools in the city, as an annex to the Manual Training High.
Eight or ten rooms will be opened for this purpose in September and the first
year pupils entered there.

Mrs. Delia J. Morris of Iowa, has been placed in charge of the department
of domestic economy of the Pueblo schools.

RHODE ISLAND.

The Providence Technical high school has received one hundred and sev-
enty pupils in its mid-year entering class, making a total of some six hundred
and seventy-five students in attendance. There have been many changes in the
faculty during this year. Among them the following: Wm. O. Hamblin head of
the drawing department, accepted a similar position in Jersey City. Agustus F.
Rose of the same department went to the East Boston high school. Mary A.
Carpenter resigned from the domestic science department at the beginning of
the mid-vear. Arthur Ray teacher of woodwork is now teaching mechanical
drawing. The new teachers in the drawing department are Chas. J. Martin,
and Daisy L. Richardson. In domestic science Grace Hartman of Brown Uni-
versity and Bessie Goff of Simmons College, Boston, are substituting. In wood-
work Mr. Richardson, of the Fore River Engine works pattern shops, is assist-
ing Mr. Willis.

There has been a conference between the State Agricultural College and
Brown University to avoid duplication of courses and to further the interests of
these institutions and the state.

Howard O. Edwards, President of the State Agricultural College is further-
ing the movement for a federal department for technical research to be carried
on in a similar manner to the agricultural experiment stations. Mechanical
and technical problems will be worked out and manufacturers may consult the
department and make use of its testing facilities.

KITE-MAKING AND KITE TOURNAMENT.

About a year ago systematic kite-making was instituted among the boys of
the fifth, sixth, seventh, and eighth grades of the public schools of Los Angeles,
California. With the assistance of the manual training teachers a great many
kites of various shapes were successfully constructed. The athletic committee
of the schools co-operated, and Superintendent E. C. Moore selected a day for
a general tournament. Thus came to pass the first officially arranged kite
tournament in the public schools in this country, so far as the writer is aware.
This extraordinary affair was successful and about two thousand children and
older people were present at the contest. While kite-making is of Chinese
origin, yet there is much in it that is of high educational value for America.

Most of the work was done by the boys in the sloyd rooms after school
hours, though some was done at home, thus connecting kite-making with the
home and stimulating home work. Of course it is a seasonal occupation, which
fact must be born in mind to avoid attempts at making it of permanent nature.

CURRENT ITEMS 371

This year however an attempt will be made to devote some part of the regular
"manual training time", for the specific purpose of kite construction in the
manual training rooms.

Of course the work is entirely optional with the pupils. An attempt will
also be made to permit girls to take part in this construcion work and in the
tournament. .

In the Los Angeles Schools there is an athletic committee whose duty it is to
encourage and direct the various games and sports. This committee, consisting
of principals and teachers together with the assistant manual training supervisor,
arranged the scheme and day for the tournament, which was approved by the
superintendent of the schools. A committee of judges was appointed to judge and
award prizes consisting of diplomas signed by the judges and the superintendent
of schools. The local papers wrote up the affair, which was thus successfully
carried out.

It may be claimed for this work that as a sport it is clean and moral. It is
also a stimulating agent in constructive home occupation. It prompts inventive
fellows to assert themselves, and several original kites were invented in the
schools and constructed by pupils. It has a peculiar relation to the active and
important aerial navigation questions of today, in that it illustrates the wind
as a motive power and air as a transit-agent. It seems therefore worth the
while to point out these pertinent facts observed and involved in this new
feature of manual training work in the public schools and present them to the
public in the hope that they will be found useful. — c. a. kunou.

KITE TOURNAMENT, APRIL 11, 1908.

Provisional Program:

a. Most Artistic Kite. (See to color, harmony and outline.)

b. Quarter-mile Dash. (Reels, etc. may be used if preferred.)

c. Dirigible Kite. (Use two strings. Work for graceful movements.)

d. Strongest Single Puller. (Tandem not admitted in this class.)

e. Picture Kite. (Work for distance, as these kites are to be 400 feet away.)

f. High Flyer. (Best results obtained by means of tandem combinations.)

g. Best Animal Kite. (Including boy, girl, bird, animal, insect, etc.)
h. Dragon Kite. (Not to be included in the g. class.)

i. Streamer Exhibition. (American flags, etc. make good showing.)

j. Kite Invention. (Must be boy's or girl's own invention, '07 included.)

k. Best Tetrahedral. (To be judged largely on the ground, but must have
made a successful flight.)

1. Yacht Race. (Will be one of the earlier events. New drawings coming.)

m. Model Airship. (Must be pupil's work.)

n. Parachute Display. (Definite release considered.)

o. Best Photograph from a Kite. (May be taken any time during the kite

season previous to the tournament. Prints to be in by April 10th.

REVIEWS

AN ELEMENTARY LABORATORY.

(Translated from the German by Frank A. Manny.)

The tree of accumulated knowledge is so large that no one can, in the
brief space of a lifetime, hope to get thoroughly acquainted with all its branches
and so tall is this tree that only a chosen few are allowed to explore the tipends
of any one particular branch.

The acquiring of knowledge plays such an important part in the process of
educating man that some people confound it with education itself. We hear
people speak of someone being educated "along those lines," or we come in
contact with people who "have had" such and such studies but whose memory
and manners fail to support their claim to a genuine education.

We are living at a time when a large number of very important study-
subjects are battling for a first-row place on the school program. With such
persistent, clever arguments do these subjects assert their position that authori-
ties are prone to neglect any one in favor of the rest. This is in part ex-
cusable for since, unfortunately, the learning period of the great masses of man-
kind has been fixed to be between the ages of 6 and 14 — when shall these poor
beings find out by what means they are likely to become educated most suc-
cessfully. Would not, for instance, the child who is artistically inclined, be
wronged if during the whole of his eight years schooling he were to have no
opportunity to give expression to his natural talent?

Nevertheless, crowd as best we can, the time seems to have come when we
begin to see that it is impossible to give a first-row place to each of the host
of studies that appear to be "most important." Perhaps the simplifying of the
school program may be the means of replacing much of the superficiality of
today by a genuine thoroughness, more humility and more reverence.

Dr. Geo. Kerschensteiner, one of Germany's foremost educators in his latest
work "Grundfragen der Schulorganisation" lays great stress on this simplify-
ing of the program and he therefore gladly welcomes a book like the "Elementar
Laboratorium" in which Raymund Fischer proposes to use manual training not
as a distinct study by itself, but as a valuable aid while mastering problems
in physics. The "Elementar Laboratorium" is published by Carl Schuell of
Munich and it deserves the attention of all educators.

The book is full of illustrations, showing how with a remarkably small ex-
penditure of money children can make 125 pieces of apparatus. Here and there
work on similar lines has been done, but there appears to be no book on the
market that so exhaustively treats of the subject.

Mr. Fischers' pupils have a scrap-box or closet into which are placed all
the bits of wood, glass, tin cans, lead, nails and whatsoever they can find and
which is of little value at home. From this well-ordered junk pile comes the
material out of which are constructed the simplest plumb-line as well as the
most wonderful electrical machine within the scope of the boys' ability. Of

372

REVIEWS 373

course a few articles like glass-tubing, drugs, etc. must he purciiased. For
certain work scraps from a saw-mill are obtained and the boys even buy some
of the things at cheap auction sales. They are bv far more interested in their
work because of this gathering process than they would be if all the material
were furnished by the school. There is a large percentage of voluntary home
work which is probably the best result of Mr. Fischer's educational influence.

Because of the many plates in color the book is not so difficult to understand
even for those whose knowledge of German is rudimentary. The book costs
four Marks in Germany and can probablv be had for $1.50 or less in this
country through any book dealer. — fritz koch.

NOTES FROM THE GERMAN M.^NUAL TRAINING MAGAZINE.
By George F. Foth.

Twenty-five years of successful work has been done in the eight manual
training schools of Dresden. This gives Dresden tlie foremost place among the
German cities.

On the 2d of October, the question of manual training was brought up for
the first time in the Leipsic City Council. It was decided to make manual train-
ing part of the school work in the new "Burgerschule" No. 10. Two basement
rooms were set apart for this work and the sum of 1425 M. were appropriated
for their equipment. The instruction is to be carried on in the afternoons between
three and five o'clock. The work is to begin with the boys of the third and
fourth classes, the fourth to receive instruction in cardboard and the third in the
elements of benchwork in wood. The work will not be compulsory.

The twenty-fifth anniversary of the manual training school at Posen was
celebrated on November 15th. All the manual training teachers of the city were
present and Director Gaertig, the founder of the school, was commended for his
successful work, not only in the city, but also in the province. The hope was
expressed that he might be able to continue his great work in the cause of manual
training for many jears to come. Thereupon, in the name of the manual training
teachers of Posen, he was presented with a statue idealizing work.

Barden is keeping pace with the manual training movement. In all newly
planned public school buildings, consideration is being given to additional rooms
for manual training. This is also true in Mannheim, Karlsruhe, Heidelberg,
Pforzheim, and Freiburg. Manual training is now well established in the public
schools of Mannheim, where 2215 boys receive instruction. They are allowed to
choose between cardboard work, whittling, benchwork, metahvork, and modeling.
One hundred and ten courses are taught by forty-seven teachers in fourteen
work-rooms.

Year Book of the Council of Supervisors of the Manual Arts. Edward D.
Griswold, secretary, Hastings-on-Hudson, N. Y. 634x10 in.; pp. 168+46 plates
and many line cuts; price, $3.00.

This seventh year-book is a fitting successor to the helpful volumes that have
preceded it. In illustrations it is richer than any previous volume and in the
practical suggestiveness of its papers it keeps to the high standard set by this
organization.

374 MANUAL TRAINING MAGAZINE

The volume opens with a paper on "Constructive Work in Town Schools
without Special Equipment" by Mabel B. Soper. This is an account of what
has actually been accomplished in a Massachusetts town near Boston and makes
one wish that the day would soon come when such work were being done in
every town in our land. The second article is a discussion of "Centers of
Interest in Handwork" by Cheshire L. Boone. "Woodworking in Country
Schools," is discussed by M. W. Murray, "Toymaking as a Form of Construc-
tive Work", is interestingly presented by Albert W. Garritt, and "Some Phases
of Bookbinding in the Elementary Schools" is helpfully treated by Julia C. Cre-
mins. And so one might continue through the entire volume.

Theodore M. Dilloway presents some striking and instructive contrasts in
a paper entitled "Creating Ideals in Furniture Design," and in quite a different
way Frank E. Mathewson gives some fresh material on designing for wrought
metal work. "The Adaptation of Pattern to Material" is discussed by James P.
Haney and illustrated with fifteen full-page plates, one of which is reproduced
on the opposite page. This paper adds another to the remarkable series on
applied design which Dr. Haney has produced during the past three years.

No one can really keep up to date with the literature of the Manual Arts
who fails to read the Year-books of the Council as they make their annual ap-
pearance, and no working library on the manual arts is complete without them.

— B.

Sewing Manual. By Ida B. McGlauflin, supervisor of sewing in the
public schools of Denver, Colorado. Published by the author ; price, 50 cents.

This is a sixty-four page booklet giving a five-year course in school needle-
work. The course begins with the third grade, and outlines the work in detail.
A list of words used in the sewing, which should be taught in each grade, is
added to the outlines of work, also a chapter in which the several stitches are
described, and another on textile fibers. The book bears evidence of being the
result of practical experience, and it should be helpful to sewing teachers in other
cities.

Textile Studies for the School Room. By Katherine F. Steiger, director of
the domestic arts in the public schools of Rochester, N. Y. Published by the
author; price, 25 cents.

This very attractively printed booklet contains the following chapters: A
general outline of weaving exercises, helps for teachers, the making of a loom,
how we learned to make thread, textile fibres, cotton, linen, wool, silk. At the
end of the book is a bibliography.

The following have been, received:

Third Annual Report of the Education Department of the State of Neiv
York. By Andrew S. Draper, Commissioner.

Simple Exercises Illustrating Some Applications of Chemistry to Agriculture.
By K. L. Hatch, principal of Winnebago County School of Agriculture and Do-
mestic Economy, Winneconne, Wis. U. S. Department of Agriculture Bulletin
195.

The Seasoning and Preservative Treatment of Hemlock and Tamarack
Cross-ties. By W. F. Sherfesee. U. S. Department of Agriculture, Forestry
Service, Circular 132.

REVIEWS

375

DESIGNS FOR TOOLED LEATHER BY JAMES P. HANEY IN YEAR-BOOK OF COUNCIL OF

SUPERVISORS.

376 MANUAL TRAINING MAGAZINE

The Lumber Cut of United States, 1906. By Gifford Pinchot. U. S. De-
partment of Agriculture, Forest Service, Circular 122.

Hoiv to Read Plans. By Charles G. Peker, editor of "Woodworker's Re-
view. Industrial Publication Co., New York, 1908; 5x7 in., pp. 46-f8 plates of
drawings, price 50 cents. A book written to help mechanics to read working
drawings.

Addresses and Proceedings of the National Education Association, 1907.
Report of the Los Angeles meeting containing an unusually large number of pa-
pers of special interest to teachers of manual training. Price, $2.00. Dr. Irwin
Shepard, Secretary. Address Winona, Minnesota.

Proceedings of Joint Meeting. Report of the Cleveland meeting of the
Eastern Art Teachers' Association, the Eastern Manual Training Association
and the Western Drawing and Manual Training Association held May 8 to 11,
1907. Price, 50 cents. William T. Bawden, Chairman of Editorial Board,
State Normal University, Normal, 111. This attractively illustrated volume con-
tains much that will interest teachers of the manual arts who did not attend the
meeting, and certainly those who did attend will want it for reference.

Student Participation in School Government. By William R. Ward, Super-
visor of Manual Training, State Normal School, New Paltz, N. Y., 1906.
S%:x.7y2 in.; pp.112; price, 50 cents.

This book is of immediate practical value to anyone contemplating the
adoption of the "School City" idea. It is not a book of theories but of practi-
cal suggestions based on six years of experience. It tells in detail just how to
J- ^ceed.

Report of Commissioner of Education, 1906, I'ol. 2. Dr. Elmer E. Brown,
Bureau of Education, Washington, D. C. Chapter XX contains fifty pages of
statistics on manual and industrial training.

Seat Work and Industrial Occupations. By Mary L. Gilman and Elizabeth
B. Williams, two principals of public schools in Minneapolis. The Macmillan
Company, New York, 1905. 6x7^4 in. pp. 141.

How to Make an Annunciator. By T. E. O'Donnell.

Making and Fixing Electric Bells and Batteries. By M. Cole.

A Small Electric Motor. By Wm. C. Houghton.

How to Grind and Set Edge Tools. By M. Cole.

These are small handbooks issued by the Sampson Publishing Co., 6 Beacon
St., Boston, and sold at 10 cents each. Each is illustrated b}- one or more draw-
ings.

School of Liberal Arts and Sciences for Non-Residents. A prospectus of a
new plan for getting a college education without going to college. The instruc-
tion is individual and the examinations just as searching as in resident college
work. On the faculty are some of the strongest men in the United States. For
example, at the head of the department of education is Professor John Dewey of
Columbia, and of fine arts Professor John C. Van Dyke of Rutgers. Hamilton W.
Mabie is the chairman of the Educational Council. The executive offices are at
156 Fifth Ave., New York, and 512 Times Building, Pittsburg, Pa.

VOLUME IX. NUMBER 5

Manual Training Magazine

JUNE, 1908

INDUSTRIAL EDUCATION IN THE ELEMENTARY

SCHOOLS.

Frank M. Leavitt.

THE writer on this topic who wishes to secure general acceptance
of his views must make careful definition of terms and definite
limitation of the special phase of the subject with which he is
to deal.

At the recent meeting of the Department of Superintendence of the
National Education Association in Washington, an entire session was
given to a symposium on the place of industries in public education. The
closing words were given by Mr. George H. Martin, Secretary of the
Massachusetts State Board of Education, who remarked that the discus-
sions of the afternoon furnished ample evidence of the chaotic condition
of the subject of industrial training. One fact which contributed to the
seeming chaos of ideas was that those taking part in the discussion were
frequently talking about widely different things. One speaker, presum-
ably representing the Massachusetts Commission on Industrial and
Technical Education, employed the term "industrial education" so nar-
rowly that it was made to apply only to work given in special schools
with the purpose of training for definite trades. Without questioning
the right of the Commission to define the meaning of the term "indus-
trial training" as used in its own reports, I would record a protest
against the general acceptance of any such limitation. It was with the
belief that a considerable amount of training, with definite vocational
purpose could and should be included in the work of the elementary
schools, that the experiment, which it is the main purpose of this article
to describe, was undertaken. The discussion pertains only to this par-
ticular and limited phase of industrial education.

377

378 MANUAL TRAINING MAGAZINE

Out of the chaos of ideas relating to the general subject, the care-
ful student, who has especial interest in and experience with the work
of the elementary grades, will discover five pertinent facts:

First. A large percentage of children (variously estimated at
from 60 per cent, to 80 per cent.) leave school before completing the
work of the elementary grades.

Second. While this is sometimes the result of stern necessity, it
is often unquestionably due to the belief of parents and children that
the training which is found outside the school is of greater industrial
value to the pupils than that which is offered within.

Third. There is a demand for the industrial education of those
who are to fill the ranks of the industrial army. This demand is three-
fold. It comes, as above hinted, from the parents, who will certainly
continue to take their children from school in large numbers and at
an early age it if is not met. It comes from the manufacturers, who
are determined to secure more efficient workers. It comes from Ameri-
can ideals of general education which require equal educational oppor-
tunity for all — and that, we are beginning to understand, is a far dif-
ferent thing from identical education for all.

Fourth. Our present courses of study do little to meet this de-
mand even where the average amount of attention is given to "manual
training."

Fifth. In any industrial community such, for example, as the
state of Massachusetts, more than one-half of the industrial workers
are engaged in occupations for which it will be practically impossible,
for years to come, to provide specific trade training. Such training is
possible, or may be made possible for most of the workers in the build-
ing trades, for machinists, foundrymen, textile workers, shoemakers,
etc., but cannot, without tremendous expense, be provided for the small
and unclassified industries, which, however, give employment to a major
portion of the industrial workers.

The above I believe to be facts. To these facts I will venture to
add six opinions:

First. Unless industrial training is made a part of public instruc-
tion, and that speedily, it will be undertaken by the '"business interests."

Second. The business interests can maintain "industrial educa-
tion" with financial benefit to themselves as well as with the more ob-
vious advantage to the children.

Third. Efforts made b}- the "business interests" to provide indus-
trial education of any kind will have the distrust and the opposition of

INDUSTRIAL EDUCATION 379

organized labor to a much greater extent than would similar efforts on
the part of the public schools.

Fourth. In the long run, the "business interests" cannot be ex-
pected to conduct such education disinterestedly, and the children will
receive far less benefit than they would receive in the public schools
properly administered.

Fifth. A majority of the children now leaving school at the age
of fourteen, would remain in school two or three years longer if the
manual training work were so increased and so modified as to place the
emphasis on vocational training.

Sixth. The school system of every city should offer, in some of its
schools at least, for children of about 12 years, an "industrial course,"
only slightly differentiated from the regular course in other respects,
but including a considerable amount of manual training with a vocational
purpose, so modified that the school life of the pupils may be prolonged
and their chances of industrial success enhanced.

It is apparent that each fact enumerated and each opinion ex-
pressed above might well serve as a thesis for an entire article, and the
temptation to discuss them all is great. This temptation will be re-
sisted, but it is no digression to note, in passing, one objection that will
almost certainly be made to the last opinion expressed.

There are many who are today strongly advocating industrial train-
ing for our boys and girls, who maintain that our manual training does
not contribute appreciably to the industrial efficiency of the pupils re-
ceiving it.

The report of the Massachusetts Commission on Industrial and
Technical Education has played no small part in creating this impres-
sion. It expresses the opinion that manual training "has been urged as
a cultural subject, mainly useful as a stimulus to other forms of intel-
lectual effort — a sort of mustard relish, an appetizer, to be conducted
without reference to any industrial end."

I so far disagree with the report as to believe that the manual
training now given in the public schools has a real and considerable
industrial value. This value has been overlooked partly because the
amount of manual training given is insufficient to produce results com-
mensurate with the great industrial need, but even more because the
manual training which we have is seldom given to the pupils who later
form the largest factor in the industrial problem, since they leave school,
as above noted, before reaching the grades in which such training is
provided. It is not the fault of our manual training that boys who

380 MANUAL TRAINING MAGAZINE

have had the benefit of the complete elementary school course, and
those who have taken the courses in manual training offered in our high
schools, do not enter the ranks of the industrial army and there demon-
strate the value of the training which they have received. Rather is
it to the credit of such training that boys, who have had the benefit of
it, are enabled to take other positions offering even greater opportunities
for advancement, positions which are, nevertheless, in the broadest sense
of the word, industrial, positions having to do not only with production
but with distribution, accounting and advertising of the manufactured
product.

The fault lies not primarily in the manual training, but in the
short-sightedness of the earlier promoters of manual training, who es-
tablished the work in the upper grades and in the high schools and then
confidently predicted industrial results, which in the nature of the case
were wholly impossible, and equally of those in authority today who
seeing the industrial need, overlook the possibilities which lie in our
present courses and, making no attempt to modify and adapt them to
these needs, seek some wholly new and as yet untried expedient.

The foundation of an adequate industrial training must be laid
in the public elementary schools by providing manual training of the
right kind, in the right quantity, for the right pupils, and at the right
time. It was for the purpose of gaining some practical experience
relating to this subject that the Boston School Committee on May 6,
1907, passed the following order, namely: "That the Superintendent
be authorized to designate one or more boys' elementary schools in
which the course of study may be experimentally modified for the pur-
pose of determining in what way these schools may become more ef-
rective in training pupils for industrial pursuits, while at the same time,
maintaining their efficiency for preparation for high schools," In
accordance therewith the Superintendent selected the Agassiz School,
Jamaica Plain.

About a week before the close of school, copies of the following
circular were distributed among the boys who were to be in grade
V 1 during the coming year :

AGASSIZ SCHOOL.

Jamaica Plain, Mass., June, 1907.

An opportunity will be offered, next September, to fifty boys of grade VI
in the Agassiz district, to enter a class in which the course of study is planned
especially for boys who have an aptitude for industrial pursuits.

INDUSTRIAL EDUCATION 381

This course will offer more manual training, shop arithmetic and working
drawing, and at the same time maintain the efficiency of preparation for high
schools.

If you wish your boy to join this class, please sign the following blank form,
and return it to the master of the school.

As the number who can be accommodated in this course is limited, the ear-
liest applications will be considered first.

This circular was signed by the principal and the director of draw-
ing and manual training.

Before he left Boston, for his summer vacation, the principal of the
school had received upwards of 50 applications for membership in the
new industrial class, and in September the class, numbering 52 boys, was
organized, and one of the most able and experienced of the regular
corps of manual training teachers was put in charge. To her energetic
and intelligent effort is due, in no small degree, the success with which
the experiment has thus far been attended.

The class was divided into two sections of 25 boys each, and each
section worked one hour of each school day.

In determining the nature of the work to be done, and in selecting
the articles to be made, one fundamental principle has served as index
and guide: Everything must conform as closely as possible to actual
industrial work in real life. The product must be not only useful but
must be needed, and must be put to actual use. It must be something
which may be produced in quantities. The method must be practical,
and both product and method must be subjected to the same commercial
tests, as far as possible, as apply in actual industry.

For two years these boys had done the regular manual training
work of grades IV and V, cardboard construction, so it was decided to
begin the industrial work with box-making.

It was found that pasteboard boxes, costing ^ of a cent each,
were being used by the school department in sending out certain sup-
plies, and the class undertook the manufacture of several hundred of
these boxes.

The method employed was as follows: First a sample box was
studied and careful note was taken of its use, of the material of which
it was made, and of the details of its construction. Especial attention
was called to the dimensions and to the need of obtaining accurate
results in order that all boxes might serve the purpose for which they
were intended and also be alike.

Each boy then made one entire box, drawing, cutting, scoring, glu-
ing, staying corners, pasting.

382 MANUAL TRAINING MAGAZINE

Next, by a briet talk, and with necessary demonstration, an expla;;
nation was given of the greater economy of employing "industrial
methods."

Jigs were made for facilitating some of the operations and for
securing greater uniformity in the product. The class was organized
into different groups of from two to six boys each, each group perform-
ing one of the several operations involved in the making of the box or
the cover. There were the box cutters, cover cutters, stayers, pasters,
fitters, and gluers. There were those who assembled, inspected, packed
and counted the boxes, and there were the assistant teachers — foremen
in embryo.

Of course this was not all done in one lesson. By the time 750
of these boxes were made and packed ready for the supply team, the
boys had gained at least a glimmer of light on five points of superiority
of this, the industrial method, over the method first employed : First,
ihat there was greater economy in the use of material. Second, that
much time was saved, since it was not necessary to lay aside one tool
and hunt for another at the completion of a single operation. Third,
that the skill increased very rapidly by performing the same operation
many times. Fourth, that a standard of accomplishment in a given time
was established, below which no self-respecting boy wished to fall.
Fifth, that a "good" box could not be produced if any of the group of
boys did "bad" work.

In passing I must note and answer one objection which some ad-
vocates of "educational" manual training will make, namely, that the
frequent repetition of the same movement is not educational since it
becomes practically automatic — a matter of the spinal cord. Be that
as it may, the bojs show an ever increasing interest and delight in their
work as they become more and more skilful, for there is a keen joy in
mere accomplishment which is by no means a matter of the spinal cord,
but of an intelligence which is much higher. It should also be noted
in this connection that, from time to time the groups were changed so
that, in the end, all the boys had performed several, if not all, of the
different operations.

The second project was a box smaller and more finely constructed
than the first. Sixteen hundred of these were made.

In speaking of the methods used in making the later projects it is
only necessary to note two points in which they differed from those
first employed : First, in the earlier project the groups were chosen

INDUSTRIAL EDUCATION 383

with reference to the ability of individual boys and the difficulty of the
several operations. In the later, the groups were formed by taking the
boys in order, just as they came, and a "foreman" was appointed for
each group.

Second. A system of "check" was introduced which made it pos-
sible to trace poor work to its author — thus fixing responsibility. After
the completion of the second project some calculations were made to
ascertain the increase of efficiency and it was found to be about 400
per cent.

Subsequent projects have been vellum-covered pencil boxes, for
use in high school drawing classes, and "Harvard" covers of vellum
with leather backs and corners. Of the former about 475, and of
the latter about 800 were made.

This is a brief outline of the work thus far done. The time is
taken from the manual training, drawing and arithmetic, but it is
believed that little is lost. The boys are required to keep careful rec-
ord of time, material and output and to make computations based
thereon.

A spelling list of 60 words has already been sent to the regular
teacher (an addition to the vocabulary of the boys), including the
names of tools, materials and processes. The word "industrial" is one,
and in it the boys are much interested.

In a two or three years' course, the manufacture of articles of
other materials will undoubtedly be undertaken, and drawing, mechan-
ical and freehand, will become a part of the work, as will also design.
It is rather early to speak with certainty about the interest with which
the boys will follow this work, but the indications are all extremely
favorable. The boys do not seem to object to giving their work to the
city, but rather appear to be pleased that they can contribute something
to its support, and that, in these days, is of no small consequence. Inter-
est seems to be awakened and held by the mere productive activity — by
the industrial processes themselves, and it has not been necessary, thus
far, to bring in the motive of ownership, which is prominent in the
regular manual training work. The boys were interested when the
supply team called to transfer their boxes to the supply roms. Some
rivalry has been noted between different groups and some boys have
asked to be allowed to work at home.

What are the results to be? Frankly this is an experiment and
a verv new one and we prefer not to predict results. It is hoped that

384

MANUAL TRAINING MAGAZINE

the training received will itself add something to the efficiency of the
boys, but it is also hoped that it will so atract them to industrial pur-
suits that they will seek admission to more complete industrial courses
which may be established later.

It is hoped that the experiment may demonstrate that the place to
begin industrial training is in the public schools, and that in this way
only can our schools be made truly democratic. Until very recently
they have offered equal opportunity for all to receive one kind of edu-
cation, but what will make them democratic is to provide opportunity
for all to receive such education as will fit them equally well for their
particular life work.

It is hoped that the experiment may show that differentiation should
be made possible for our pupils before the end of the present elementary
school course — as is indeed already the case in Boston with those boys
and girls who elect a classical education. This need for an earlier dif-
ferentiation is based on psychological as well as social reasons and is
gaining wide recognition.

If the experiment at Jamaica Plain provokes discussion and induces
others to seek, within the public school system, a solution of the prob-
lem of vocational training instead of handing it over to the business
interests, at least one important result will have been achieved.

DRAWN BY E, E. SHEPPARD

A COURSE OF STUDY IN MANUAL TRAINING.— IV/

Cheshire Lowton Boone.

IT may be well to review concisely the reasons for using paper and
cardboard construction and to state in what part of the elemen-
tary school such work will be of most service.

(a) After the rather free and unrestricted sand table exercises of
the first two years, there should be taught in the third and fourth
grades such things as will demand accurate construction and a good
deal of planning by the children. They should learn to measure with
skill and rapidity and to cut material with accuracy. The problems
offered should permit of some decoration and should be immediately
useful. Such things as desk pads, portfolios, simple booklets, calendars,
envelopes and covers, are suitable. They involve the constant use of
the ruler, a variety of processes, and the things when done are at once
available for use.

(b) The reason for putting this work into the upper primary
grades is, that children at that period show utilitarian leanings which
should be satisfied with a material that is possible from the technical
standpoint. Secondly, some decoration and lettering should be intro-
duced as a foundation for the future shop and craft work. Thirdly, it
is quite desirable that the rudiments of good workmanship and method
be implanted early. The type of exercises, indicated in this paper
seems to more nearly fulfill requirements than any other one kind, and
the writer firmly believes it advisable to handle one class of problems
long enough to achieve a degree of expertness.

(c) One finds in existing courses of study several forms of con-
struction, materials and exercises, which are harmless enough in them-
selves, but have so narrow a range as to be not worth using. Bas-
ketry, to be distinguished, should be pursued by older (grammar)
pupils. Weaving, as primary children must do it, means practically
the making of small rugs. There is the possibility of a little design, but
after the second rug the variety ends. Pottery-making also should come
a little later to be most profitable. To get the most out of clay work,
children should be old enough to appreciate the kind of design possible
in and for clay and to devise forms and decorations for themselves.^

^Copyright, 1907, Cheshire L. Boone.
^Pottery will be the subject of the next paper.

385

386 MANUAL TRAINING MAGAZINE

Aside from the condition that most constructed things should have-
a utilitarian raison d'etre, there is in all cases some desirable sequence
of processes to be observed. Most of the things herein suggested are
made of cardboard (strawboard) covered with cover or bogus paper or
book-linen. Book-linen is difficult to fold, measure and paste; it should
be used sparingly at first.

The first problem may be the making of a picture mount, calendar
support or small blotter. The foundation is a rectangle of stiff card-
board covered with paper of good tone. The cards should be cut to
size. Cover paper, in pieces large enough to complete the article, is
given out with the card. The following are typical directions (to be
illustrated by drawings on the blackboard) :

( 1 ) The sheet of cover paper must furnish two pieces, one about
y^" larger each way than the card, and the second exactly the same
size as the card (Plate I, A and B).

(2) Lay the given cardboard on the cover paper near a corner,
leaving the proper margin, and trace around it. Measure the right-hand
margin on the other two sides (dotted lines) and cut on them. This
is the front cover (A).

(3) Lay the cardboard on corner of remaining piece of covering
and trace around; cut on traced line. This is the back covering (B).

(4) Cut off corners of piece with margins so that cut does not
quite touch the corners of tracing (C).

(5) Lay cardboard to fit the tracing, fold over the marginal laps
and paste^ these down. No paste is to be used on the inside of the cov-
ering (D).

(6) Cut off 54" from a side and an end of the back cover (B)
to make it a very little smaller than the card and paste on the back.
Use paste only on the edges'.

These directions cover the fundamentals of covering and pasting.
If the object is a calendar, some brace or other device may be added
for keeping it upright on the table or for hanging.

DESK PAD.

The desk pad is made of cardboard about 9" x 12". This should
be covered after the manner indicated above; in this respect it is the
same problem as the calendar, but in large size. In addition there are

^ Common library paste, flour paste or mucilage. The first is best to handle.

^ It is suggested that large surfaces be not covered with paste. It is hard
to accomplish without liquid paste and long brushes. For most purposes in the
grades it is not necessary.

COURSE IN MANUAL TRAINING

387

-2-

-3-

' J Li

V.f=X

^^r^czzz^

388 MANUAL TRAINING MAGAZINE

corners to be made to hold the blotter. These must be constructed
so the.v will fit the corner of the pad snugly and not tear or come loose
when the blotter is inserted. There are several types, of which these
are the most useful for this and problems to follow. The first one
(E), is simplest for the desk pads, since it is to be shown on one side
only — the front. Although strong cover paper will do very well, this
corner ought to be constructed of book linen for strength. It is made
from a 3" square, creased on two sides J^" from the edge and along the
diagonal of the new square made by the first folds. One corner is cut
as shown by full line. Four such corners are needed for each pad.
They are to be pasted on like this (G, 1 and 2). A better and more
workmanlike way is to put on the corner before the back covering is
attached, which piece then hides the flaps (G 3). The pad is com-
pleted by cutting a blotter, somewhat smaller than the pad and sticking
it under the folded corner pockets.

PORTFOLIO.

The typical portfolio Is made of two very stiff covered cardboards
attached to a hinge of tough paper or book linen. The simplest con-
struction is to cover the two halves separately as for the desk pad, and
fasten together with a hinge wide enough to allow about V between
the boards and ^" to paste on each edge, and long enough to fold
over inside and meet to make a hinge of double thickness (H). The
doted lines indicate unseen edges of board covers and show how much
of the hinge is attached to sides.

There are innumerable varieties of this problem and related ones
— sometimes the hinge is attached to the bare cardboards and the whole
then covered. In such case each half should be covered separately to
give the hinge full play. Covering would then be cut with margins on
three sides, the fourth being pasted over the hinge and coming even
with the edge of the cardboard (dotted line, J). The inside covering is
pasted last.

If the article is to be used for writing materials, a blotter and
pocket are desirable. The corner piece described (E) is suitable, but
it must be attached to the inside lining, not pasted over the cardboard
as in the desk pad. The pocket to hold paper and envelopes is also
attached to the lining. The pocket piece is cut about 1^" longer in
width and length than the finished pocket (Plate II, L). Corners are
cut out leaving four flaps. The inside lining for portfolio is then
pasted to one of the end flaps (M), and to each of the side flaps is pasted

COURSE IN MANUAL TRAINING

389

b^- -/rl

-I -

1 1

I (

I I

Two oi Vliese
-3-

-2.-

PLATE II.

-5'

390 MANUAL TRAINING MAGAZINE

a three-fold hinge (N). The pocket is then folded up to the lining
and the other end of the hinge pasted to the back of this lining (O).
The whole is then ready to paste inside the portfolio. In some cases
a double corner (Plate I, F or G), which looks the same both inside
and out, is desirable as a decorative feature. A portfolio may have
flaps inside to prevent loose papers from falling out. Such flaps should
be made from single thicknesses of tough paper, preferably the same
as cover material, and should be attached to the inside lining before
it is pasted in. A more simple scheme and one which may be used in
addition to flaps is to fasten cord or tape to the three open sides and
tie the portfolios when closed.

A next step, which is really simple book making, is the manufac-
ture of a portfolio or pamphlet tied at the back and with a separate
hinge for each side of the cover. Each side consists of a narrow strip,
wide enough to be punched for tying and the cover proper (P). The
two sides of the cover are made separately and punched. The leaves
or papers to be bound are then punched to correspond to the holes in
the cover and are tied between the covers.

Other similar things like pencil cases, memorandum pads or books,
autograph albums, card cases, calendars, needle books and innumerable
variations of the portfolio or note book idea can be easily devised along
the lines above suggested. The covering, hinges and corners may be
so selected as to make pleasing combinations of tone.

Ample time should be used to make the things, that they may be
durable. All dictated work is best done after drawings on the black-
board.

DESIGN.

None of the work, save the desk pad, is employed to advantage
if design or decoration is not a part of the problem. Every portfolio
should be for definite use. This purpose and the child's name or other
information should be lettered on the outside. To make the lettering
more effective and also hold the design together a simple border or dec-
orative stamp may be included (Plate III).

The whole question of design and decoration for the problems here
mentioned is one of use and necessity. Children in the intermediate
grades are not able to do complex patterns or to deal with fine page
or cover design. Their conception of the project must be a practical
one and the teacher's statement of what is desired should include the
necessary elements of decoration, together with as little of the purely

COURSE IN MANUAL TRAINING

391

■ornamental as possible. Much inspiration and help may be derived from
the inspection of current book and magazine covers — the simplest ones.
All lettering should be done with plain gothic capitals (Plate III).
The title name, school, etc., should be arranged symmetrically on the
■cover with no attempt at unique composition. The title makes one group
by itself and should be most prominent by virtue of its size or color.
"The color of both lettering and design (border) should be quiet, pref-
erably of a tone similar to that of the cover, but darker in value.
Water color must be used for this work ; crayon rubs off and gives the
work a messy appearance.

NATURE

■"■

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ill

ABCDEF6HIJKLnN0PQRSTUV

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234567890

A STUDY IN THE DEVELOPMENT OF TRANSPORTA-
TION.!

W I L L I A M R. W A R D.

"The millenniums of change through zvhich human invention has
passed in the transforming of a rude stick or frame to fit on a mans
back, or a burden strap to fit across his forehead, or a pad to rest on
his head, into the latest devices for transportation by land or by sea,
constitute one of the world's activities." — The Origins of Invention,
by Otis T. Mason.

THE following statements briefly outlining the work done by a
class of sixth grade boys and girls are not written for the pur-
pose of justifying or discrediting any particular system of man-
ual training, but rather to chronicle the actual work of a class in the
hope that someone may find inspiration in the ideas suggested.

The subject of colonization was under discussion in the history
class and since transportation bears such close relation to the general
topic of colonization, it was decided by the manual training class to
make a study of some of the phases in the development of the means of
transportation. The general subject of transportation was divided
into two parts — transportation by land and transportation by water.
Transportation by land was the particular part of the general topic
chosen for study.

Among some of the first questions that naturally suggested them-
selves were: When did transportation begin? What were the ob-
jects transported? What were the means by which this transportation
was accomplished? Obviously transportation began when man first
carried some article of food from the place where he had found it to
his place of abode, either for his own future use or for the use of his
mate. The object transported may have been some wild berries, some
nuts, or perchance a small animal which he had killed ; and his means
of transportation were undoubtedly his hands.

^The problem described above was worked out with a class consisting of
eleven girls and fourteen boys in the training department of the State Nor-
mal School of New Paltz, N. Y. The shop contained twenty benches. The
present sixth grade is working upon a series of models showing the develop-
ment of water transportation.

392

DEVELOPMENT OF TRANSPORTATION

393

Should we continue our investigations further, we should probably
find man creating a shelter and slaying larger animals, and with this
advance in his ability to cope with his environment comes a new prob-
lem. How is he to carry the fruits of his victory to his home, if "home"
we may call it? Figure 1, a and b, suggests a simple "drag" or "sledge"
which may have been used to transport for a short distance things

FIGURE 1.

which were too heavy to be carried. This "drag" consists of two poles
on which has been constructed a platform by binding cross pieces to
the poles with vines or roots.^

When man first learned to use the roller will probably never be
known, but it must have been far back in prehistoric times. Figure 1,
c and d are modifications of the use of the roller in transportation. This
roller, the first step towards the wheel and axle, was at first probably
a simple log tapered at the ends and held between crotched sticks. The
present day wheel-barrow is a modification of this device.

While it is not the province of this article to show the causes for
each succeeding device in the evolution of our present means of trans-
portation or even to show why man came to discard the whole log as a
roller and use only a cross section of it and thus employ the wheel and
axle, yet it is not unlikely that he may have found it difficult to roll the
log over obstructions like stones or stumps and have hit upon the idea
of cutting away the center leaving only the ends the original size, or
the necessity of using it between trees may have caused him to shorten

^The North American Indians used the device marked (b) in transport-
ing their wigwams and other baggage from place to place.

394

MANUAL TRAINING MAGAZINE

the log from time to time. The devices thus obtained may have sug-
gested the cross-sections as wheels which were probably fastened to
smaller logs as axles. In this device, regardless of the way it may have
been determined, the axle revolved with the wheel. Later the axle was

FIGURE 2.

held fast, the wheels only turning. Figure 1, e and f, are device.^ of the
latter kind.

Figure 2 shows a four-wheeled vehicle but the wheels are still cross-
sections of a log, while Figure 3 shows a wagon the wheels of which
are made by using the hub, spokes, etc. "The progress in dev-elopment
here represented is shown in the construction of the wheel. The
spcked wheel however was undoubtedly used long before the four-
\Cheeled wagon was invented.^

"Interna ticnal Encyclopedia.

DEVELOPMENT OF TRANSPORTATION

395

Figure 4 shows one of the highest types of modern mears of trans-
portation— the freight car.

At least two methods of class instruction are presented by a
problem such as is here suggested, namely, the individual and the group
model. The "drags" and "rollers" shown in Figure 1 were constructed
by individuals, the small carts by two pupils w^orking together and the

FIGURE 4.

wagon, with spoked wheels by four pupils, while the freight car was
made by a group of at least ten.

Many problems of the industrial world were met and discussed.
The four boys working on the wagon being unable to agree about some
detail of its construction declared a strike and refused to w^ork together.
The instructor immediately became the committee of arbitration, heard
the statements of opposing parties, adjusted the differences and set the
machinery in motion again. The construction of the car gave opportu-
nity for a division of labor. Four pupils made the trucks, two pre-
pared the timbers for the frame work, and two framed and put them
together, while others made the siding, floor, or roof.

Problems in mechanics were found at every turn. One example
will serve as an illustration. In studying the freight cars at the rail-
road station, the trusses under the car attracted especial attention and
called forth many inquiries. After their name had been given the ques-
tion arose as to their purpose. A simple experiment like the one shown
in Figure 5 soon cleared the matter up and many places where the
truss is used were called to mind and given by different pupils.

Working sketches of some of the models were made by pupils be-
fore starting their problem and further completed as the work pro-

396

MANUAL TRAINING MAGAZINE

pressed. A simple working drawing of the car was made by the teacher
after the proportions had been determined by pupils who had previ-
ously measured one of the freight cars at the railroad station.

Projects of this kind do not call for accuracy of construction and
hence aid only incidentally in acquiring skill or technique, nevertheless
every cart, wagon or car may be made workable or complete in itself.

FIGURE 5.

Couple this fact with the thought content of the subject and it will be
readily seen that every pupil has gained in power to think and to do.

Many teachers of manual training undoubtedly refrain from a study
of this kind because of the increased difficulty of conducting a class
which is allowed to work along such original lines, for it cannot be de-
nied that it is much more difficult to manage a class under these circum-
stances than when they are working upon the individual model, but as
Prof. Charles. R. Richards has so well said, "what is impracticable today
is accomplished tomorrow." Moreover is it not true that when the
child is given a large measure of freedom he gets the opportunity to
exercise his originalitj' — that quality of the individual which we so
much desire to develop?

The interest and enthusiasm shown by members of the class in exam-
ining works of reference for illustrations and descriptions of primitive
carts as well as their eagerness to observe and to report concerning dif-
ferent types of freight cars would convince the most skeptical of the
value of a study of this kind.

COPING SAW WORK/

Bex Wiley Johnson.

SOME three years ago the need arose in the fourth grade for a
more vigorous and adaptable form of handwork than the use
of raffia. As the children of this grade based much of their
work upon local geography, history, and the development of native
industries, of which lumbering is chief, the use of thin wood with sim-
ple tools was suggested.

We had seen children of this age use a coping saw sucessfuUy in
Miss Langley's classes at the School of Education, Chicago University,
and in Mr. W. J. Standley's work in the Y. M. C. A. day classes, at
Portland, Oregon. Our problem was to devise a suitable equipment
for the regular teacher to use with forty-eight children in the ordinary
classroom, and a course of work, teachable in her inexperienced hands,
of real merit, educationally, in the development of the child. After
experimenting a term or two in different schools, the following equip-
ment and course was devised. The unusual interest and delight of the
children in this work, together with the success of the teacher in pre-
senting it, led to its adoption for all the fourth-grade rooms in the
city, about fifty in number.

' Copyright, 1908, by B. W. Johnson.

397

398 MANUAL TRAINING MAGAZINE

There is much similarity in this work to that of the Eva Rodhe Sys-
tem, first taught in the Praktiska Arbetsskola in Gothenburg in 1891.
The use of a fret or coping saw for most of the cutting, the use of a
pattern or template laid on the thin wood by the child and marked
around, and the use of toys for models are points in common. The

CHEST FOR HOLDING EQUIPMENT.

course followed here, however, requires many less tools, is used in an
ordinary school room of forty-eight pupils and not in a specially equipped
shop with only fifteen or twenty pupils, as in Gotherburg, also less con-
sideration is given to the sequence of model and tools and for mechan-
ical and geometrical accuracy.

The equipment consists of 48 coping saws, 48 saw tables, 48 iron
clamps, 2", to hold the table on the desk, 12 small tack hammers, 12
half-round cabinet files, 12 eagle compasses No. 576, 12 Sloyd knives,
6 Stanley try squares, V'Yii 6 brad awls ^V"' ^"d 1 pair of Bernard's
cutting pliers. For supplies the following is required: Wire brads
y^" and Yi" No. 20, liquid glue j,-^ pint, soft iron wire No. 16, sand
paper No. 1, cottonwood boards ^''' x 6" x 12". Cottonwood is used
because the cheapest available wood for this purpose. Bass and yellow
poplar would be better, having less stringy fibre.

This equipment is kept in a chest ISi^'' x 18" x 30", that rolls
easily on casters. The saws and clamps are kept in 6 tray-like boxes,

COPIAG sJir irORK

399

400

MANUAL TRAINING MAGAZINE

COPING SAW WORK.— Seattle Public Schools.

TO TEACH

The Tools, their care.
Saw, why it cuts, etc.
Pencil, Ruler, Patterns.
Laying out work, econo-
my of material, grain of
wood, its strength. File.
Sandpaper — kinds to use
on a block.

Try-square, Knife,

Hammer — how to use.

MEANS.

CLASS EXERCISE

PROBLEMS, SI

pES

Construction. "Putting to-
gether." Awl — its use.
Brads — sizes. Glue —
what it is, why it holds.

Construction. Movable

parts — mechanical mo-
tions.

Construction,
adjustment.

1. Saw out animal
forms. Bear. (Have
pupils understand
what they make.

HO&i

4. Stand.

(Keep
square.)

corners

Balancing Hors».
(Why he balances.
Physical law — ex-
plain ships, ice-
bergs, circus rider,
etc.)

7. Horse and Cart.

(Class direction in
making wagon.) .

8. Feeding Chicken.

10. "Dinkey Bird."

Accurate! 11. Pencil Sharpener.

(Require accurate
drawing and meas-
urements.)

13. Toy Furniture. Bench.
Tables, Chairs, Cra-
dles, etc.

2 and 3. (The pupil to select ar
to make.
Cougar.
Rabbit.
Squirrel.
Donkey.

jtw

5. Make different kinds to suit
vise a new support.

7a. Optionals: Four-
wheeled Cart.

9. Wood-choppers, or

Wrestlers.

10a. Optionals: Ath

lete.
(Figures may be painted with watei

(Egg crates
work. Erki

12. Calendar!
Strike.

(For design, consider with the class
Different pieces may be made

Note: Other problems may be added by teacher or pupil if suitable to the
group. The pupil should always progress in his choosing.

COPING SAW WORK

401

COPING SAW WORK.— Seattle Public Schools.

APPLICATION IN CONSTRUCTIVE PROBLEMS

plVIDUAL SELECTION
SCHOOL

INDUSTRY

nlfrom home patterns or pictures of others

'ide Maps or Pic-
xes.

MATERIALS

Cottonwood

Kind of ■ tree, its use.

DRAWING REQUIRED

Use a large drawing to
show just how to place

Leaf and branch, may be the pattern on wood,
drawn.
Sandpaper.

ejsing scraps of wood. See who can de-

6a. Pulleys. Weather-
1 vanes (optional).

Cottonwood.

Where does it grow?

Cottonwood.
Brads, 3^" No. 20.
Iron Wire, No. 16.
Small Stone.

Wind-wheels.
Conveyor.
Light House.

Cottonwood.
Brass Tacks.

llgar boxes make good material for home
lOi: work.)

Scales.

Large drawing — pupils to
copy by dictation on pa-
per, then on the board.

Large drawing to show
the "lay out."
Patterns used.

Large drawing of cart.
Pupils work from It by
directions. Show how to
"lav out."

Cottonwood or Cigar Box
Wood { red cedar).

Cottonwood.

[ itions of real furniture and reduce in size.
i children.)

Large
ports,
ures.

drawing of sup-
Patterns for fig-

Large drawing of parts-
patterns as Indicated.

Cottonwood or Cedar or Large drawing. Pupils
Spruce. copy.

Cottonwood or Cedar or
Spruce.

Large drawing. Pupils

copy.

402 MANUAL TRAINING MAGAZINE

and these with the saw tables can be distributed by the six monitors in
less than two minutes and the whole room be at work in less than five
minutes. The cost of the outfit complete is about $35.

One period of sixty minutes per week is given for this work. The
children ask for more time and many of them buy their own saws with
a dozen blades for twenty-five cents at any hardware store, and make
many interesting forms at home, using material taken from empty
cigar, fruit and grocery boxes picked up at the corner grocerj% Home
work of this sort is encouraged by having such work exhibited for the
other pupils to see and comment upon.

The course followed is shown in the diagram. The purpose of
the work here, as in all other grades and forms of handwork, is to give
educational direction to the child's natural constructive tendencies by
using forms that are of interest to the pupil, and taken from his play,
home, school and the industrial life about him.

The effort is made to have the forms chosen come to the pupil as
problems in construction to be solved by him, and in the solution of
which he will acquire skill, the power to create, and a growing appre-
ciation of the constructive work in the world about him. The skillful
teacher will relate this work to the other school subjects whenever prac-
ticable and teach the elements of good form and proportion, the need
of drawing, the written language of form, the value of number in
accurate application, and develop an awakening interest in the indus-
tries that are founded on these materials and processes. In fact, this
last may easily be the leading avenue of approach in placing this sub-
ject in the curriculum.

Referring to the diagram the first column indicates in outline what
we are to teach. The tools and some skill in their use and a knowledge
of the limitations of the material are pre-requisite to any individual
power of expression or creation. For the sake of anatj'sis, the tools and
the processes are grouped, and the sequence largely based on the idea
of construction rather than on tool dexterity. The tools are few and are
quickly mastered, but the possibilities in form and combinations of parts
keeps the child mentally alert to solve the mechanical problems that
come to him. As we have to deal with classes, and the same knowledge
about the tools and the correct processes is necessary to every child, the
means (given in the next column) used to "convey this knowledge is a
class model which all the children make under the careful supervision
of the teacher to see that every child is forming the right habit in the

COPING SAW WORK

4Q3

104 MANUAL TRAINING MAGAZINE

use of the tools, and understands what he is doing and why he does it.

The next step and a very important one, and the basis, I believe,
of any sucessful method of education, is to give the child an opportunity
to work out individually his newly acquired ideas in a field of choice
as free as conditions will permit. He now faces a new situation. He
must determine how to meet it. It is this repeated experience in the
course that will aid in developing his power of initiative, and begin to
form a habit of successful attack. Such a habit may even have a moral
significance in the other experiences of life, though seemingly not re-
lated to this one technical experience.

To accomplish this, problems for individual selection are given as
shown in the diagram. To aid the teacher and pupil, these problems
are divided or grouped according to their dominant interest as well as
according to their mechanical and technical difficulty. No attempt is
made to "split hairs" in this anaylsis, but such problems are selected as
will emphasize what the child should know and also tax his ability in
applying it as far as he has been taught in the process. That we may
not forget the child, the four dominant interests — play, home, school and
industry interests, that actuate us all in anything we do, are given and
the problems arranged under each according to which one it seems to
serve best. Naturally in the fourth grade the play interest is dominant.
But we must see to it that the others are not forgotten for the sake of
the man and woman of tomorrow.

The remaining two colunms, as indicated, help the teacher in the
choice of material and its use, and to know what drawing should be
presented and executed.

These problems for individual selection may be changed, or others
added or substituted by both teacher and pupil, provided they are suit-
able to the group in which they are placed. Thus the teacher is free
to make the course meet local conditions and carry out her own initia-
tive, untrammeled by a series of set models. Her only limitations are
those imposed by her lack of skill, the requirements of the material and
the best accepted processes used to embody the idea in that material.

This plan also permits the bright pupil to work to full capacity
unchecked by the, dullest pupil and gives the slow pupil as much oppor-
tunity as he can use; for as soon as a pupil finishes the class piece he
goes to work at once upon the problem of his choice. If he is bright
and capable, wise advice wall lead him to select a problem well worth
his ^ility. In fact, he may make several pieces before the class as a

COPING SAW WORK

405

•I

406

MANUAL TRAINING MAGAZINE

•0

,y^

whole is ready to take up the next step together in the next class exer-

The sequence followed is indicated by the figures. This sequence
is not one of technique solely, but of a constructive idea that passes
from simple forms to more complicated expressions, and the process
is a means to this end.

The writer fully appreciates the difficulties of this plan of pre-
senting many models that may be made compared with giving a sequence

COPING SAIV It'ORK

407

of eight, ten or twelve models to be carefully followed. The limits of
this paper do not permit of further detail concerning the way the point
of view and methods of work are given to the teachers. The few of
the teachers who do not for one reason or another get hold of this plan
do no worse than under the old formal lock-step method, and many
who do succeed with it are able to accomplish much more than for-
•merly, both in the amount and quality of the work, as well as in devel-
oping a greater interest and power on the part of the pupil.

408

MANUAL TRAINING MAGAZINE

Conveyor

^ac

-m

•/c.

I'/tfcA^. 727£:.A 'TFj'&^e/- /y//}^ ^l^ " //rai/j. /^/^ atyt~
an^aT^ j/a't!:j 4^/7^ c:.u/~<:7 /i'(T/'£/ /r/7^ Ah/^ i^r /^e-

/oy OuT'

' _J__ a/7 l>t?7^ j/iir/as /7£<:7^/y Ta //?/?<:/- <ra^>^tr. /y/9£/7 ^//>~

This diagram course is the "chart" for the teacher "to steer by."
The necessary direction for making these models is given by means of
hectograph sketches, some of which are here illustrated, and by monthly
meetings with the teachers.

The amount of interest a child may take in any activity is not
always a sure indication of its success, as an educational means. But
interest is the key that unlocks the world, and the line of greatest effort

COPING SAW IVORK

409

&.^

jta(///t'/A (//y/o^ ^ >j

■^=y

is that of deepest interest. The touchstone to life comes when the self-
conscious mind perceives that interest awakened in one line, in the last
analysis, touches all others, and that we may interest ourselves in any
good thing we wish to.

That the children, girls and boys alike, are interested one or two
instances will illustrate : In the mid-year a room lost its regular teacher
and a substitute took her place for the balance of the term. The cop-

410

MANUAL TRAINING MAGAZINE

The 7)//7Ai ey25/r^^

/a /r7i7>i <£.

/a ^^^ -^
ana -ra/Y; l^ts/:^ jy/^/ /f ^i^

777<S ^-yy^/7-e^ /77/yj/' J^£.

/7ti-a£^ £7/7 a^ 7a/ / <_^>v/yy^ 7^-e,
Ky73/7-£. c7/7a^y;fy-e. /7ifyra^i7/^a'~73//

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71^ k?A/'/?/i

Cft'one.

ing saw lesson came a day or so later, before she could find out what
and how to carry on the work of her predecessor, so she frankly told
the children they would omit the lesson for that week. They protested,
assuring her they could manage it all right and show her what to do.
She was wise and anxious to learn from any source, so the hour went
off with everyone very busy — profitable to all concerned.

In another school meritorious conduct and attendance is rewarded

COPING SAJf nORK

411

by stars conspicuously placed, and when thirteen unbroken spots are
covered they get a half holiday Friday. It happened the particular Fri-
day was particular in other ways, and they would miss their coping saw
hour, so they voted to spend the holiday in school sawing wood.

The soul satisfying cry, "it works," the cry that opens the way to
still greater accomplishment, startled a principal in her office, the other
morning, as a small boy rushed in, face and eyes shining and held towards
her his "athlete" that would "perform" as he had made it to do. There
is great value in some of our school work having a standard of excel-
lence that even a small boy can appreciate.

In conclusion the writer claims no originality for this work other
than its adaptation to this situation. Most of the models used and the
methods of the course and its analysis are the result of observations
made of what others have done along similar lines. It is not the end,
but only a beginning.

AN APPRECIATION OF CARDBOARD CONSTRUCTION.
John C. Brodhead,

A FEW years ago the writer assisted in collating facts regarding
manual training, obtained from superintendents of large school
systems It was noticeable how few cities had any form of
organized hand work in the lower grades. Doubtless most of these
cities were well supplied with kindergartens, their merit being every-
where conceded, and the reports showed that in the upper grades, and in
regular and special high schools, manual work was either being given
the same place as other work or was to be inaugurated very shortly, or
else regret was expressed that circumstances prevented its adoption.
Little comment was made upon the lack in the lower grades and one is
led to question why a subject so appreciated in kindergarten, upper
grades and high schools, should be so calmly ignored in the lower
grades, especially when we consider that the motor instincts are strong-
est and most susceptible of training in these very grades, and that, in
many instances, our pupils leave school before reaching the grades in
which woodworking is offered. The answer to this question would
seem to be that school authorities, generally, feel that it is impossible to
afford expensive equipment and materials and special instruction in the
numerous classes of the lower grades, and that there is no form of man-
ual training, of educative character, suitable to these grades which does
not require such expense.

Most of us know, and all should know, of the interesting work done
throughout the grades in such schools as the Horace Mann of Teachers
College, and the School of Education, Chicago University. Their work
has been described in these pages again and again. But its variety, and
a knowledge of the conditions under which it is produced, may sometimes
discourage rather than encourage the superintendent as he goes back to
his classes of fifty children so often taught by overworked and under-
paid teachers. Therefore because modeling is thought to be too dirty ;
basketry, too expensive ; weaving, too individual for class work, etc., and
because all these lines of endeavor are supposed to require the services
of special teachers, I shall come at once to the line of work mentioned
in the title of this paper and attempt to show how cardboard construc-
tion is adapted for introduction in the lower grades.

412

CARDBOARD CONSTRUCTION 413

Most superintendents or supervisors of the manual arts, in looking
over the various text-books of cardboard work, will concede that the
subject can be taught to large classes bj' the regular teachers and with
a small outlay for materials and equipment. The patience of the chil-
dren is not taxed, and noise and dirt are practically eliminated. The
objection, when any is raised, seems to be that the time spent in drawing
and cutting out forms at the dictation of a teacher is not educative
enough to warrant the expenditure of time. It is this objection that it
is the purpose of this paper to meet, in the hope that more schools may
introduce such a valuable line of manual training when they cannot
carry on still better but much more expensive lines of work. Even if
the choice were to lie between no manual training and cardboard work
at its worst, I should still recommend its introduction in the lower
grades. The facility gained, in such work, in the use of scissors, com-
passes, triangles, and especially the rule, is of great value. It is difficult
to induce a boy in the seventh grade to listen attentively to instructions
in the use of the rule. However ignorant of it he may be, he is "above"
studying it. In the fourth grade, however, this same rule is still enough
of a mj^stery so that he is willing to take it seriously and really become
intelligently acquainted witih it.

Most any of the many excellent text-books on the market may be
used successfully by the thoughtful teacher. The chief criticism that
can be made of them is that there is lacking in them the elements of
individuality in work, change of methods of instruction as pupils ad-
vance, opportunity for design, etc. The writer will endeavor to make
some very practical suggestions in the hope that they may be taken right
into the classroom and used with any text-book to breathe new life into
the work.

Upon the manner in which the lessons are conducted depends the
value of the work and attention is called to the following suggestions
as to how the work may prove broad, interesting, educative and of in-
dustrial value, not as leading directly to a trade, although it could do
that, but as imparting an interest in construction and things mechanical.

Begin the formal work in the fourth grade preceded, if possible, by paper
folding and cutting, tablet laying, etc., in the first three grades, but the lat-
ter is not essential.

A year's work with a class of fifty requires about 150 sheets of bristol
board and four balls of twine or six tubes of paste, according to the grade,
at a total cost of about $2.00 for the class. One equipment of 8 punches, and
4 dozen each of scissors, triangles, compass attachments, and rules, will serve
several classes and cost about $25.00.

414 MANUAL TRAINING MAGAZINE

At the outset the teacher should appreciate and, whenever opportunity
offers, point out to the children the relation between cardboard work and the
industries of the world. Such a relationship is quickly seen in the case of
sloyd or manual training in wood in connection with house building, pattern
making, furniture construction and cabinet-making. In the same way it
should be noted that cardboard construction can be made illustrative of many
of the uses of sheet materials. In the case of tinsmithing, cornice and venti-
lating work, steel frame, bridge and elevated railway construction, the units
are always formed from flat sheets, sometimes very thin, getting their ultimate
strength from being shaped by bending or flanging in various ways. All this
can be illustrated with cardboard, either by having angle irons, I-beams,
channel irons, etc. imitated directly or incidently as other work progresses.
The methods of paper making might be described, and mention made of the
part they play, in causing us to cut with the grain, the strips of cardboard for
the napkin ring, circular box, etc.

Naturally drawing plays a large part in cardboard construction, and its
difficulty, as each model is laid out, increases only with the difficulty of the
model, which is not true in woodworking where the drawing of an object may
be very simple but its construction very difficult. At first one must be satis-
fied with the following of dictation, being sure that the dictation is logical and
clear and that the following is exact. The drawing, to scale, should be put
on the board exactly as the children are expected to work, one line at a time
in their presence, putting on dimensions with proper conventions, these not
to appear on the cardboard. The board ruler should be graduated to inches,
halves and quarters.

While not teaching formal definitions, care should be taken that correct
terms are used by teacher and pupils and that the qualities of the various
forms are recognized. A few moments should be spent, during each drawing
lesson, in reviewing the various forms revealed by the construction lines of the
current problem.

There may here be introduced simple work in design, such as the appli-
cation of borders to candle shades, and trays, or of panelling to screens, etc.

After a few weeks, the method of instruction should occasionally call for
the making, by the pupil, of a working drawing on paper with all dimensions
properly added, following the work of the teacher at the board. The models
should then be made of cardboard, with but little direction, the board work
having been erased and the pupils working from their own drawings.

Right here a word about accuracy — that bug-a-bear of the conscientious
teacher. Accuracy is all a question of relativit3,\ No one of us can cut out
a piece of cardboard exactly 6" square. All that should be attempted with
the children is to raise their standard of accuracy. This can more effectively
be done by the demands of the work than by any amount of preaching or
scolding. That is, a tag %" too long does not offend a pupil, but a traj', one
of whose sides is Vs" higher than the other at the corner, will offend him and
he will try to avoid such results in the future; that is, his standard of accu-
racy has been raised.

In connection with the tying up of models, a few simple knots should be
taught, especially the square and bow knots. About one person in ten knows

CARDBOARD CONSTRUCTION 415

a square knot from a "granny" and only one in one hundred can tie one the
first time. Very few boys can tie a bow knot. These and other knots can be
taught with great interest and no equipment.

About at this stage, thoughtful work is induced by having pupils design
and make working drawings for mounts for pictures, brought in by them-
selves, or develop envelopes to contain cards of stated dimensions.

Note the variety of thought in carrying out a lesson about as follows:
Display a pasteboard box, such as pencils come in, with its cover. Have a
few children at the board, and the rest at their seats, make sketches of the
developments adding laps and dimensions of all parts. Then have over-all
dimensions figured and area and contents of box, if possible. The box should
tjien be made from cardboard. When this can be done without constant lead-
ing questions on the part of the teacher, much progress has been made.

By this time more design can be employed in the modification of the out-
line of parts of models such as backs of match scratchers, calendar mounts,
etc., and sides of square, hexagonal and octagonal trays, taboret models, etc.
The best way to secure good results in this contour design, and to eliminate
tediousness, is to have the experimentation done with paper cutting, the best
resulting design to be traced upon the cardboard model.

An exercise which would demand the employment of all varieties of
previously outlined methods would be to ask the pupils each to design an
octagonal tray not to exceed say 6" in diameter, sides to be made of pleas-
ing proportions and contour, and to put an appropriate design in the centre
of the tray or on the sides. Method of fastening sides, (tying, lacing or
pasting) to be left to pupils' initiative. Preliminary sketches should be made
and, when satisfactory', followed by working drawings before cardboard
model is made.

If the teacher has come to be in sympathy with his work, its culminat-
ing value can be reached by having it illustrate other school work. Models
of public or historic buildings can be made and there may be constructed rep-
resentations of the Pyramids, Washington Monument, vehicles, railway cars,
various styles of dwellings, etc., indefinitely.

All through the course, simple lettering should be taught in connection
with the names of models and pupils. Begin with capitals of uniform height
established by light guide lines. Have the letters of the simplest form, the
attention being devoted to good proportioning and spacing. Later the dis-
tinction between upper and lower case (capital and small) letters may be
taught and the latter introduced into the work.

The children should know the name of each model before beginning work
on it and should review its shape and characteristics before passing to the
next.

There is a difference between the line of thought used in working up a
development or a working drawing and that used in making an object from
such development or working drawing. This should be understood by the in-
structor and might be brought to the attention of advanced pupils. In the one
case, the work is all from detailed surfaces which, properly joined together,
form the finished pattern or drawing. In the other case, one starts with the
limiting rectangle or other figure and subdivides it as the drawing indicates.

416

MANUAL TRAINING MAGAZINE

This distinction is easily appreciated in the respective operations of planning
and building a house. The architect is first concerned with size and arrange-
ment of rooms, halls, closets, etc., finally ascertaining the size of the house
itself. The builder first lays out the frame and outer walls of the house and
then runs up the partitions to form the rooms, halls and closets.

While not of itself a sufficient reason for the introduction of card-
board construction, it is well to note that the work outlined is a fine
preparation for the woodwork so generally carried on in the upper
grades. It gives acquaintance with the rule, with the sketch and work-
ing drawing and starts the pupil out with a better standard of accuracy.
All this will enable the woodworking teacher to omit such preliminary
work and to introduce, much earlier, the more advanced and more in-
teresting projects.

I hope that I have indicated above that here is a form of elementary
manual training for those schools which have felt that the choice was
between an expensive form of work and none, that it gives a good train-
ing to the hand and eye, calls for original, constructive thought, gives
an acquaintance with industrial ideas and, in short, vindicates its claim
to recogntion as a worthy form of elementary manual training.

DRAWN BY C. HERCKNER

INTEREST AIDS IN GRADE JOINERY.
Louis C. Butler.

UPON first thought an article dealing with the problem of pro-
moting interest in manual work seems unnecessary and useless.
We are accustomed to the assertion that "all boys love their
manual training so," that it is the one common meeting place in the
system where boj's good and bad shine with equal lustre, and that here
reigns a happiness limited only by the duration of the lesson period.
It is perfectly true, I feel, that every normal boy has a tendency towards
an enjoyment of some form of manual expression and, as a private pupil,
could readily be interested deeply in, and be led to work steadily at
this particular subject. But as soon as you take this work into the
common schools you are forced to confront the difficulty of a more or
less rigid course of work on the one hand, and a large class on the
other. This class, based, selectively, upon scholastic, not manual, at-
tainments may vary in age several years, may include several who have
failed at school and so are repeating, and may be added to or subtracted
from during the term, as circumstances at the parent school may render
necessary.

417

418

MANUAL TRAINING MAGAZINE

I have, in the beginning grade from one school, two brothers almost
three years apart in age, several sadly undersized and physically un-
developed boys who have almost literally to be carried through their
work, a large group of active, sturdy, healthy chaps full of life and
willingness to express it, and a small number who, last term, most suc-
cessfully completed all of my work of the grade and quarter, but failed

in their studies. Yet this mixture of ages, sizes, activity, and ability
is a class, must be handled in demonstration and practice as a class, and
have its work laid out according to grade, quarter and class.

Under these conditions we must admit the necessity of individual
means and devices if we are to present our subject in its best, brightest,
and most fruitful form to the children under our care. Too much in-
different manual training rests upon the evident fact that boys like the
noise, relaxation and freedom from the quiescence of the schoolroom,
and so produce models with little friction or objection; and too little
intelligent teaching is based upon the somewhat less evident fact that
by judicious interest aids and individual attention the real and last-
ing value of our work may be greatly enhanced in many and most
interesting ways. With special and experimental schools and their
small classes and large opportunities I have nothing to do, but speak

INTEREST AIDS IN GRADE JOINERY

419

for those who, like myself, have large and varied classes and a course of
study definite in detail, rotation of models and scope of effort.

Among the interesting devices I have found of value in my exper-
ience are careful grading of all models, after-school work for the lag-
gards in a class, close personal relation between boy and teacher, inter-
est in Christmas or other special work on the boy's part, having finished

work around the shop for observation, giving models out as soon as
practicable after completion, and my specific topic here, individuality in
outline and ornament as applied to the models outlined in our course.
There is nothing startlingly new in all this, to be sure, but it is none
the less true for all that, and it is even worth a second thought by the
routine-driven grade joinery teacher.

Applied design is so facinating a subject that the ever-present
danger in our shops is the tendency to follow the form and neglect the
substance and end by constructing for design — a thoroughly false pro-
cedure. The instant you allow two standards in the shop, construc-
tional accuracy and decorated beauty, you have really no standard at
all and the bars are down for that type of careless, attractive work
that our friends of the old school so rightly decry. To meet this

420 MANUAL TRAINING MAGAZINE

objection, and others, and show what can be done, I shall give in brief
detail the outline of my treatment of a very familiar model, the pen
tray, with some illustrations of successes and failures.

Starting the pen tray, we work out the stock, ^^ x 2%" x 12",
gouge out the central depression, and finish everything clean; all must
be done as demonstrated and in strict accord with our blue prints.
This completes the "work" of the model and it is approved by me.
Next various end outlines are discussed in class and patterns are made
by tracing the square-end outline from the stock, folding lengthwise
on center and cutting to shape. This is more graphic than any draw-
ing for by unfolding the paper the boys see the actual outline, not a pic-
ture of it. Some cut several and, by holding against the light to get
pure outline, select the one they desire. Then both ends of the model are
worked out to this pattern and it comes again for approval before dec-
oration is attempted.

Now, using this pattern, the boys attempt some applied design.
The crude decoration of youth is wonderful and often runs to crossed
flags, stars, hearts, shields, indefinite botanical specimens or else flour-
ishes and scrolls without end. Then, too, the representative ability of
the boys is so limited as to lead to results that are often wierd, as was
shown by a boy of mine who produced a design consisting of two highly
irregular loops of small sausage — his genuine attempt to represent a holly
leaf design. In presenting the design problem, first have the whole
class see samples of work completed in good, simple, space breaking;
then let the boys have a try at it ; and finally, suggest, curtail, revamp
and redraw entirely as seems necessary. The good results may be yours,
and the poorest, the most genuine boy production, but each boy has had
a try, and the next time he will do much better. Keep the used pat-
terns and form a design library as an inspiration to the following classes.

The design is worked out with a small — about j^ is small enough —
gouge, painted in with soft wood tints of brown, red or green, and the
whole is stained or oiled and shellaced as the different woods require.
Base your grading upon the joinery of the model and make the boys
see that the decoration is their individual gain through their satisfaction
in a product artistic as well as accurate.

By this method of handling the work,- the weak lad may pluck up
courage over his design, the "repeat" improve on his former effort, the
strong worker attempt an ambitious outline and ornament, and the
most rapid make two widely differing pieces — all working on the

INTEREST AIDS IN GRADE JOINERY

421

same model. Class technique, self-expression and genuine interest —
here is the basis of all educational manual training.

I have selected the pen tray as a typical problem but similar
freedom can well be employed in such models as the blotter pad, bracket-
shelf, picture frante, book-rack, taboret, and others, in every case
keeping stock strictly to uniform sizes and allowing directed freedom
only — not unwise license. To illustrate, I show plates made from
models I have at present on hand, being fully aware that some of the
design work is sadly deficient. They are all, however, geimine grade
work and serve to indicate possibilities that doubtless others will more
fully develop, as indeed I hope to myself.

In conclusion I repeat my assertion that under present public school
conditions our grade joinery, in order to be fully effective, must base
itself through class work upon individual interest and one of the richest,
most valuable and practicable interest producing methods is that of
variation of the fixed model through individual modification in outline
or decoration or both.

MADE BY STUDENT AT PRATT INSTITUTE.

ROOMS AND EQUIPMENTS FOR MANUAL TRAINING
HIGH SCHOOL BUILDINGS.

Fred D. Crawsha \v.

IN PLANNING the arrangement of rooms and departments for a
high school one must consider the character of the courses of
study. The high school in which manual training has a promi-
nent place is the one with which this article deals; hence I shall con-
sider only such courses of study as the so-called manual training high
school provides for its pupils.

Herewith are shown floor plan views of three manual training high
schools, each representing a particular type according to the method
of caring for the work of the manual training department. The Los
Angeles school is arranged to accommodate pupils of all grades in any
particular department of work in one group of rooms. These rooms
are easily accessible one from another and located on one floor. The
Brooklyn Manual Training High School, on the other hand, has its
rooms arranged to provide for all the work of a particular school
grade on one floor. In this room arrangement very little attention is
paid to the grouping of rooms in which the work of a particular depart-
ment is done. Emphasis is laid upon the work of a particular year
rather than the work of a department. The plans for the Manual
Training and Commercial High School now being built in Peoria, 111.,
were made to accommodate pupils of a particular school year with as
little passing as possible from one floor to another, and, at the same
time, the grouping of rooms for science, manual arts, commercial work,
etc., was carefully considered. Thus, it is hoped that in this school a
compromise has been made between the plans of the Los Angeles, and
Brooklyn schools named which retains the best qualities of both.

This article aims to point out what seem to be some particularly good
and equally bad features in the plans of these three schools, but before
this is done let us form a mental picture of a building which will serve
as an ideal, that we may be able to criticize the plans shown, and make
comparisons.

Our ideal school should, in its construction and arrangement ful-
fill the following conditions:

First. It must be compact. The affiliated departments should be
so arranged that material, apparatus and students may be handled with
the greatest possible economy of time and labor.

422

ROOMS AND EQUIPMENTS 423

Second. It must be well lighted. This practically means that it
must be built on the wing or central open court plan unless it is spread
out over considerable ground, in which case the cost of ground and con-
struction is large.

Third. It must be large enough to accommodate the specified maxi-
mum number of pupils and provide for all branches taught in schools of
its grade. By this I mean that all departments should be provided for,
in order that no one may be forced to modify his course of study simply
to meet the conditions of the school.

That we may have a definite idea of the breadth of work which may
be done in our ideal school, I suggest the following rooms and depart-
ments:

1. A power plant equipped with machines and apparatus for
steam, electricity, water and compressed air, arranged with a view to
student work in applied science and practical engineering.

2. A manual arts department including shops for wood and metal,
viz. : An elementary woodworking shop ; an elementary metahvorking
shop ; a carpenter shop ; a pattern and furniture-making shop ; a machine
shop; a foundry; a forge shop; and possibly a shop equipped for plumb-
ing, steam fitting and repairing.

3. A science department planned for courses in physiology, botany
and biology, physics and chemistry.

4. A domestic science department equipped for work in cooking,
•serving, sanitation, sewing, fitting and textiles.

5. A commercial department in which all the necessary work per-
taining to modern business may be done.

6. A department of drawinig where elementary' and advanced
work in freehand and art drawing, as well as work in mechanical and
architectural drawing will be provided for.

7. A sufficient number of classrooms for history, mathematics and
the languages.

8. A large and commodious assembly hall for school and public
gatherings which may be used as a study hall unless separate study halls
are provided.

9. A good gymnasium.

10. Coat rooms and closets for both sexes on each floor.

In each of the departments there should be lecture and recitation
rooms so that each department may be directed by one individiual as
the head of the department, thus making of our school building a place
where several schools are individually managed, but affiliated for the

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MANUAL TRAINING MAGAZINE

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ROOMS AND EQUIPMENTS

425

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MANUAL TRAINING MAGAZINE

common good of all students through the management of a superintend-
ent, director or principal.

This idea of having the rooms of a department arranged as a unit,
and under the supervision of one individual, is economy from the stand-
point of school management, and, I should say, the best plan for depart-
mental work. However, in large schools, accommodating 3,000 or

FIG. 3. — BROOKLYN MANUAL TRAINING HIGH SCHOOL — FIRST FLOOR.

4,000 pupils, where the passing of classes makes discipline an impor-
tant factor in the school government, the plan of having all the sub-
jects taught to a particular grade of pupils on one floor is possibly de-
sirable. In this case shops and laboratories, in which the work of the
several school years is done, must be located on different floors — all
first year work on one floor, second year work on another floor, and so on.
In the first part of this article general reference was made to the
accompanying illustrations. A short detail study of them will further

ROOMS AND EQUIPMENTS

427

emphasize the ideas expressed in the foregoing paragraphs. Fig. 1 and
Fig. 2, first and second floor-plan views of the Los Angeles Polytechnic
High School, furnish excellent illustrations of the departmental group-
ing of rooms. In Fig. 1 is shown a symmetrical arrangement of three
groups of rooms; one for all work classed as domestic science, one for
all mechanical work and a third for all of the pure science studies. For
the mechanical and pure science departments the problem of light is

FIG. 4. — BROOKLYN" MANUAL TRAINING HIGH SCHOOL — SECOND FLOOR.

so-lved by having the building occupied by these departments one
story high, except the central part of the rear wing which is cov-
ered by a second floor as shown in Fig. 2. A part of this central
portion is also covered by a third floor for an observatory. The
rooms for the domestic science department, too, are well lighted since
there is but one series of rooms between the corridor and the outer
walls of the building.

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MANUAL TRAINING MAGAZINE

Fig. 2 shows an equally well unified arrangement of rooms for the
work of the school not requiring special laboratories or shops. The
front part of the building (not including the wing used for an assembly
hall and gymnasium) is three stories high; the third story is used exclu-
sively for a commercial department.

As the plans show, the building really consists of four separate

FIG. 5. — BROOKLYN MANUAL TRAINING HIGH SCHOOL — THIRD FLOOR.

buildings joined on separate floors by passage wa.vs; and in the four
buildings, according to room arrangement, are several individual de-
partmental schools. From the standpoint of the departmental work
this school seems ideal, but from the standpoint of building economy
and general school government some will argue that a more compact
construction is desirable.

In Fig. 3, Fig. 4 and Fig. 5 are shown the first, second and third
floor plans of the Brooklyn Manual Training High School. It will be

ROOMS AND EQUIPMENTS

429

noticed at a glance that practically all the work of a particular school
year may be done on any one floor. For example, on the first floor pro-
vision is made for the particular freehand and mechanical drawing,
science and shopwork, as well as regular classroom work, for first year
pupils. Fig. 3 and Fig. 4 similarly show how second and third year
pupils respectively are likewise cared for on one floor. Mechanical

FIG. 6. — PEORIA MANUAL TRAINING AND COMMERCIAL HIGH SCHOOL — BASEMEXT.

drawing is done in the same corner of the building on each floor. The
shops, sewing rooms and science laboratories, also, occupy similar posi-
tions on the different floors. On each floor, too, are a sufficient num-
ber of classrooms for the pupils of a particular school grade. Here,
then, is a building which evidentlv houses an entire school on each floor,
there being as many schools as there are floors. The building is com-
pact, well lighted and economical from the standpoint of construction.
But from the standpoint of economy in departmental work and general
school management we could hardly recommend such an arrangement
except where the conditions of a dense population and high-priced land
demand it.

Now in Fig. 6, Fig. 7 and Fig. 8, showing three floor plan views
of the Manual Training and Commerciail High School being built in
Peoria, we find an arrangement of rooms differing from the arrange-

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MANUAL TRAINING MAGAZINE

ment in either of the other schools illustrated. Here the rooms of a
department are in close proximity as a rule, but not all on one floor,
necessarily. The idea of all the school work of a particular school year
being done on one floor is not apparent in the plans, nor will it be possi-
ble for this to be done, although a careful study of the plans will show
that classrooms and demonstration rooms have been liberally provided

FIG. 7. — PEORIA MANUAL TRAINING AND COMMERCIAL HIGH SCHOOL — FIRST FLOOR.

to make this plan possible in a large measure. The designers of this
building have tried to gain the advantage of the departmental plan of
arrangement by the grouping of rooms so that one person may supervise
the entire work of the shops, science laboratories or commercial depart-
ment. They avoid duplicate rooms as in the Brooklyn school because
the number of pupils the building will accommodate will not demand
such a multiplication. They have endeavored to make the building as
economical as possible from the construction side consistent with de-
partmental and school management. In the opinion of the writer they
have gone too far in this direction in two particulars. First: If the
front central portion of the building had been made four stories high
it would have added a central tower to the present plans which would
have helped in architectural design and further made room for a light,
airy group of rooms for all drawing work. Second : If a small two story

ROOMS AND EQUIPMENTS

431

power building had been placed at the rear of the present building all
of the dirt and noise of this department could be kept away from the
main building, besides providing room for the foundry — now in the
corner of the basement — forge room and dry rooms.

In contrast with these possible weak points in the design of this
building we may mention the following strong points:

FIG. 8. PEORIA MANUAL TRAINING AND COMMERCIAL HIGH SCHOOL — SECOND FLOOR.

1. A compact construction allowing good light for all rooms.

2. A practical grouping of rooms for departmental work.

3. A plan by which much of the work of a particular grade may be
done with comparatively little passing from one floor to another.

4. An adequate number of demonstration and recitation rooms
within or immediately adjoining a departmental group of rooms.

5. Closet and coat rooms on every floor.

6. Stock and cutting rooms adjoining the machine and pattern shops.

EQUIPMENT AND SPACE FOR IT.

The planning of a manual training school building should be done
by at least two men, viz. ; an architect and a teacher familiar with the
conditions under which the school will be managed. Too often the
teacher is not consulted until the time for equipment to be purchased

432 MANUAL TRAINING MAGAZINE

and then it is found that the arrangement of rooms is poor and, what
is even more deplorable, the rooms are inadequate in shape or size for
the work to be done in them. In order to determine facts about the
size and shape two things must be known while the building is being
planned ;

1. The class unit or number of pupils per class and,

2. The equipment for each room.

I shall attempt here only to estimate the amount of floor space
necessary for rooms in the manual arts department. A study of the
plans of manual training shops will reveal the fact that the average
shop or laboratory room is about one and one-half to two times as long
as it is wide. Where the demonstration seats are placed in and at the
end of the shop room the length is approximately twice the width. The
shops of the McKinley High School in St. Louis are good examples of
this type of room. These shops are forty feet wide and eighty feet
long. The proposed Peoria high school is planned to have all class
demonstration and recitation work done in a room adjoining and be-
tween two shops. The length of these shops vary from one and one-
fifth to one and one-half their width. As in the McKinley school the
widths are forty feet; the lengths are forty-seven and sixty-one feet.
It is believed the width of most shop rooms should not be considerably
less than thirty-five or forty feet.

The class unit in the opinion of the manual training teachers should
not exceed twenty-four. Many of us feel that the maximum number of
pupils in a shop class should not be more than twenty.

In such work as foundry practice and forging a class even smaller
than this is desirable. The crowded condition of the average public
school shop, however, demands a class unit as large as possible ; for this
reason, and for convenience in computation, the following shop sizes are
given for classes of twenty-four pupils managed by one instructor.

First Year Woodworking and First Year Metal Working Rooms.
— Twenty-four individual benches and twent3^-four individual lathes —
2,250 square feet of floor space. This allows forty square feet of floor
space per pupil for bench or lathe and 330 square feet of general floor
space for cases, etc. In making this estimate three feet are allowed for
aisles between the ends of four foot lathes and benches and the space
allowed for aisles running the long way of the benches approximately
three and one-half feet. It is probably true that some will criticise this
estimate for individual floor space as too large. In no case should I
think it could well be less than thirty-five square feet per individual.

ROOMS AND EQUIPMENTS 433

Where double benches are used in which locker space is provided, both
the individual and general floor space may be reduced slightly. The
individual space, however, would remain nearly constant because the aisle
space must be greater as the bench space decreases to allow two pupils
to work in each aisle instead of one.

Carpenter or Pattern Shop. — Twenty large individual benches, three
feet by seven feet, placed around the room. Twelve speed lathes and
six floor machines — 2,500 or 2,600 square feet of floor space. This
allows 1,000 square feet for benches with a three- foot working space
in front of benches, 1,500 or 1,600 square feet for machines and for
general floor work. The plan of having a machine room adjoining the
general student shop is a good one for many reasons. Where this ar-
rangement is adopted the general floor space may be reduced one-half.

The arrangement of the machine shop in general will be similar to
that of the pattern shop — benches around the wall and machines in the
center. For the same class unit the floor space in a machine shop should
exceed that of the pattern shop, unless the character of class work is
such that considerable individual instruction is given. In this case
benches and machines may be used by different members of a class dur-
ing a particular shop period.

The forge shop and foundry rooms should approximate in size the
pattern and machine shops although the total amount of floor space
may be a little less than that given above.

The mechanical drawing and freehand drawing rooms should be
about one-half the size of the first-year shops. This estimate is made
on the basis of forty square feet of floor space per individual.

All of this data on shop sizes may be summarized and put into the
convenient form of formulae for architects or those designing manual
training buildings. Using forty square feet of floor space for each in-
dividual equipment in shops equipped with manual training benches and
speed lathes, and one sixth of the actual floor space used by benches,
lathes and aisles for a general floor space (not including demonstration
seats), the formulae is as follows:

40n-] — - — =total room area in sq. ft.
6

This reduces to practically 47nr=area in sq. ft., where n is the num-
ber of individual equipments.

Using forty-tv\o square feet of floor space for benches and working
space in front of the large benches placed about the room, and one and

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MANUAL TRAINING MAGAZINE

one-half times this amount for general floor space our formula for such
shops as pattern, machine, forge and foundry is:

40n+-^of 40n, or 40n+60n. which equals lOOn.

This is the total floor space or room area in square feet.

In this paper two things have been attempted. ( 1 ) To present
the ideas of some of our leading manual training teachers, and archi-
tects of manual training buildings, on curriculum, departments and
equipment. (2) To arrive at some conclusions which may influence
the design of new buildings.

MADE BY PUPILS OF THE EIGHTH GRADE, ADRIAN, MICH.

EDITORIAL

As Unqualified praise of one's work is usually of little value

Others ^^ ^.j^g worker, but discriminating, sympathetic, construc-

tive criticism is invaluable. Perhaps this statement was
never truer than when applied to the manual training work of our
American public schools today. We do not need the effervescent praise
of our too zealous friends, nor any more of such sarcastic and mislead-
ing criticism as we received two years ago at the hands of the Massa-
chusetts Commission on Industrial Education. What we need is to be
told how we may do better, and we like to be told by someone who
really understands and appreciates what we are doing. Such a helpful
criticism of manual training in American schools may be found in an
article by Charles L. Binns in the March Number of the Manual
Training Teacher. The article is a report on visits to American
schools, and in an unusual degree reveals a sympathetic appreciation of
our problems and our methods, while at the same time pointing to
some of the chief defects in our work. Especially at the present time,
when we are discussing "industrial education" and "industrial efficiency"
do Mr. Binns' criticisms seem to be suggestive. After commending
much of the handwork done in our primary and lower grammar grades
he says:

So far as actual benchwork results go, it may be safely said that our [Eng-
lish] manual training work is quite up to the best work in the American schools.
From the point of view of accuracy it is much superior. The lack of exactness
is the main defect of American manual training. But there are many com-
pensations to be balanced against this, and these arise chiefly, in my opinion,
from the fact that the teacher is allowed more liberty to follow his own judg-
ment in teaching the subject than is the case here. He has more scope for
exercising his initiative, with the result that he retains the freshness of interest
and enthusiasm for his work that our own stereotyped and restricted schemes
do much to quell. There is a fine spirit of free activity, eager interest, and
industry permeating most of the manual classrooms. Even the inferior work is
done with a happy glow of achievement that half excuses it. We English are
so afraid of being thought frivolous that we often forget to be buoyant. * * *

To emphasize unduly the aim of rigid mechanical accuracy generally means
a sacrifice of the thought side of the work. Those qualities which lead even-
tually to the realization of the pupils' highest powers — such qualities as intel-
ligent self-direction ; an alert resourceful attitude of mind ; and power to plan

435

436 MANUAL TRAINING MAGAZINE

means to an end — are too valuable to lose for such an aim. Accuracy comes
naturally and as a matter of course when the boy begins to "find himself," if
the instruction be of the right kind.

At the same time a system of handwork that ignores a reasonable standard
of accuracy does not count for much. In the course of my visits I fojnd more
than once not only an almost entire disregard for exactness in the work of the
boys, but also an almost entire neglect on the teacher's part to strive for it.
Something may be said for a method which grants the pupils liberty to express
themselves freely in their work, if the results are critically examined and
errors pointed out, but to accept and pass complacently work manifestly inferior
is quite inexcusable. There is an element of haste about some of the work which
may partly account for this. The desire to get through with things, whether it
be work or meals, is characteristic. And while quick work may be less harmful
in its effects than quick lunches, to make haste slowly would be clear gain.

Surely this is sympathetic criticism and we ought to profit by it.
Concerning the shopwork in our manual training high schools Mr.
Binns says:

1 found the work invariably good, and, in most cases, marked with a thor-
oughness and high standard of excellence that reflect greai: credit on the teach-
ers. — '^•

National The Alanual Training Department of the National Edu-

Education cation Association has had a significant development.
-- . The early meetings, following its organization, were small

and comparatively unimportant, but with the increase of
interest in the manual arts as a factor in education they have come to
be considered as among the most important and best attended meetings
of the Association.

The Cleveland meeting of this department will be particularly
significant because of the unusual interest at the present time in the
problem of industrial education. It will be in a sense a culmination of
two great meetings held within this year: The meeting of the National
Society for the Promotion of Industrial Education in Chicago and the
meeting of the Department of Superintendence in Washington at which
an entire session was devoted to industrial education.

The program is devoted entirely to this problem under the general
topic, "The Place of Industries in Education." There will be three
sessions of the department, one a joint session with the department ot
Women's Organizations, at which the general topic will be presented
under sub-topics — "Democracy in Education," "The Industries as a
Factor in Education," and "A Program of Industrial Education."
Every phase of the subject is treated in the seven formal addresses which

EDITORIAL 437

make up the program and in the formal discussions. In its complete-
ness and unitj^ the program is exceptional. Much credit is due Dr.
J. D. Burks, president of the department, for his thoughtful analysis
of the industrial problem in education. The speakers are well-known
educators, distinguished in their respective departments. — R.

The The value of the summer school to the manual training

Summer teacher is evidenced by the rapidly increasing number and

importance of courses offered to teachers of this depart-
ment of educational work. The constantly changing aims and methods in
manual training and the consequent inadequacy of its literature make
it the most practical and efficient means of keeping in touch with the
work. It is a vital means of growth to the teacher whose experience
carries him back to the da3'S when careful preparation and training were
not demanded. But the value of the summer school is not alone in the
courses of study which it offers. Widely divergent methods and prob-
lems make the association with teachers from all parts of the country
of inestimable value, and it is the only way that the worker in the field
has of coming under the direct influence of the specialist.

A part of a vacation spent in the pursuit of a congenial course is
not necessarily arduous. As a matter of experience, it is oftener recre-
ative and there is always the after-feeling of satisfaction of something
accomplished. Moreover, simply as a commercial enterprise the sum-
mer school is a safe investment of time and money with practically sure
returns, in proportion to the interest and effort of the student. It is
from the ranks of earnest workers who are abreast of the times, and
constantly seeking the aids to professional attainment that vacancies are
filled and promotions are made. — R-

MADE BY STUDENT AT PRATT INSTITUTE.

ASSOCIATIONS

AViLLiAM T. Bawden, Editor.
THE NATIONAL EDUCATION ASSOCIATION.

The Department of Superintendence held its annual meeting at Washing-
ton, D. C, February 25-27, 1908. It was the largest and most successful meet-
ing the department has ever held.

The problem of Industrial Education seemed to be the pressing one and
there were few speakers in anj' of the meetings that did not refer to it in some
of its phases.

The Tuesday morning session was opened with an address of welcome by
the Honorable Joseph Cannon, Speaker of the House of Representatives. He
was followed by Willett M. Hayes, Assistant Secretary of Agriculture, who
spoke on the close relation of the department of agriculture to our educational
institutions, and the increasing importance of the study of agriculture in our
public schools.

The next speaker was United States Commissioner of Education, Elmer
E. Brown, who said :

"The questions we are to discuss here, and the things we are to do in our
several fields when this meeting is over are all matters of national concern.
There are two great ends in particular which we hope will be furthered by
our meeting of the year 1908, in the city of Washington. In the first place, it
ma\' bring about a more perfect union between the forces that make for cillture
and the forces that make for industrial training. In the second place, it may
strengthen the bonds which make of our man}- State systems of education one
national system of education."

Supt. S. L. Heeter of St. Paul, Minn., speaking on "The Saving of Time
and Energy in Public School Work," said, in substance: "We must simplify the
academic subject matter of the first six grades of the elementary- schools; intro-
duce into the first six grades a comprehensive system of primary industrial
training; socialize and industrialize our so-called grammar schools; rearrange
school hours for those forced by circumstances to go early to work, and estab-
lish a closely articulated elementary system of apprenticeship between the gram-
mar schools and leading industrial enterprises. In addition to this we should
have night schools and half-day continuation schools; the abolition of the old-
time classical high school, as such, and the introduction of general manual
training and commercial courses in all high schools, with the establishment of at
least one secondary industrial school in every citj'.

The afternoon session was devoted to a symposium on "The Place of Indus-
tries in Public Education," which was arranged by Dr. Jesse D. Burks, of
Albany.

Dean Russell of Teachers College, Columbia University, led the discus-
sion with a plea for a system of schools that will give the laboring man as

438

ASSOCIATIONS 439

good an opportunity to learn his business as we give the professional man, in
the professional schools, to learn his business. He insisted that what we do in
this way must be as a supplement to what we have and not a substitute for it.

Professor Elliott of the University of Wisconsin spoke of the necessity of
careful investigations of conditions and requirements in order that we may
proceed wisely in organizing the work. In the discussion which followed Mr.
Brundage of the Stout Training School, Menomonie, Wis., said :

"I claim that the pupil in the industrial school must be an intelligent and
real worker who produces the goods. He must be a vital factor in the work, a
transformer, a positive not a negative force, and have an active, not passive,
interest in his surroundings, where he is being prepared for life's work. The
time has come in the life of this nation when immediate steps must be taken
by its body of educators to meet the urgent demands of its citizens in making
adequate provision for this great social and industrial need."

This was followed by a paper by James F. McElroy, president of the Con-
solidated Car Heating Co. This paper is of special interest because it pre-
sented the subject to the convention from the point of view of the manufac-
turers. His theme was, "The most urgent need of our educational system is an
adequate provision for the vocational needs of children destined for industrial
and domestic pursuits."

He showed that in the city of Albany, N. Y., there was a falling off in
the attendance from 1,551 the first year to 551 in the eighth year. He claimed
that this falling off was due mainly to the fact that a large proportion of the
children in the schools are either forced by circumstances to leave school before
they have graduated from the grammar grades, or they leave through want of
interest. A close investigation of the manufacturing industries of Albany, the
speaker said, developed two facts: That out of all the men employed in the
mechanical departments less than 1 per cent ever attended a high school, and
only about 7 per cent had completed courses in the grammar schools.

"The ordinary mechanic in our manufacturing institutions is indebted to
our school system for teaching him how to read and write and for some instruc-
tion in mathematics, but outside of these elements of education, the schools
furnish him practically nothing that is of value or helpful in the struggle which
he must maintain the rest of his life. The course of study in our schools is
based upon the theory that the student will continue throughout the entire
course and graduate from the high school, and this course is designed to pre-
pare the student for admission to college. This course of study, it seems to me,
is unjust, unfair and unreasonable, so far as it relates to over 65 per cent of
the total school population.

"At the age of boys in the grammar schools, they are fascinated with the
study of mechanics and all kinds of machines for generating and applying
power. At this age a boy is much more impressed by doing things himself than
by being told by other people how things are done.

"If our schools furnished him the opportunity that he longs for, there
would be little tendency to shirk his duties, and the services of the truant
officer would not be required. There would also be no temptation on the part
of parents to take the boys out of schools in order that they might learn some-
thing practical elsewhere.

440 MANUAL TRAINING MAGAZINE

"Young men destined for industrial pursuits, not only do not receive in
the schools a proper education for their life work, but after leaving school,
they find no place in which they can receive instruction in the trades which they
may select. Our manufacturers can not afford to maintain industrial or trade
schools, and it is not their business to do so, even if they could afford it. This
is a work that properly belongs to the public schools."

The speaker insisted that this training should be done in the grammar
schools rather than the high schools.

Miss Langley of Chicago University read a paper in which she empha-
sized the necessity of constructive handwork from the kindergarten through all
the grades.

During the discussion Professor Hanus of Harvard said: "Manual training
has become academized. There is no attempt to teach a trade. Business
courses in our schools are inferior. The industrial courses in our schools are
not fundamental, but incidental. The leading motive is culture, whereas in
industrial education, it should be training for proficiency."

Wednesday morning the annual election of officers was held and resulted
as follows: W. H. Elson of Cleveland, president; David B. Johnson of Rock
Hill, S. C, first vice-president; Miss Ida Bender of Buffalo, N. Y., second
vice-president; A. C. Nelson of Salt Lake City, Utah, secretary. Oklahoma City
was chosen as the next meeting place.

The feature of the day was the reception at the White House by President
Roosevelt. In the course of the President's address he said : "I trust that more
and more our people will see to it that the schools train toward and not away
from the farm and workshop. We have spoken a great deal about the dignity
of labor in this country, but we have not acted up to our spoken words, for in
our education we have tended to proceed upon the assumption that the educated
man was to be educated away from and not toward labor.

"Teach the boy that he is to be expected to earn his own livelihood, that
it is a shame and scandal for him not to be self-dependent, not to be able to
hold his own in the rough work of actual life. Teach the girl that so far
from its being her duty to try to avoid all labor, all effort, that it should be a
matter of pride to her to be as good a housewife as her mother was before her."

Thursday morning was given over to conferences of the various departments
of education represented. The afternoon discussion was on "The School as an
Instrument of Character Building." In the evening the Board of Education
of Washington, D. C, gave a reception at the Corcoran Art Gallery.

R. W. Selvidge, Teachers College, N. Y.

WESTERN DRAWING AND MANUAL TRAINING ASSOCIATION.

The fifteenth annual meeting of the Western Drawing and Manual Train-
ing Association was held at Shortridge High School, Indianapolis, Indiana,
April 7 to 10, 1908. Visits to the Indianapolis schools and to the Winona
Technical Institute were arranged for the early part of Tuesday and in the
late afternoon there was held an informal reception by the Indianapolis art and
manual training teachers. The reception was preceded by informal talks on the
work in the manual arts in the Indianapolis schools by Miss Wilhelmina Seeg-

ASSOCIATIONS 441

miller, director of art, and Louis A. Bacon, director of manual training. These
talks took the form of a practical exposition of the conditions under which the
work is being done and were very suggestive. A brief summary of these con-
ditions would include: a sympathetic and progressive superintendent; liberal
appropriations; for example, for the first four grades, $3,000 per year for
handwork and $1,500 for art work; frequent conferences of supervisors and
teachers during regular school hours instead of after school or Saturdays; a
systematic plan of preserving samples of pupils' work; above third grade all
handwork in the hands of special teachers.

The formal program began at eight o'clock Tuesday evening in the Caleb
Mills Hall, Shortridge High School. After music and the invocation addresses
of welcome were delivered by Hon. Charles A. Bookwalter, Mayor of India-
napolis, Charles W. Moores, president of the Board of Education, Calvin N.
Kendall, superintendent of public schools, and John A. Hollett, president of the
Commercial Club.

The annual President's address was delivered by Charles A. Bennett, who
took for his subject: '"A Cycle of Development.'' "During the past year as
I have listened to urgent demands for industrial training in our public schools
I have been reminded of similar demands made nearly forty years ago, and
I have come to realize that the teaching of the manual arts has completed a cycle
of development in our schools. The same arguments put forward today were
used by the advocates of industrial drawing just preceding the passage of the
act of 1870 in the State of Massachusetts, which provided for free instruction in
drawing in cities of 10,000 or more inhabitants." The speaker reviewed the
history of the development of drawing in our public schools and the introduction
of manual training. The change of motive indicated by the use of the term
"art education" and the contributions made b}' students of psychology and the
rise of the Arts and Crafts movement were considered. In view of the stages
of development through which we have passed, we should see the present demand
from a viewpoint different from that of forty years ago. "Making a hasty
inventory of our teaching inheritance, it might read as follows: 1. Drawing and
manual training for the development of technic; 2. Analytical study of proc-
esses with reference to the elementary school; 3. A striving for the beautiful; 4.
Drawing and construction as a means of expression in the primary grades; 5.
The adequate representation of form and color in the upper grades and in the
high school; 6. The marriage of art and craftsmanship and the new life that
has come to design on account of it. With such an experience behind them the
teachers of the manual arts may look forward with confidence."

Next came the address by President William L. Bryan, Indiana State Uni-
versity, on the subject: "Moral Education Through Art and Manual Training."
"Art is not the only means for instruction in morals — perhaps not the chief
means. * * * It has been recognized that the school exerts its greatest
moral influence not through any specific instruction." If a child demands some-
thing which he does not deserve, as when he asks to be promoted when he has
not made the necessary grades, or asks to be allowed to play on the team when
he is not carrying the prescribed amount of work, "the school is confronted with
the paramount question in moral education." "If, in such a case, the right and

442 MANUAL TRAINING MAGAZINE

just thing is not done a deadly wound is inflicted which cannot be cured by a
sermon or by a picture of the Sistine Madonna." Referring to the plan of art
instruction outlined in the "Republic" of Plato, the speaker urged the import-
ance of the task of selecting works of art to be placed at the disposition of the
child. "Cast out the second rate and the commonplace; burn up all the pic-
tures that are not eternally good. * * ♦ The same thing holds true of all
the arts. In singing, for example, when we sing second rate music we are
filling our minds with something that takes the place of the best."

The Wednesday morning session opened with music by a chorus of chil-
dren from School No. 27. The principal address of this session was made by
Miss Mary S. Snow, Pratt Institute, Brooklyn, N. Y., on "Household Economics
in the Course of Study." Miss Snow dwelt upon the insecurity of the place
which this work has in the public schools as yet, and urged upon all interested
the necessity of organizing and conducting the work so as to establish it upon
a firmer basis in the curriculum. The opinion erroneously held by some that
the domestic science work is largely empirical and of little disciplinary value was
ably refuted.

Reports of progress in the work to date were presented by the chairmen of
two committees: Miss E. E. Langley, School of Education, Chicago, for the
committee on "Handicrafts in the Public Schools"; and John S. Ankeny, Jr.,
University of Missouri, for the committee on "Art Work in the Universities."

At the afternoon session Frederick L. Burnham, State Agent for the Pro-
motion of the Manual Arts, Massachusetts, spoke on "The Need of the Power
to Visualize in the Manual Arts," illustrating his remarks by blackboard sketches.
"I believe that the majority of people can so clearly understand this subject of
drawing that they will be able to do in a way work similar to that which they
do along other lines. They are not all orators who learn to read. All people
who can add and subtract are not wonderful mathematicians, but they can use this
knowledge daily in their work."

Wednesday evening was very pleasantly spent at the John Herron Art
Institute, where the members of the Association were received by the Art Insti-
tute and the Commercial Club. An exhibit of canvases by several prominent
Indiana artists had been arranged for the occasion.

One especially enjoyable event that occurred on Wednesday was the dinner
given to the officers of the Association and a few invited guests, twenty-four
in all, by sixteen negro boys from the cooking classes of the McCoy School.
The table was spread in one of the long corridors of the building, which was
made quite attractive with rugs and decorative plants. The supper was planned
and served by the boys under the direction of Miss Elizabeth Rinehart. Dur-
ing the serving of the supper the guests were entertained by a chorus of 7th
and 8th grade pupils from the school, directed by Mrs. Lillian Brown, who
gave a number of negro melodies and folk-songs. The officers of the Associa-
tion were so much pleased with the singing that by special request the chorus
appeared as an extra number on Thursday's program.

The Thursday morning session was devoted to a series of four round table
discussions. The general topic of the first was: "The Relation of Art and Man-
ual Training in the Elementary Schools." The leaders in the discussion were

Assocnrnoxs

443

444 MANUAL TRAINING MAGAZINE

Fred C. Whitcomb, Miami University, Oxford, O. ; George W. Eggers, Chicago
Normal School; Mary Alice Wright, Bloomington, Ind. ; and Milton J. Clau-
son, Denver, Colo. It seemed to be generally agreed that in the elementary
school there should be one central line of work with an art side and a con-
struction side, although there were those present who contended for two distinct
subjects.

Another group discussed "The Course of Study in High School Art." The
leaders were Edwin J. Lake, University of Illinois; William H. Varnum, James
Millikin University, Decatur, 111.; Antoinette P. Taylor, Yeatman High School,
St. Louis. Attention was directed to ready-mixed colors and harmonies that
can be used thoughtlessly, drawing slates, the working over of ready-made
designs and other "royal roads that end in vanity." One speaker made a plea
for the establishment of a show room where the work of advanced and capable
students could be not only exhibited but offered for sale.

Probably the most enthusiastic group was the one that assembled to discuss
"The Place of Domestic Economy in the Public Schools." The leaders in the
discussion were Elizabeth Rinehart, Indianapolis, and Mary S. Snow, Pratt
Institute, Brooklyn, N. Y. The far-reaching influence of domestic science work
and the importance of conducting the work on a thoroughly practical and eco-
nomic basis were among the points brought out.

The fourth group considered "Manual Training in the High Schools.''
The leaders in discussion were James F. Barker, Technical High School, Cleve-
land; E. G. Allen, M. T. H. S., Indianapolis; and E. P. Chapin, M. T. H. S.,
Louisville, Ky.

In the afternoon Walter S. Perry, Director of Fine Arts, Pratt Institute,
spoke on "The Exhibits." He suggested the advantages of series of exhibits made
up in such a way as to set forth the courses of work being taught. He ex-
pressed the belief that some schools were being carried away by fads and that
many teachers were teaching things because they saw them in exhibitions
or because others were teaching them or simply because they were the latest
things. He was of the opinion that many teachers are trying to do too much,
at the expense of accuracy and thoroughness. "Let us stick to the fundamentals
and a few things and do those things well."

At the close of this address a schedule of arrangements was announced
according to which exhibitors were present to explain their exhibits at certain
times during the remainder of the afternoon. The exhibits were very conveni-
ently arranged in the three buildings of the high school, practically all
under one roof. In most cases each city or school system had its exhibit in a
room by itself. Visitors were supplied with copies of a diagram showing the
floor plans of the building with numbering of the rooms and a list of exhibitors.

An innovation that seemed to please all concerned was an arrangement
worked out by the Exhibit Committee and the .Editorial Board in co-operation
providing convenient space for commercial exhibits.

Thursday evening an illustrated address was delivered by Arthur W. Dow,
Teachers College, New York, on "The Teaching of Art to Children." With the
aid of a number of slides he showed how art slowly but surely influences a people
and how the artistic sense is developed. He took occasion to criticize the ten-

.^SSOCL^TIOXS

445

446 MANUAL TRAINING MAGAZINE

dency to accept art work because it is Japanese or German or French, and
showed that there is much poor work among the examples we are asked to
accept.

On Friday morning President William O. Thompson, Ohio State Univer-
sity, spoke on "The Place of Manual Arts in the School." The following ex-
tracts may give some idea of this address: "There is always danger that a
person may use so many tools for so brief a time that he is really not proficient
in the use of any of them. * * * It was necessary for subjects like the
Manual Arts to prove two or three things, namely, that they would not destroy
existing means of education, that they would not overburden the pupil, and that
they furnished a means of education that profitably supplanted existing courses
of study. * * * There is no necessary conflict between what we may term
the intellectual phases of education and the manual phase. * * * There is
a common fallacy concerning the desire to make mechanics out of our school
children among people who feel and recognize that what these children need as
children is not a trade but an inspiraiton. * * * From the standpoint of
the working man or mechanic it may be said that society is interested quite as
much in his citizenship as in his efficiency as a mechanic."

The Committee on Traveling Manual Training Exhibits recommended a-
more extensive use of photographs for this purpose and gave specifications as
to dimensions and mounting.

Probably the most significant and important event of the four days' meet-
ing was the report of the Committee on College Entrance Credits. This Com-
mittee reported the action of the North Central Association of Colleges and
Secondary Schools in making a credit allowance of ten units for high school
work in the manual arts, as follows: Four units for shopwork, two units for
mechanical drawing, two units for sewing and millinery, and two units for
cooking. Reprints of the report, containing outlines of courses in these sub-
jects, are to be published by the printing classes at the Hackley Manual Train-
ing School, Muskegon, Mich., and distrtibuted by the Editorial Board.

At the business meeting the reports of the various officers and committees
showed the business affairs of the Association to be in excellent condition. The
Committee on Place of Meeting unanimously recommended the selection of Cedar
Rapids, Iowa, in view of the great interest shown all through that State in
the work of the Association. But the handful of members present voted for
St. Louis, rejecting the committee's report, and thus for the fourth consecutive
time, Iowa's cordial invitation.

A proposition to hold another joint meeting with the Eastern Association
in 1909 was voted down informally on the ground that once in five years is
probably often enough for the combined meeting.

The report of the Nominating Committee was adopted and the following
officers elected: President, Carl N. Werntz, Academy of Fine Arts, Chicago;
vice-president, Mary M. Saams, St. Louis; secretary, James F. Barker, Technical
High School, Cleveland; treasurer, Harry E. Wood, Indianapolis; auditor,
George M. Brace, Duluth.

The meeting closed on Friday afternoon with an illustrated address on
"Pictures for Children" by Mrs. Lucy Fitch Perkins, Chicago. The speaker

ASSOCIATIONS 447

showed that children live and think in a world different from that of grown-ups.
Many of the characteristics of this child-world were set forth in the selections
from the "Goose Girl" and other poems and pictures drawn to illustrate the
same.

Just before adjournment President Bennett announced a committee to
investigate the status of the Manual Arts in Normal Schools, as follows: E. E.
Meyer, Marshall College, Huntington, West Va.; F. C. Whitcomb, Miami Uni-
versity, Oxford, O.; M. L. Laubach, State Normal School, Terre Haute, Ind.;
William T. Bawden, State Normal University, Normal, 111.; and one other
member to be announced later. vv. T. B.

MISSOURI STATE ASSOCIATION OF APPLIED ARTS AND SCIENCES.

A permanent organization of teachers and others interested in the depart-
ments of drawing, manual training, domestic science and art, and agriculture
was effected at Sedalia, February 28-29. This movement is largely due to the
initiative of August Ahrens, director of manual training, Warrensburg Normal
School.

The opening event was a reception on Friday evening, followed by a ban-
quet, at which plates were laid for thirty guests. August Ahrens was master
of ceremonies. After the address of welcome by George V. Buchanan, superin-
tendent of schools, Sedalia, the principal address of the evening was delivered
by Jesse H. Coursault, University of Missouri, on "The Educational Importance
of Manual Training." The program closed with general discussion.

The morning session opened with a round table discussion, led by M. C.
Watson, University of Missouri, of the following topics: "1. The need for
organized activity in promoting the manual arts in general education. How
best effected; 2. Manual arts in rural and elementary schools; 3. Manual training
'versus industrial training in the high school." The discussions were full of
interest, several business men of Sedalia being present and participating in the
discussion.

The business meeting consisted principally of the reports of the various
committees that had been appointed by the chairman the evening before. A
constitution was adopted providing for an active membership consisting of
"teachers of manual training, art education, domestic science and art, agri-
culture and any other form of applied arts and sciences," and an associate
membership consisting of "all others in sympathey. with our aims who wish to
unite with us."

The officers of the Association were elected, as follows: President, August
Ahrens, State Normal School, Warrensburg; vice-president, manual training
section, S. E. Elliott, St. Joseph; vice-president, drawing section, Alice Murphy,
Manual Training High School, Kansas City; vice-president, domestic science
section, Edna Day, University of Missouri, Columbia; vice-president, domestic
art section, Ethel Snoddy, Sedalia ; vice-president, agriculture section, Lucius F.
Childers, State Normal School, Maryville; secretary-treasurer, M. Bertha
Fletcher, State Normal School, Warrensburg.

The constitution provides that officers shall be elected for a term of office
of one year, that the election shall be by ballot, "and more than one name
must be submitted for each office." The annual membership dues are one dollar.

448 MANUAL TRAINING MAGAZINE

CHICAGO TEACHERS' MANUAL AND ART ASSOCIATION

The first year in the history of the Chicago Teachers' Manual and Art
Association closed May 23rd. This association was organized in September,
1907, under the auspices of the superintendent of schools, and is the first teachers'
organization other than the pension and relief societies to be officially recognized
by the Board of Education. Its expressed purpose is the unifying of the graphic
and manual arts in all grades of the city schools. The plan of organization
provides for an executive committee to be appointed by the superintendent (of
which the superintendent himself shall be a member ex-officio), sub-committees
to report in detail on the various branches of graphic and manual art suitable for
the schools, and four public meetings a year at which these various lines of work
shall be considered in turn.

The committee on weaving presented the program for the first regular
meeting which was held at Fullerton Hall in January, at which Mrs. Kate H.
Watson, a well known practical dytv and weaver of Chicago, gave an inter-
esting talk, illustrated by many examples of her own and her pupils' work. Dr.
Emerson, of the Art Institute, read a paper on "Ancient Greek and Roman De-
signs in Weaving," and Miss Jean Hutchinson, of the Chicago Normal School,
gave an account of some of the work she has been doing with primary children.

The bookbinding committee took charge of the second meeting, which was
held in April, and presented Mr. Ralph Fletcher Seymour, curator of the Cax-
ton Club, who spoke on "The Printing and Decoration of Books," and Miss
Gertrude Stiles, who read a paper on "Bookbinding as an Art," both of these
illustrated with the stereoptlcon. An excellent exhibit was also arranged by
this committee in the corridors of the Art Institute on the day of the meeting,
and under their direction a summary of the different varieties of books, together
with processes, materials and equipment belonging to each, was prepared, printed
and distributed at this meeting. So interesting did this subject prove that it
was voted to continue the consideration of it at the next meeting.

Other sub-committees, from whom interesting reports and programs are
expected in the future, are the committees on "sewing," on "modeling," on "ap-
paratus making," on "furniture making and technical construction," and on
"representative art."

The members of these committees are selected from among those actively
engaged in these lines of work, both in public and in private schools, and they
have enlisted also the help of the leading artists and craft workers of the city.
It is proposed that each committee thoroughly study the field assigned to it in
relation to both manual and graphic expression, and report from time to time
to the executive committee. This central committee, consisting of specialists in
various departments from the normal, high and elementary schools, and of
the officers of the association, ex-officio, directs the activities of the association
in general and has power to suggest changes and modifications in the course
of study in the interests of unification.

The officers of the association are, president, Edward F. Worst; vice pres-
ident, George W. Eggers ; secretary, Lucy S. Silke.

The new association seems to have thoroughly interested teachers in all
departments of the graphic and manual arts from kindergarten to normal, both

ASSOCIATIOSS 449

■within and outside of the schools. The attendance at all meetings, which are
held in Fullerton Hall, is gratlf\ing. The various committees have taken up their
work with enthusiasm, and although it is too soon as yet to speak of results,
the outlook is encouraging for better design in hand work and closer correla-
tion between the graphic and constructive arts in all the grades.

— LUCY S. SILKE.

At the round table of the superintendents of Southern Ohio, held at Dayton
the first of April, one entire session was devoted to the discussion of manual
arts problems. ConsideraI)!e interest was manifested by the superintendents in
what would be the probable effect of the trade school agitation on the manual
training work of the schools. They were a unit in recognizing the great value of
manual training in the curriculum, but the value and practicability of the intro-
duction of trade teaching was questioned by many.

The teaching of elementary agriculture in the rural schools is meeting
with considerable favor by school men in this section of the state. Several
schools are doing considerable profitable work along this line.

The Ohio Art and Manual Training Teachers' Association has voted to
meet with the Central Ohio Teachers' Association. The meeting will be early
in November and probably at either Dayton or Cincinnati. This association
is growing and it is expected that there will be a membership of one hundred
by the time of the next meeting. All teachers of drawing, manual training,
domestic art or domestic science are eligible to membership. Every teacher
of one of these subjects in Ohio is urged to join at once, and plan to attend
the next meeting in November. Send the membership fee of fifty cents to Miss
Maude L. Collins, secretary-treasurer, Celina, Ohio. Do this at once and help
boom the November meeting. — fred c. whitco.mb.

The Manual Training Teachers' Association of Maryland held its regular
spring meeting at Annapolis on March 11 and 12, in the room of the Depart-
ment of Education. The meeting was attended by manual training teachers
from all over the state. The program for Thursday afternoon was a discus-
sion of the following subjects: ''Mechanical Drawing," by E. H. Hidey, of
Westminster; "Woodworking for the Girls in the High School Grades," by
Albert L. Farver, of Cambridge; "The Relation of Manual Training Teachers
to the Other Teachers of the School," by Carroll Edgar, of Elkton. The fol-
lowing officers were elected for the ensuing year: President, Luther Forsyth, of
Hagerstown; vice-president, Ralph W. Strawbridge, of Havre de Grace;
secretary and treasurer, James G. Boss, Jr., of Laurel.— -V //a ////f Educational
Journal.

SHOP PROBLEMS

George A. Seaton, Editor.

SHAPING THE FIELDS.

ELECTRIC MOTOR.

Electricity is a subject of never-failing interest to boys, and the 25-watt
motor from the designs of R. L. Southworth of Minneapolis will be appre-
ciated by many. During its construction opportunity will be found to study
many of the more important factors entering into the commercial use of elec-
tricity, which is a point quite as worthy of consideration as the fact that the
motor will go when it is entirely completed.

The motor field is made from a strip of ^-
inch wrought iron, ^-inch wide and 12J^ inches
long. This can be bent into shape by hand with
the aid of a vise and metal clamps over an oak
form as shown in the sketch. When shaped it is
held in place by being screwed into oak distance
strips with round—head screws. In putting these
in, care must be taken to avoid interference with
those coming from the opposite side. The distance strips are the supports for side
pieces which carry small babbitt bearings for the shaft, which is made from a
5^-inch rod of Bessemer steel 4 inches
long. The armature, composed of 40
discs of 27 gauge sheet iron, is held
upon the shaft by a wire staple passing
through a groove filed in the surface
of the armature and through two
holes bored through the shaft, and
clinched on the opposite side. The commutator is made from an inch disc of
oak, upon which three equal-lengthed pieces of 27 gauge brass have been screwed.
The outside end of the wire from each pole of the armature is held beneath the
corresponding piece of brass on the commutator, while the other ends are twisted
together. The brushes are made from 2-inch strips of brass gauze. The
metal parts which are to be covered with windings are first insulated by the aid
of muslin sewed on with needle and thread. For the armature 2 ounces of No. 24
double cotton covered wire will be needed, while the field will require 4 ounces
of No. 19. The windings and connections can be followed from the diagram
of electrical construction. The needed current can be supplied from three or
four bichromate batteries or the same number of dry cells or from a compound
wound 30-watt dynamo.

Any number of toys may be operated with the motor, and the sketches
which are given are merely suggestive. The small glass bottle with screw top
which is hung in its frame by the aid of pivot bearings makes a small but
practical churn. By providing an arrangement for reducing the speed a sim-
ple cable railway can also be put into operation.

450

ELECTRICAL CONNECTOINS.

SHOP PROBLEMS

451

452

MANUAL TRAINING MAGAZINE

WATER MOTOR.

The water motor furnishes a school problem which brings the students into
an understanding of a number of projects that are constantly being worked out
in industrial life. It will in addition furnish a cheap and efficient source of
power for carrying out a number of physical experiments in the schoolroom and
is equally satisfactory for the amateur's home shop. R. L. Southworth, of

CABLE RAILWAY (wiTH ELECTRIC MOTOR).

Minneapolis, who furnishes the drawings for this motor, recommends it as a
class project and divides his students into three groups, one to construct the
housing, one the nozzle, and one, a larger group than the others, to build the

cup wheel with its cups. The remaining

motor parts are assigned to those finishing
their work before the others. Each group
elects a foreman and a substitute who con-
duct the task under the supervision of the
consulting engineer, the teacher. The
shop idea can still further be carried out
if the teacher will take care to provide a
full-size assembly drawing and the nec-
essary sheets of details, all in the form of
blue-prints.

Before actual construction is begun an
excellent opportunity is afforded of bring-
ing before the students by pictures and
other data something of the principles in-
volved in the operation of the Pelton
wheel power plants, such as water fall,
water pressure, the conducting and con-
trol of the water and the use of the nozzle and the jet.

As the construction proceeds, the topics discussed by the consulting engineer
should run somewhat as follows: The construction of the cups so as to reverse
the direction of the flow, compare this with the paddle wheel, under what condi-
tions certain types of water wheels are used, the economy of water power com-
pared with steam power, discussion of method of attaching wheel to the shaft by
strap keys, bearings, why babibtt is suitable for this machine, the making of a
simple mold of wood or in sand, the size of the pulley and its speed, the trans-
mission of power by belt, the construction of a housing which will allow the ac-

CHURN (with electric MOTOR).

SHOP PROBLEMS

453

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456

MANUAL TRAINING MAGAZINE

tion of the wheel to be studied, the need of a waterproof and rust proof covering
for wood and metal, asphaltum varnish, its source and preparation, the care of
machinery, as lubrication, turning the water on slowly at first, and a simple
spring balance dynamometer test.

If a constant water pressure of from forty to one hundred pounds is avail-
able this motor will operate a small dynamo, an emery wheel, a sewing machine,
a fan or any very light machinery.

PLATE RACK.

The design for a plate rack is exceedingly simple, but very satisfactory,

especially when the cross strip of the
back has been enriched with some pleas-
ing border decoration. Walter M. Mohr,
who submitted the drawing, suggests a
couple of ways in which the model can
be still further simplified. Instead of
housing the back strip into the ends, the
recess can be cut clear through. This,
'^ ^.^ -O^ 1 1 1 however, allows the end grain of the

^iiiir - ' I back strip to show and is not so desir-

able. Where it is wished to simplify
the making of the pegs which hold the
rack together, they can be made from
;/2-inch dowel rods, a long flat surface
being chiseled on one of the sides as in-
dicated in the small sketch. The hole for such a peg is simply bored with a
J/2-inch auger, which is tipped to cause the hole to slant slightly Inward. The
center of this hole, is taken somewhat less than ]A, inch from the end piece,
giving the necessary allowance for the tightening of the shelf. This same
allowance, of course, must be made in case rectangular pegs are used.

WATER MOTOR.

For a year all the shop tools at Indianapolis were ground on a 4-incb
emery wheel running at 2,200 revolutions with power supplied by the water
motor shown. The drawing is from the design of Philip S. Hasty of the Isadore
Newman Manual Training School of New Orleans.

The buckets may be made either of galvanized iron or 15-pound copper,
though the latter is much to be preferred. After the buckets are cut to shape,
the hollow in the end is made by cutting a cup-shaped depression of the size
indicated in the end of a hardwood block and then driving the metal Into it
by means of a ball-pene hammer or an ordinary hammer and a piece of ^-Inch
or 3^-inch dowel rod 3 or 4 Inches long and rounded at one end. After shap-
ing the cup the sides are bent down on the dotted lines and the buckets are
slipped into the ^-Inch saw cuts in the hub and held in place by small brads
driven into the hub. The hub, which Is of J/s-Inch whitewood, is held m
position on the i^ij-Inch brass shaft by two small plates of galvanized iron or

SHOP PROBLEMS

457

copper nailed to the hub and soldered to the shaft. The bearings are pieces of
brass tubing slightly larger than the shaft, and inserted in the sides of the box.
Of course it is extremely important that these bearings be exactly in line.
Side play may be regulated by driving the bearings against the plates on the
sides of the hub. In order to connect with the water pressure an ordinary hose
coupling is inserted in the top of the box
with its center directly over the center line
of buckets when in a horizontal position.
For a nozzle the top of a small oil can is
used. The thread is cut off even with the
large flange and the small end is cut off
so as to leave an opening t^ inch in diam-
eter. This is now placed in the hose coup-
ling with a washer on top. When every-
thing is coupled up there should be no leak-
age. The wheel is contained within a box

with J^-inch whitewood sides held apart by ^^-inch blocks, two at the bottom and
one at the top. The open edge of the box is covered with a strip of galvanized
iron or zinc, which is the last thing to be put in place. In order to observe the
action of the jet a piece of glass may be inserted in the side near the jet.

All wooden parts should be given two or three coats of paint before putting
together to prevent their being aflPected by the water. It is best to finish the
entire machine with the exception of the glass and galvanized iron or zinc
covering and then take apart for painting. Just before it is put together for
the last time the joints should be given an additional coat of paint and ^ut
together while wet. The glass should be set in putty and painted well around
the edges.

OIL CUP.

The drawing of the oil cup is given as a piece that can well be worked out
as a problem in pattern making on the lathe. The hexagonal shape of the lower
part gives just a touch of bench work, while the model is interesting from the
standpoint of pattern making because of the balanced core necessary.

A PEWTER CANDLESTICK.

Those who are interested in metal-turning on the ordinary wood-turning lathe
will appreciate the pewter candlestick shown in the photograph, which was made
by a boy in the second-year high school. The description of the making which
follows is that of Charles Wm. Weick of Columbia University, who sent in
the model.

A model cast from pewter is easily worked and can be readily turned and
finished with the ordinary wood-turning tools. Moreover, it can be beautifully
polished and as it will not tarnish easily it makes an excellent exercise for a
class in turning.

The pattern shown in the picture was turned in halves, an allowance of
T^-inch being made over all for finish. This is more than is absolutely neces-

458

MANUAL TRAINING MAGAZINE

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SHOP PROBLEMS

459

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460

MANUAL TRAINING MAGAZINE

sary, but will insure plenty of room for irregularities in molding and in cen-
tering in the lathe.

The pattern and core boxes are made in the usual way, as are the molds
and cores. The pewter, which fuses at a very
low temperature, can be melted on a gas stove
without difficulty. After the casting is made and
the sprue cut off, all loose sand should be re-
moved from the surface and the core sand dug
out of the hole. The opening for holding the
candle should be drilled to the proper size and
a half-inch drill run through the full length of
the model. This drilling can best be done by
holding a drill in a drill chuck in the live spindle
and feeding with the tailstock spindle. To pre-
vent the turning of the model a handscrew can
be used to hold it. To hold the candlestick in
the lathe while it is being turned a piece of hard-
wood is turned down to fit the taper in the head-
stock spindle and long enough to project about
two inches after it is driven in. This projection
is now turned down so that it will fit tight in the
large hole of the model, and the other end is
steadied with the tailstock center. The surface
must first be turned off at slow speed with the round-nosed tool. The scale on
the casting contains more or less sand and it will take off the edge of the tool
in a very few minutes if a high speed is used. After this scale is removed

PATTERN AND CORE BOXES FOR PEWTER CANDLESTICK.

the shaping and turning to size may be done at a higher speed with the ordinary
turning tools without much injury to the edge.

But two tools are needed in the turning of the candlestick, the round-nosed

SHOP PROBLEMS

461

462

MANUAL TRAINING MAGAZINE

tool and the sizing chisel. After the turning is completed, the model is
smoothed down with sandpaper and oil. Coarse sandpaper is first used to
take out all tool marks, after which a finer grade is applied with ordinary
machine oil. This will give a fair polish, but will not eliminate the minute
scratches. With some polishing material such as chalk or tripoli with oil and a
little patience an excellent finish can be obtained which has all the appearance
of polished silver. The turnings can, of course, be remelted, so that there need
be no waste of material.

PENCIL HOLDER.

H. C. Mohler of Galva, Illinois, has submitted the drawing of a pencil
holder which would be very convenient for the schoolroom to hold the drawing
pencils of the class. If desired both the pencils and the holes may be numbered.
Mr. Mohler has used the problem both in the seventh and the eighth grades.

SIMPLE HINGE.

E. D. Lemmerman of South High School, Cleveland, has discovered a
simple hinge that is particularly suited to manual training work. In its sim-
plest form it is nothing but a triangular plate of metal, held in place by three
round-headed screws. Its adaptation to a box with an overhanging cover is
also shown, while a hint is given as to how it may form a part of the scheme
of applied decoration.

CURRENT ITEMS'

Clinton S. Van Deusen, Editor.

The Educational Club of Springfield, Mass., of which the men teachers of
the city schools are members, indorsed at its meeting on the sixth of April the
establishment of an industrial school in connection with the upper grammar
grades, such as had been described by Charles H. Morse in a previous lecture
before the club. The committee appointed to prepare a report on the subject
consisted of William Orr, principal of the Central High School; Charles F.
Warner, principal of the Technical High School; John L. Riley, principal of
the Central Street School; M. W. Murray, supervisor of manual training, and
Burton A. Adams of the Technical High School faculty. The report of this
committee states that in the city of Springfield over 700 boys and girls are
losing the benefits of training and discipline and are drifting out into life with
no definite aim and no special skill for any vocation.

It further appears that the high schools do not reach a large element of
the youth of the city, for an examination of the school returns for the last five
years shows that out of a given group of children entering the elementary
course only one-third of the number reach the high schools. In other words, 70
per cent, finish their schooling in the ninth grade or lower.

Until the city meets more adequately the needs of this body of her children,
our educational system cannot be considered in any way complete. An indus-
trial school, so well described by Charles H. Morse of the state industrial
commission in his recent address before this club, promises well for the solution
of this problem. Such a school organized in connection with upper gram-
mar grades, with courses in industrial training and the rudiments of trades
for the boys, and practical studies pertaining to the home and the industries
open to women, for the girls, with academic branches in mathematics, English,
science and history, taught in simple, direct fashion, and so far as possible in
relation to actual conditions in life, would appeal to the interest of many who
have little aptitude or liking for books and theories. This school would aim
to give its pupils good training, would tide them over the critical years from
14 to 18, and provide the rudiments, at least, of useful trades, with a view to the
capacity and trend of each pupil. Such an institution ought to justify itself by
saving boys and girls for useful lives, and should be a means of furnishing
trained and skilled workmen for our factories and industries. ^

The city of Boston now has forty-seven grammar grade manual training
rooms. The latest one of these to be opened is in the Quincy School.

^Reporting changes in location of manual training teachers will be a
special feature of this department in the October number. Each reader is
invited to send us a postal card, not later than August 25th, giving details of
changes that have come to his attention. — Ed.

463

464 MANUAL TRAINING MAGAZINE

A party of manual training teachers leaves Boston on June 24th for an
extended European tour, visiting the exhibit of the International Congress of
Drawing Teachers in London. The party numbers twenty-two and includes
the following manual training teachers: Frank M. Leavitt, assistant director of
drawing and manual training; John C. Brodhead, assistant to the director in
manual training; Miss Florence P. Donelson, Miss Cornelia D. Burbank, Miss
Jessie L. Burns, Miss Edna L. Allen, Miss Sarah M, Aldrich, Miss Olive I.
Harris, Miss Florence O. Bean, Miss Sarah I. Wilson, Miss Grace J. Freeman
and Miss Sheba E. Berry — all these of the Boston schools. Miss Martha E.
Hall, of Taunton, also goes with this party.

The University of Texas has recently revised its entrance requirements so
as to allow either one or two elective units in manual training.

The manual training department of the schools at Bath, Maine, has received
a bequest of $40,000.

Daniel Upton, principal of the Technical High School of Buffalo, will spend
this summer abroad. He will visit the various industrial and business schools
of Belgium and Germany, also their manufacturing centers. He will thus have
an opportunity to see how the school work Is given a practical demonstration
in the foreign manufactories.

The evening work of the Technical High School at Buifalo is proving so
attractive that it has been decided to open a second annex. It Is to be In
grammar school No. 20, which Is In the Black Rock district. The Black Rock
Manufacturing Association have voted, unanimously, to take measures to secure
the attendance of their employes at this school next year. Draughting, arithmetic,
applied mechanics and electricity are to be taught in this annex.

Miss Anna S. Lagergren has returned to her former position In the School
for the Blind at Jacksonville, 111.

Several years ago Mr. L. L. Wells, a retired farmer of Watseka, Illinois,
left a sum of money at his death to be used in founding a school for poor boys
in the state of Illinois between the ages of twelve and eighteen 5-ears. Nothing
was done about the matter, except to allow the money to accumulate, until about
four years ago, when the people of Watseka began to urge the trustees of the
fund to take further action. To satisfy this demand, the trustees built a small
two-story brick building, but without any definite idea as to the sort of school
It was to be used for.

After more waiting and further discussion, the trustees finally came to the
conclusion that they could not do more for the poor boys than the public
schools were doing unless they were to organize a manual training school. Co-
operating with the superintendent of public schools, they have arranged for the
boys of the seventh and eighth grades and the high school of Watseka to spend
a part of their time In this school of manual training. It will also be opened
to boys of nearby towns who may wish to attend.

To take charge of this school, the trustees have appointed Joseph W. Paul,
formerly Instructor In manual training at Rockford, Illinois, a graduate of both

CURREXT ITEMS

465

466 MANUAL TRAINING MAGAZINE

the engineering and the normal manual training courses at Bradley Polytechnic
Institute. Equipment for woodworking and drawing will be installed during the
summer and the school will open early in September.

Crookston, Minn., is to introduce manual training in the schools the coming
year. A large room equipped with twenty benches will be devoted to this
work, accommodating boys from the sixth grade through the high school. Me-
chanical drawing will also be given in the course. J. H. Powers, who has had
charge of manual training at Hutchinson, Minn., the past two years, will intro-
duce the work at Crookston.

A course in handicrafts has been given this year for the first time at
Stanford University to major students in the department of drawing. The
subjects given were textiles, block-printing and stencilling, plaster modeling,
tiles in wax, casting plaster and coloring with oil colors. Some elementary
work in wood-carving and metal-work was also given. A. B. Clark and
Robt. B. Harshe were in charge of the work.

The State Normal School at Maryville, Mo., has a new building in process
of erection that will be one of the largest school buildings in the state. Strong
departments along all lines of handwork are being planned for. Considerable
floor space will be devoted to manuel training. A fine equipment for the work
will be installed in the new building. The department will be under the
direction of Albert F. Siepert of Bradley Polytechnic Institute, formerly instruc-
tor in manual training at Iowa City. Miss Bigley, Pratt Institute, will teach
the classes in elementary manual training.

CINCINNATI.

The progress of manual training and domestic science in Cincinnati is
quite remarkable, as is shown by the recent report of Superintendent Dyer. The
subjects were introduced in September, 1905. Work was begun in the seventh
and eighth grades. It has been extended to include the first year of high school
and the sixth grade in the grammar schools. One and a half hours a week
are given in the grades; and six hours a week are given in the high schools.
The work is required in all the grades, but it is an option with botany and
zoology in the high school.

The introduction of the work has met with no opposition. On the other
hand, there has been considerable pressure to extend the work more rapidly,
especially in the high schools. As a result the two new high schools are being
provided with ample facilities for this work. The equivalent of a whole floor,
200 feet square, is given to shops in each building, and about half this amount
of space to household science and art. Mechanical drawing, joinery, wood-
turning, pattern-making, forging, foundry work, and machine shop practice are
being provided for boys, and additional space for the development of other work.
Sewing, cutting, dressmaking, millinery, household decoration, home hygiene,
cooking, chemistry of foods and physiology are provided for girls. New gram-
mar school buildings are planned with the best accommodations for manual
training and domestic science. There are now 22 centers for boys and 18 for

CURRENT ITEMS 467

girls. The average cost of equipment for each is about $500. Frank H. Ball,
supervisor of manual training, and Miss Ullrich, the supervisor of domestic
science, each has eleven assistants.

Besides the regular day work these departments are developing industrial
work in evening classes which is meeting a popular demand.

WASHINGTON.

Last fall a manual arts club was organized at Seattle. The membership is
limited to the thirty-four special teachers in the department of manual arts.

The purpose of the club is to promote a professional and social spirit by
knowing what the "other fellow" is doing and how he does it. Monthly meet-
ings are held, at which a program is given and business transacted. Talks
have been given by different members and by invited speakers from the business
and professional world, on art, educational and industrial topics. Several trips
to local industries have been profitably made. Good work has been accomplished
by the committees on "College credit for manual arts," "Why more high school
pupils do not elect manual training," "The fireless cooker," "Handy knowledge
and how to apply it for boys and girls." Other lines of activity are under
consideration. A number of the ward schools had Christmas exhibits to display
the work of the pupils made for gifts. The club spent an afternoon at one of
the exhibits, passing through the rooms from the first to the eighth grade,
examining the exhibits, which were explained by the supervisors in charge of
the different kinds of work.

A successful correlation of the drawing and sewing in the making of
stencils and applying them to curtains, covers, folios, etc., has been accomplished
in the seventh grade. In the eighth grade wood block printing has been very
successful. The designs were cut on the blocks in the manual training center,
and the fabrics prepared by the girls in sewing were thus decorated with
appropriate design and color.

At one of the centers the girls asked permission to work at benchwork at
noon. Now there is a waiting list and every bench is taken for most of the noon
period. The work the girls do is equal to that of their brothers. The boys
became interested in this seeming encroachment upon their activity and now
have an equally enthusiastic class in cooking at the noon hour also. This is
suggestive.

The junior and senior girls in the high school domestic science courses are
having some practical application of their art in serving luncheons to the
different women's clubs in their practice dining room. The ladies pay all the
bills and the girls plan, purchase and prepare and serve the menu. This is not
only valuable for the girls, but is another means for acquainting the public
with the school and its purpose.

The subject of industrial education is being considered by The Seattle
Principals' Association in a series of meetings. Indications are that the dis-
cussion will result in definite recommendations for changes in the existing
courses of the schools, beneficial to the further extension of manual training.

The schools of Olympia, Wash., now have in operation an energetic manual
arts department. The work in drawing, domestic science and manual training

468 MANUAL TRAINING MAGAZINE

Includes the seventh and eighth grades and high school. It is compulsory in
the grades and optional in the high school. Altogether about 100 boys and 125
girls are taking the courses. The high school is used as a grade center and the
grade pupils come in once a week for an hour and a half's work. The work
in the high school consists of five periods of an hour and a half each a week.
In domestic science two periods are devoted to designing and drawing, one to
sewing, and two to cooking. The boys are given two periods of mechanical
drawing and three periods of shopwork a week. It is aimed as much as pos-
sible to make the drawing help out the other courses. Drawing for the girls
is designed to cultivate appreciation and taste. The work is closely connected
with domestic science. In the boys' work the connection is still closer. The boy
who wants to make a table, for instance, is first required to make a freehand
sketch of it, then a mechanical or plan drawing, and if these are satisfactory
he is then allowed to start work in the shop.

No boards are planed for the sake of planing, and no joints are made for
joint's sake. In other words, the students' efforts are exerted in making useful
objects. Many pieces of furniture about the building, such as a piano bench,
wall clock, tables and cabinets for the science and domestic economy depart-
ments, picture frames, etc., have been made by the pupils. Their motto is "Made
in Our Own Shop," and this has been carried so far that the hot water and
gas plants were installed by boys without the assistance of plumbers or steam
fitters. In addition to the articles made for the school many taborets, writing
desks, Morris chairs, tables, music cabinets, etc., are made, and these may be
taken home by the students if they pay for the material used.

The value of manual training is not valued by the completed pieces, for
the making of such pieces involves the use of the mind and hand in a manner
that means a decided development in the student's power to do and be, which will
mean much in his after life.

OHIO.

At Toledo the work in manual arts is growing. There are five centers and
six regular teachers of manual training in the upper grades. Each of these
five centers has one regular teacher and a sixth teacher assists one day a week
in the center. On that day the three largest classes come to the center so, with
the aid of the extra teacher, the large classes receive as thorough instruction
as the small classes. There is no regular supervisor of manual training, but
Charles E. Collins, one of the manual training teachers, devotes what time he
can spare from his heavy duties as teacher to some general supervising of the
work. In addition to the shopwork, handwork in the lower grades, knife work,
sewing and domestic science receive considerable attention in the Toledo schools.
The work in domestic science in the grammar grades is especially to be com-
mended.

The Toledo Museum of Art very kindly opens its doors to the work of the
public school pupils in art and manual training. At this institution from April
27 to May 10, an exhibition of public school work was held. This was thrown
open to the public.

CURRENT ITEMS

469

Manual training was introduced at Eaton and St. Marys this year. O. P.
Kimmel, at the former place, and E. L. Steenrod at the latter, have worked
hard and the results are very encouraging. Recently each city has had an
exhibition and excellent work was shown. In St. Marys, at least, the work
will be extended next year.

Hamilton is making plans to extend manual training into the high school
next year. An additional teacher will be employed as assistant to Supervisor
Carter.

MADE BY STUDENT AT PRATT INSTITUTE.

REVIEWS

MANUAL TRAINING IN ENGLAND.

The Manual Training Teacher, the journal of the National Association of
Manual Training Teachers, is publishing month by month a series of articles
under the general title, "Makers of Manual Training." These articles are
biographical sketches written in such a way as to give the reader many glimpses
of the interesting events connected with the early development of manual train-
ing. The series has already included the following titles: Sir Philip Magnus,
Herr Otto Salomon, Professor Calvin M. Woodward, Mr. Solomon Barter, Dr.
Alwin Pabst and Professor W. Ripper.

Another series of thought-stimulating articles in which each writer seems to
speak with perfect freedom and frankness is entitled "Manual Training Falla-
cies." The first fallacy is "that a scheme of work should be rigidly adhered to,"
the second "that drawing should always be associated with, and should precede,
handwork," the third "that machine tools are out of place in the handicraft
room," and fourth "that mechanical perfection is synthetic with educational
attainment." These are not flavorless productions, but each is well spiced to
suit the individual taste. Here are a few samples:

"Those nicely arranged, duly numbered models on that big board look
very impressive and precise."

"Fit your scheme to the boys, and not your boys to the scheme."

"There were toys to play with, and utensils and apparatus for games long
before sixteenths of an inch were thought of."

"The 'educational value' of any model lies in the interest which it develops
in a boy, because through interest and through interest only can you ever hope
to get eventually accuracy, perseverance, knowledge of tools, love of work,
carefulness, patience, and all the rest of the scheme-maker's list."

Educational Handiuork is the name of a new publication to be issued three
times a year by the Educational Handwork Association. Volume 1, number 1,
appeared in February. The journal is intended chiefly as a means of communi-
cation between the executive officers of the Association and the branches and
individual teachers working under the influence of the Association. The first
number begins a strong article on "The New Basis of Method," by Professor
David S. Snedden of Teachers College, New York. It also contains an appre-
ciation of Herr Otto Salomon. We are glad to welcome this new journal.

Trade Schools, by Andrew S. Draper, commissioner of education in the
state of New York. C. W. Bardeen, Syracuse, 1908. 5x7 in. pp. 136, price
50 cents.

This extract from Commissioner Draper's report entitled "Our Children,
Our Schools and Our Industries," has been printed by the New York State
Education Department and by several educational journals either in full or in
part, and now appears in book form. Probably nothing on industrial education

470

REVIEWS 471

since the report of the Massachusetts Commission has attracted half so much
attention as this vigorous arraignment of the public schools. "From the bottom
to the top of the school system," says Dr. Draper, "the eye is on the school
above, and the school above leads to a professional or a managing employment
rather than to a trade vocation." He recommends the establishment of public
trade schools to begin at the end of the elementary school course, and then run
parallel to the first three years of the high school. He would shorten the time
of the elementary school work to seven years, would push the child along so
that he would finish the elementary school in his fourteenth year, and when
he is fifteen he would send him to the trades school luhether he has finished the
elementary school or not. Moreover, he would have the public schools keep
track of every boy until he is eighteen years old. If he leaves school to work
in a factory, he would expect him to come to a continuation school till his seven-
teenth year is completed.

From beginning to end the book is stimulating and timely. It should be
read and re-read by educators who are shaping the work of the public schools.

Die Knabenhandarbeit in der heutlgen Erziehung (Manual Training for
Boys in the Education of the Present Day), by Dr. Alwin Pabst. B. G. Taubner,
Leipsic, 1907. 5x7 in. pp. 118; illustrated with photographs taken in German,
English and American schools.

The announcement of any book an education by Dr. Pabst would be sure
to attract the attention of manual training teachers everj'where, but this one
is destined to receive even much wider attention, since it deals with the broader
aspects of the subject and is written by one whose experience and observation
especially qualify him to speak with authority. Such a survey of the whole field
is certainly of great value at this time.

Dr. Pabst begins his book with a discussion of the human hand and the
tool, motor sensations and exercise of the muscles, the sociological importance
of manual training and its value as a means in general education. He then
considers instruction in manual training in the history of pedagogy and in the
light of modern pedagogic tendencies. This is followed by a consideration of
the kinds of work included in manual training, and various attempts to include
such instruction in the course of the public schools. In the fifth and final
chapter he discusses the systems of manual training in different countries,
including Sweden, France, England, North America and Japan. The volume
closes with brief consideration of the manual training exhibits at Paris in
1900 and St. Louis in 1904.

Paper Toys and How to Make Them. By Fritz Koch. Koch Paper Toy
Co., 1239 Spring Garden St., Philadelphia, Pa. This pamphlet is sent out with
the printed patterns for some remarkably well designed toy furniture and uten-
sils. As stated by the author, it seems almost incredible that each of these
toys can be constructed out of a single flat piece of paper. Then, too, they are
so much stronger than most paper toys. This is due to the fact that they utilize
"angle strength," or the principle of the angle iron so extensively applied in
steel construction. From an artistic point of view, also, they are excellent.
Whether one wishes to have the children use the printed patterns as intended

472 MANUAL TRAIMXG MAGAZINE

by the author or have the chidren make a part or all of their own patterns, a
full set of "Koch toys" is certainly suggestive and ought to stimulate the con-
struction of a higher grade of furniture for doll houses. — B.

The following have been received:

Occupations and Industrial Work for Primary Grades. Four booklets c
lining the handwork for the first, second, third and fourth grades of the schools
of Louisville, Ky. These have been prepared for the use of the grade teachers
of Louisville by Miss Sarah Logan Rogers, primary supervisor.

Annual Report of the Inspector of Technical Education, Ontario, by Albert
H. Leake. A 250-page report containing nearly 100 full-page illustrations of
almost every type of school handwork for both boys and girls, also plans and per-
spective views of buildings, and photographs of interiors of workrooms.

Manual and Industrial Training, by B. C. Wooster, Superintendent of
Schools, Bergen County, N. J. An address before the Bergen County Principals*
Association, Jan. 25, 1908.

The Industrial Improvement Schools of JVurttemberg, by Albert A. Snow-
den. Teachers College Record for November, 1907. Price, 30 cents.

Industrial School Exhibition. An illustrated book on American industrial
and trade schools prepared for use in connection with the Chicago meeting of
the National Society for the Promotion of Industrial Education under the direc-
tion of Charles H. Morse, secretary of the Massachusetts Commission on Indus-
trial Education. Price, 50 cents.

Regulation and Syllabus of the Board of Examinations for Educational
Handwork, London, England. John Cooke, secretary.

The Cleveland Technical High School, Cleveland, Ohio. James F. Barker,
principal. Descriptive circular, with illustrations of plans of the new building,
also outline of course of study.

The Winona Normal Bulletin, January, 1908, Winona, Minnesota. Contains
an illustrated article on "Cardboard-Raffia Weaving" by J. H. Sandt.

Annual Report of the Public Schools of Cincinnati. 1907. Contains floor plans
and perspective views of several new buildings in which manual training is
given a place.

Inventions, Hoiv to Protect, Sell and Buy Them, by Frederick B. Wright.
Spon & Chamberlain, New York, 1908. 5x7 in., pp. 108; price, paper covers,
25 cents. "Of value to every inventor, whether he be a tyro with a wonderful
first idea, or one who has been through the mill several times."

Report of the Director of Technical Education and Manual Training, Auk-
land Province, Nevj Zealand. By George George. A very interesting report cov-
ering handwork in the primary grades, agricultural education, cookery and wood-
work at the manual training schools, technical training of teachers, continuation
and technical classes in the country centers, and the Aukland Technical College.
Looking over this report one is sure to be impressed with the comprehensiveness,
thorough organization and the technical excellence of the work of this province.

Marienfeld. Announcement of Dr. C. Hanford Henderson's summer camp
for boys at Chesham, New Hampshire, and his "winter school" to be opened
next fall near Riverside, California.

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