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training, Chicago Normal School; Elmer H. Willmarth, high school, Indianapolis, Ind.; Louis A. Bacon, elementary schools, Indianapolis, Ind.; William A. Sargent, elementary schools, Detroit, Mich.; George L. Lewis, elementary schools, Hartford, Conn.; Lewis B. Battey, State Normal School, Millersville, Pa.; Merit L. Laubach, Wilkesbarre, P.; Miss Anna B. Gausmann, East Orange, N. J.; Miss Ada F. Blanchard, elementary schools, Los Angeles, Calif.; Miss Elizabeth B. Pierson, primary schools, Utica, N. Y.; Miss Lucy A. Linville, elementary schools, Atlantic City, N. J. ROCHESTER, N. Y.

MANUAL TRAINING is taking a long step forward in Rochester. Instead of developing work in the public schools independent of what has been done at the Mechanics' Institute, the Board of Education has wisely appointed Professor W. W. Murray, of the Institute, supervisor of manual training in the grade schools. Still retaining his position as director of manual training in the former institution, he will be able to shape the work in Rochester into a unified system. The new plan for manual training covers the entire school period, beginning with the kindergarten and ending with the secondary school. The course at present is provisional, but Mr. Murry's statement of it, as it appears in the printed course of study, is significant. It is evidently his purpose to bring the manual training into close relationship with the work in other subjects, so that it may become an organic part of the child's school and out-of-school life. We quote the following:

"The children of the first, second, third, and fourth grades will work in clay paper, cardboard, wood, the materials used in weaving fabric, and cane weaving The children of the primary grades will be provided with wood cut into a variety of widths, which will enable them to construct toys and useful objects of an interesting nature. This work will involve the use of measuring rule, try-square, saw, saw boxes, hammer, and nails; and such exercises as measuring, squaring, sawing, occasional whittling, assembling of parts, testing and fastening. The aim being to bring into use the larger muscles, and to reduce the use of the finer muscles to the minimum, the articles made will be simple and capable of being finished in a short time. Many of the pieces will be made for and used at the sand table for the purpose of building and fitting of huts; wigwams; log-houses; modern houses; villages; manufacturing towns; and cities. Also lines of communications -as telegraph or telephone lines, bridges, boats, cars, stations, etc.

"In the fifth and sixth grades the constructive work will be done in the regular class-room, each pupil being provided with a desk-tray, which contains the outfit of tools. It covers the top of the desk and will be used both as a drawing board and a work-bench. For the constructive work in these grades the pupils will use materials for weaving fabrics and baskets; and cardboard and wood for the construction of useful articles for the home, school, and play life, such as boxes; covers for written work; portfolios; small baskets; and objects involving the use of leather, cloth, and wood, illustrating the evolution of simple implements used in the industries. Each pupil will be provided with a measuring rule, compasses, T-square, triangle, and trysquare. For general use there will be hammers, several saws, gimlets, an oil stone, oil can; and a cabinet in which to keep the equipment for each school.

"The work of all of the seventh, eighth, and ninth (the ninth grades as long as they are continued) will be done at the five manual-training centers. The centers will be equipped with work benches, and each bench will be fitted with a small set of tools. Besides the individual set of tools at the bench there will be others for general use and special work. The pupils will construct objects in which cloth, leather, brass, copper, tin, Venetian iron, and several kinds of woods will be used.

"The sequence of models will be governed largely by the needs of the school life and other interests of the pupils.

"The work becomes the property of the pupil as soon as the object is completed. Special arrangements will be made with the pupils for work to place on exhibition.

"In the course, throughout the grades, all possible latitude will be afforded the pupils for the use of individual ideas regarding the object to be made, and its form, size, and decoration. Changes will be made both in material and methods, wherever and whenever it is discovered that added interest or better results can be secured for the child."

THERE are several changes in the teaching staff at the Mechanics' Institute this year. Mr. George L. Colburn, formerly of Cleveland, is to have charge of the machine shop. Mr. William A. Robbins, for several years supervisor of manual training at Passaic, N. J., has been appointed an instructor in woodwork. Mr. Charles Stone, who has been the teacher of forging during the past three years at the Institute, has sailed for the Philippines to take charge of the forging in the government school located in Manila.

IT is not necessary to sacrifice academic work in order to introduce manual training. There is no good reason why the program of studies in a manual-training high school, so far as academic work is concerned, should differ from that of any other high school, provided always that the school is to be conducted as a high school, and not as a technical or trade school. On the other hand, there is every reason why the same scholastic work should be required and may be done in a manualtraining high school the same as in other high schools. In a program of thirty periods per week the pupils in a manual-training high school can carry the same course of academic work as those in other high schools, and do the manual training besides. This has been demonstrated in Denver, New Haven, Indianapolis, Kansas City, Philadelphia, Brooklyn, in the Teachers College of New York, and in many other places. An experience of twenty years in secondary-school work, seven of which has been in a manual-training high school, has taught me that students carry the course quite as easily as in any school.-CHARLES D. LARKINS, in Journal of Education.

MANUAL TRAINING AT THE PAN-AMERICAN EXPOSITION.

THE glorious achievement in harmonious coloring of great buildings, the plentiful use of strong sculpture, and the magic effects of the grand illumination are features of the exposition which are already familiar to every reader. Certainly everyone who has been to the exposition has felt that pride which every true American must feel in the excellence of the well-ordered exhibit of the United States. The charm of "Little Venice," too, may have pressed itself upon him while on the canal which encircles the group of beautiful buildings forming the heart of the exposition. To dwell upon these, and other interesting and important features, would be a delight which the limited purpose of this paper will not permit, for it must deal with exhibits which lie within the field of manual-training interests.

But the exhibits which come within this field were many; they kept appearing in most unexpected places. In the forestry building, what beautiful woods for beautiful models! What interesting specimens to tell the boys about! A pine log as big as a freight car, a timber of Oregon pine thirty-four inches square and seventy-two feet long, planks four and five feet wide, "knees" of Louisiana cypress, burls for curly veneer, and an inlaid checker-board table containing over twelve thousand pieces - these were some of the novel things to be seen in the forestry building.

In various Indian exhibits one found rich suggestions for weaving and basketry and group work for the lower grades. That the Indian can achieve success in other than these primitive occupations was shown by the excellent exhibit from the Carlisle

(Pa.) school. In this school the manual-training work necessarily conforms closely to the trade idea, and many of the models were finished with skill like a journeyman's. In that most interesting Philippine exhibit, in the government building, were many small, crude tools, and rude models of houses, furniture, dress, utensils, and implements. The cannon used in war against our soldiers were, some of them, made of big pieces of gas pipe wound with bamboo, and mounted, or not, on rough carriages having wheels made of boards nailed together as a boy would do it. More skill, however, was revealed in the inlaying of pearl-shell in a hard-wood table, and in the application of a spiral groove to a drill-brace.

In the tools and machines of domestic manufacture one found the summit of excellence. Among the saws were some big enough to saw those mighty trees of Oregon, one of the circular saws being eleven feet in diameter. Here were found chisels and knives of all shapes and sizes; also grindstones, and stones of emery and carborundum. In another place were wood-fillers, stains, polishes that shone like glass, and a house built of fossil gums which are used in making varnishes.

Artistic furniture of simple lines and pleasing proportion was found, notably in the exhibit of the National Arts and Crafts Club. Here were displayed a few chairs, stools, benches, and boxes, whose name, "mission furniture," suggests the hope of the designers that it will lead to a demand for furniture of simple beauty and honest construction. The furniture of one of the exhibits in the Graphic Arts building also attracted the aesthetic eye; it, too, was characterized by simplicity and honesty. Its somber black oak was enlivened by bright red leather and shining brass nails, till the whole effect was a pleasing symphony of black and red.

Leaving now these many displays, which are interesting because of their suggestiveness, mention should be made of the purely manual-training exhibits in foreign buildings, state buildings, and in the educational section of the Liberal Arts building. From the school work shown in the Honduras building one would infer that girls only received instruction in handwork, for the exhibit consisted mostly of elaborate needle-work, crocheting, knitting, flower-making, millinery, and dressmaking. There was, however, some simpler work in the line of mats, dolls, and samplers much like those our grandmothers used to make. A number of crayon drawings were shown, several of which were by the same student. These drawings were from standard casts or copies, and were finished with a nicety comparable to machine printing.

In the Mexican building one found samples of raffia and other fibers which would delight the primary teacher. From the National School of the Blind and the Normal School of Mexico came beautiful lace and Mexican work, dressmaking, and elaborate embroidery.

As one entered the only state building which contained exhibits, the fragrance of Minnesota's broad prairies was borne to one from the rustic furniture and wovengrass carpets. This building contained an extensive exhibit of art students' work, drawing, school work, manual training, and photographs of well-equipped colleges and normal schools. Surely Minnesota's exhibit could but appeal to the pride of her every citizen and enlist his cordial interest in every movement tending to advance the blessings of popular education. In the state schools for the deaf, the blind, and the feeble-minded manual training is of a diverse and individual character, and with the older pupils it is carried into trade lines. Made by these deficient pupils some of the work was crude, while some, notwithstanding deficiencies, was really excellent. The St. Cloud schools showed weaving, crocheting, raffia-work, slip-work, and sloyd; the

Red Wing Training School, sloyd and forging which contained many good farm models; and the St. Paul high schools the usual manual-training courses of a rather formal nature. The sloyd, art work, and high-school manual-training work of the Minneapolis schools were of the usual type, but of exceptional merit were the weaving and basketry of the lower grades, some of the baskets suggesting those excellent ones of the Indian exhibits.

The educational section of the Liberal Arts building was a vast storehouse of information regarding the work done by one hundred or more cities, schools, colleges, universities, or societies making exhibits. That which was merely visible to the casual visitor formed in reality but a small part of the exhibit, which was made up of wing-cases containing photographs, charts, and mounted work, of panels containing models, and of bound volumes containing written work, drawings, documents, and reports. Much of this exhibit, being in such a permanent form, will prove a valuable possession to the various exhibitors. The exhibits were classified according to the grade of the student, with the kindergarten as the lowest and the university the highest stage in his educational career. Because of this classification the visitor was obliged to look through several alcoves to find all the manual training carried on in a single city.

Since specific mention of each manual-training exhibit would result in a wearisome repetition, it will suffice to note general characteristics and signs of progress. Though it is a pleasure to observe that the work of those schools to which we have looked for ideals is still the best and far beyond that of many public schools, yet many others have, indeed, progressed so far as to approach within worthy comparison of these ideals. A growing tendency to embody artistic principles in manualtraining models is recorded with pleasure. This tendency finds its latest manifestation in the application of water colors to certain models, usually made in slip-work, so that really artistic calendar backs and picture frames take the place of the former crude, uncolored models. Most of the exhibits displayed a degree of accuracy and a nicety of finish which would please the most critical.

If diversity means life, then manual training is very much alive, for the diversity of courses was nearly co-equal with the number of schools from which they came; yet in all this diversity the broad outlines of manual training suitable for the different grades seem quite distinct, especially toward either end of the child's career. The period of transition from the primary to the grammar grades is still the least definite. Is not this the time when the growing boy wants to do bigger, coarser work than the school can yet supply? Another healthy reason for this diversity is found in the evident play of individual choice in the models made.

In private and philanthropic institutions manual training evidently merges quickly into trade lines, for, in exhibits from such institutions, articles of apparel or of use in various industries were frequently seen. The growth of interest in trade instruction was also indicated by the exhibits of the two textile schools of Massachusetts, the Technical School for Carriage Builders in New York city, the New York State Industrial School, the Philadelphia School of Industrial Art, and the School of Trades, which is a department of the Springfield (Mass.) Mechanics Arts High School.

Manual training worthily occupied its prominent place in the educational exhibit of the Pan-American Exposition. To one who realizes the significance of its deeper lessons, and of its liberating influence upon the educational thought of the country, the future seems bright with promise. HARRIS W. MOORE.

EDITORIAL.

THE present number of the MANUAL TRAINING MAGAZINE is issued in a somewhat new form, with the thought that such a concentration of related material will be of more assistance, both to the general reader and to a large body of special workers, than the same material spread over a number of issues.

The question of handwork in the primary grades is in many ways at the very bottom of the whole question of manual training in the schools. It is here that such work has its greatest need and its greatest influence as far as child life is concerned, and it is here that its relations with the other school work can be most clearly seen. It is in this field, on the other hand, that the whole subject is most free from tradition and prejudice, and where it can be approached and developed in the light of modern educational thought with the most hope of a natural and healthy outcome.

The organic relations of manual expression with the life of young children are so evident and so emphatic that many things are forced upon the attention with such pupils that often escape notice with older workers. This, and the fact that the actual results from young children count for so little, tends to a close and searching study of method in this field, and finally to a clearer view of the whole subject of manual training as an educational instrument. It is also true that in the matter of appreciation by the teaching public the manual-training movement has more to gain through the general introduction of handwork in the primary grades than through any other source. For the moment the grade teacher begins to use handwork intelligently and naturally as an element of school instruction, that moment the work leaves its isolation, and an appreciation of the true office of school handwork begins that cannot but lead to new conceptions and a truer understanding on the part of all teachers.

For these reasons it is not too much to say that the primary school is at the present time the strategic center of the manual-training movement, and that the spirit and success which attend the efforts to extend handwork in this direction will undoubtedly have a vastly important influence upon the spirit and methods of the work in all other derpartments. C. R. R.

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