my right, I should gain minutes in every hour. Only vigorous and systematic effort will give this power Is it not worth acquiring?

In the fifth year, working drawings are made from the simple geometric solids, and the making of these from their developments a most practical feature of drawing is commenced. This making, with the paper cutting and pasting for designs and clay, constitutes sufficient manual work for the fifth and sixth years. (5th and 6th charts, designs, cross steps.)

After the fifth year, the systematic study of working drawings occupies one third the time of drawing, and each object studied should be made by the pupils, whenever possible. (Objects from developments.)

In the last year, it is desirable for each pupil, to make something, showing some practical use of drawing.

With this end in view, the girls use their original designs for decorative purposes, while the boys make whatever objects they choose, always drawing first the plan from which they work. (illustrate.)

By making these objects, the fact is emphasized that directions can be received, or one's own thought expressed, by working drawings. The pupil also learns that tools and instructions as to their use are needed, to produce good work.

The grammar-school lessons in mechanical drawing should prepare the boys, who go to the manual classes, to make, without special instruction, the drawings from which they work. To do this, T squares, triangles, and boards should be used.

In the high school, a pupil, who has studied mechanical drawing throughout the course, should be able to make, from his own sketches, working drawings from which a machine could be made, or the plans, elevations, and perspective drawings of a house that he has designed.

The free-hand training should give the power to see values and express them broadly, not to make a few pretty things.

Sewing commences in the fourth year, and should be taught, step by step, as systematically as any other study. (illustrate.)

In our schools, the time given is one hour per week; the outfit called for, thimble; paper of needles; blue, red, yellow, and white thread, No. 40; pins; and one-half yard of half-bleached cotton cloth. The teacher explains each new stitch by making it with colored worsted on this coarse canvas, held by the frame, in sight of the entire class. Each stitch is learned on the practice cloth, and applied directly in making some simple article. The first year's work is to fold, baste, backstitch, and overcast on pieces of cloth, to fold, narrow-hem, and hem a handkerchief.

A wide hem is folded, hemmed, and applied, by making a bag. Overand-over sewing and basting are followed by the making of a pillow-case.

The fifth year calls for material for aprons. To be able to make an apron, gather or running-stitch must be learned, to lay gathers, and to baste and sew them on to a band.

Stitching, felling, tucking, catstitching, cross and feather stitching, occupy the second term; darning, patching, and joining pieces bring us to the sixth year, in which buttonholes are allowed one term.

Next, cutting by patterns and marking seams are taught; and each pupil makes a garment from pattern, doing her own cutting, marking, and basting, and using, as far as possible, all stitches learned.

This elementary course should be followed in the upper grades, if desired, by instruction in cutting to measure, in making dresses, and in more elaborate needle-work and knitting.

It would be absurd for me to follow the gentlemen to whom we have listened this morning, with any theories of mine for teaching boys to work in wood or metal. I can only state, for the encouragement of those who feel that small beginnings are useless, what has been done with a little money in a small city. An appropriation of $1000 was made in March, 1886, and an instructor engaged for three days in the week. The school opened in September, with ninety-six pupils, volunteers from the ninth grammar grade and first and second years in the high school. These were divided into eight classes, each receiving one lesson per week. An outfit of thirteen benches, thirteen sets of tools, and cupboards for keeping each pupil's work, was provided. This cost one half the appropriation, and the remainder carried the experiment through its first year.

Precision and accuracy have been required from the first. The teacher holding that, unless each step is taken correctly, both the mental and manual training are bad.

On the walls are hung these plates.

The first, because simplest lesson, the use of the hammer, is taught in a set of boxes of prepared material. (illustrate.) The use of try-squares is taught in lining, at every quarter-inch around a block; of the gauge in gauging at every sixteenth of an inch around a block.

Saws and planes are explained, and cutting to exact width and length learned.

The knowledge gained is applied by each pupil, in making a set of five boxes of various sizes. (illustrate.)

Next, surface planing is taken up, and a set of five blocks made; block-planing being taught by planing the ends. (illustrate.)

The study of joints is followed by their application to boxes and various useful articles (illustrate.)

A Saturday afternoon class for younger boys has shown that a profitable beginning can be made by boys of eleven or twelve, but not with those of eight. One of these little lads, when told that he was to take lessons Saturday afternoons, declared that it was mean to take away a fellow's Saturdays, and leave him no time for play. This is his latest effort, (illustrate) and when making objects of this kind now, he is not satisfied

with working Saturday afternoon, but begs permission to work nights after school.

Some conclusions have been drawn from the experiments of this year, that we would like to make the basis of the manual work that the increased appropriation of 1887 will enable us to do.

Some of the simplest work, requiring no bench and causing no disturbance, can be taught in the regular classes. While the girls of the sixth and seventh grades are sewing, the boys can be taught to use the rule, gauge, and try-square, squaring with both knife and pencil, and to cut to a line with the jack-knife. Pieces prepared in this manner may be taken home, and with previous instruction put together successfully. By doing this we reach a class of boys, which will never enter the grades from which they would be sent to the manual school. They leave school early, compelled to add their earnings to the family income, or ashamed because they are too dull to be promoted with their mates. The chances are that the first will be unskilled, poorly-paid laborers all their lives, while the latter lounge about the street corners, as lazily as they leaned on their desks at school. Bringing a taste of manual training to these boys would open new possibilities to many of them.

This work shows what a boy of this class can do. Slow at his books, with delicate health, and an impediment in his speech, at fourteen he is in the fourth grade. He joined the Saturday afternoon class of younger boys, and has spent not only Saturdays, but his vacations, and every hour he could get after school at this work. He will never reach even the eighth grade, but he has found something in which he can excel.

From the two higher grammar classes, pupils should be sent once a week for their manual lesson to the regular instructor, and should, by the end of the second years' work, obtain such command of tools as to be able to make good joints and any articles needed on the school premises. They should also be able to keep their tools in condition to do such work.

The high-school course should consist of daily lessons in the workshop and in mechanical drawing. Turning in wood, pattern-making, and ironwork in all its details, should be studied.

A boy who has completed such a course can work as skilfully with wood or metals, as one who has mastered arithmetic and book-keeping can with figures, and he often excels in mental work the boy who has studied only books. But our right to place manual training in the public schools. is not based on the fact that it will make good workmen.

We claim that it is needed to give every person an intelligent understanding of things he deals with every day. A man should be as much ashamed of ignorance of the simplest facts and principles of mechanics, as he would be of not understanding one of the political or financial questions of the day.

A college professor is the last man who would be supposed to feel the need of manual training. Yet, recently, one obtained the privilege of working at the lathe in a shop, that he might be master of all the work done by classes in his laboratory. In my own teaching, I found when planning and criticizing objects made by the boys, that I needed to understand making as a workman does. To learn this, I began using carpenters' tools in a friend's shop. The knowledge I thus gained helped drawing, not only where construction was studied, but in every room in the city. The value of this work, as an aid to my teaching, was so great that my Saturday mornings since the manual school opened have been spent at a bench, in a class composed of school-boys and grammar-masters. From my observation and experience in this class, I am convinced that in no other study is every faculty so entirely employed.

The whole attention must be upon the work, and it must be done just right, or it is worthless.

A boy can keep an eye, or an eye and a half, on his neighbor's business, and learn a lesson in history or arithmetic, but when he has spoiled three or four hours' work, by having fun as he saws or planes, he decides that it pays to mind what he is doing, and for this reason the manual-training school disciplines itself.

Since such development and self-discipline are gained by manual training, should it be restricted to boys? Why should not girls be taught the use of tools, wood carving, clay modeling, technical design, and practical cooking, in connection with chemistry?

That all this can be done, and at the same time proficiency attained in science, mathematics, and English, has been proved; and the best answer that the advocates of manual-training can give to those who question its utility and fitness, is, to point to the splendid results obtained by those pioneers, to whose thought and labor manual-training owes its position to-day.

THE FUNCTION OF THE PUBLIC SCHOOL.

PROF. C. M. WOODWARD, ST. LOUIS, MO.

Education is too large to be inclosed in the walls of a school-room ; hence I shall speak chiefly of school-education, and shall not attempt a new definition of even that. We are pretty well agreed on certain elements and spheres of development. The universe has two spheres, one of matter, the other of mind. To be prepared for one's work in both, one must be trained in both. Perception, memory, and judgment are to be developed, cultivated, and trained. These mental faculties, however divided and subdivided, are to be treated in a rational manner, that the mind may possess what we call power. This is the choicest fruit of education, and it may be secured-that is, we may suppose that it is secured— through the instrumentality of a universe, both of matter and of mind, quite unlike the one in which we live; a universe whose physical and mental laws, and facts, and phenomena are different from ours. But a being thus trained would possess power only in the sphere in which it had been trained. In another and different universe it would be powerless.

Consider a moment the condition of a being, say an angel from the heights of heaven, a bright, intelligent spirit from that celestial sphere where our material, sensuous laws do not obtain, transported for the first time to this earth and incarnated as we are. How utterly powerless would this powerful being be! He would not know the meaning of a single sight or sound, nor odor, nor flavor; he would not know up from down, heat from cold, heavy from light, long from short; he would be in truth as helpless as an infant; and he could begin life here in no way but as an infant. In fact he could begin only as we began; grow in knowledge and power as we grew; develop and acquire culture and skill as we have acquired them. Bacon was right then when he said that "knowledge is power." The things we really know are not the things we have merely read about, or heard about, but the things we have lived, have experienced, have been sensible of. All that the angel could bring from another sphere would be capacity for power, not power itself. Power over things external to one's self can come only through growth and personal experience of external things, as an oak can come from an acorn only by going through the whole process of growth.