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 demanded 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 prevailing 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 percentage 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 introduction 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 public 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

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 introduction 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 superintendent 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 superintendent 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". Several 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 always 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.

TABLE B.

TO SHOW WHAT OBJECTIONS HAVE BEEN RAISED TO MANUAL TRAINING IN THE PUBLIC SCHOOLS.

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 improvement. 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 consideration in other sections of the country.

The objections in the North Atlantic Division come largely 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 conservatism of the East relative to school matters is the result of a strong sentiment which it will take many years to overcome, regardless of how

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 university. The fact that manual training has found 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 training 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 information 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 materially increased the attendance."

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 attendance 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