sense, has had his eyes opened to beauty. He has learned to know it thru searching for it to discover fine lines, harmonious proportions, and fitting decorations. Above all, he has had revealed to him himself; he knows something of the power which lies in his creative brain and in his dexterous hand, something of his own ability to mold and shape the environment in which he lives. Thus the arts have served their purpose as essential elements to his elementary schooling. We have stated our theory and pictured our ideal. The question that remains is to state how this ideal may become real, how this theory is to be made practice.

If one is at perfect liberty to organize a course of study, the theory may be followed closely, and we may make the arts central, using them as forms of industrial and social activity from which all the other work of the classroom proceeds. Certain isolated schools have thus developed them. Such development leads to perfect unity in the course of study.

Another method of affecting close relationships is to organize the general curriculum on the culture-epoch plan. Here the pupil in studying the lives of primitive peoples faces man's elemental needs for food, shelter, and clothing. In such a curriculum the arts spring from the child's study of primitive occupations, from essential elements in his re-solution of the first great problems of his kind.

It will be noted that these two plans represent in practice the beliefs of the two parties in the debate to which reference has been made. Both develop the arts as essentials; but the first makes them central, presenting them as activities evoked in response to a study of immediate surroundings; while the second sees them as forms of industry which must be studied if the child is to re-live the life-history of the race.

Both plans have advantages; but it is not the purpose to discuss their relative merits. Courses of study which follow the lines indicated are not common. To the great majority of teachers the problem of the arts is to relate them to a curriculum organized in manner suggested by the Report of the Committee of Fifteen. Five co-ordinate branches, present themselves in such a curriculum, the greater emphasis being upon language. To relate the arts directly to these branches, it is necessary that in the early years certain centers be selected, to which the drawing, construction, and design may be immediately referred. Many such centers offer in language work, nature study, geography, etc., the first course of study at hand suggesting the following in its syllabus on English:

First year-playthings, pets, games, outings.

Second year the home, occupations, holidays, and seasons.

Third year- Readings on the Indians, Eskimo, Arab, Dutch, and Chinese.

Around each of these may be gathered the work of a week or more, as each gives rise to a variety of lessons in drawing, construction, and design. In a practical development of this scheme the writer has seen the work of a third-year class revolve for several weeks about the hero Hiawatha. The

story was read and talked about, the hard words spelled, the scenes illustrated in graphic fashion. The tepees, canoes, weapons, moccasins, snow-shoes, and the like were made of simple materials, and suitable designs were thought out and applied. The whole series of lessons was alive. The children vied with one another in offering suggestions for possible use in drawing or making. Their keen attention followed as their interest led.

In the higher grades it will not be found possible to relate the arts, as directly as in the lower, to other branches of the curriculum. It is now a matter of having the pupil express himself thru the arts, as of having him skillfully construct some form of use and permanent value. A great variety of such forms are to be developed about school and home. The school offers opportunity for the making of various communal or group models in connection with the study of science, nature study, geography, and mathematics. Other very satisfactory exercises will be those which gather some score of lessons in free-hand and mechanical drawing, in color, design, and construction around a form, useful in the class-room or needed in the home.

Various questions regarding materials and methods must here perforce remain undiscussed. Those relating to expense may be briefly considered and dismissed. A liberal school board means the possibility of working in many media; an economical one means that pencil and paper must suffice, with such additional material as the children themselves are in a position to furnish. It is, however, to be understood that the spirit of the creed which has been presented may be maintained, however liberal or meager the supplies. This spirit looks to see the arts in use, helpful, vivifying. Understood, it makes possible their successful development as well in the one-room country school as in the great city system. This spirit must find expression as well in the office of the school superintendent as in the class-room of the lowest grade. Thus do we return to our first proposition.

Failure in the arts must lie at the door of the school officer who leaves them as specialties to work out their way alone. Success comes to him who studies them, and who causes his teachers to study them-in their relations. That curriculum will develop best in which they are taught by those who comprehend their peculiar power, and who have been led to employ them directly, and in personal fashion. Success in the arts is to be measured in terms of use. They must be taught for use and not for show.

CHILD LABOR

JANE ADDAMS, HULL-HOUSE, CHICAGO

[AN ABSTRACT]

The labor of little children has never been so valuable to the business world as in the past twenty-five years, fifty, or 100 years, if you choose. The heavy work which formerly required a man's strength is now done by machin

ery which a child may guide, and so we have the temptation to use the labor of little children, because they can be obtained at less wage. Gradually in England there have been made, since 1832, simple legislation against the evils of child labor. The evil has gone on into the third generation now, and child labor is almost 100 years old.

Many of our states have very defective laws, if any at all, with regard to child labor. In Pennsylvania they are inadequate; children over thirteen years can work all day and all night. There are more children under the age of sixteen at work in the Pennsylvania mines and factories than in all of the cotton states of the south.

We wonder why the public conscience is so slow to take up this question. There are many reasons. One line of responsibility lies with the educators. So rapidly as the children have left the schoolroom the educators have lost all interest and responsibility, and have turned the children over to the business world. If they do their full duty to the children within the four walls of the schoolroom, they feel they have no further duty or responsibility.

Industry is constantly wearing out the children at the period of their lives when they possess abnormal strength, a strength that should naturally go into growth and development. The state furnishes vastly expensive public school buildings and systems of education, and then, when the child leaves school, merely because the state laws offer no protection to the child against this premature labor, the state must afterward resume their care when they are worn out and thrown aside. And the factories are constantly saying to the schools: "Give us more; we have worn out and used up that which you gave."

It is a fact that children employed in these heartless factories, if they live at all, are broken, absolutely crippled, and unable to work and support themselves after they have reached years of manhood and womanhood, and must be supported in the public asylums and hospitals. Children are commercially most advantageous between fourteen and eighteen years, for most employments.

If this great body of public school instructors had been interested in the children as citizens, they would have asked, "What becomes of the children after they leave the schoolhouse door?" Is there such a thing as regulating hours of labor, such a thing as continuing instruction, preparing them for citizenship? What are we doing to protect them?

Teachers are only one factor in the problem, but we have a right to expect more help from them than the past child labor campaigns have shown. In Virginia the children cannot go to work until they are thirteen, are guarded then and allowed to work but certain short hours, and prohibited from injurious industries until twenty-one.

There is getting to be a strong sentiment in the United States that we have banked too long on the quantity of our products, and that we will soon be required to judge our work by its quality instead. We must protect and

educate our children in order to raise up the trained, skilled workmen necessary to the product of fine qualities.

The child is waked up when he leaves the routine of the school and begins to earn money. When that takes place prematurely, we have a boy-man, without the initiative of the man, or his reliability, but with an aggressiveness born of his pride in being an earner. He is unable to make the connection 'between what he learned in school and what he sees in the factory. If we could only get hold of him when the amount earned is all his pride, if the schools could only assume that many of the children are going into the factories, and give them a little of what the factory life means!

We have allowed industry to modify education more than education has modified industry. We are cowards if we will not acknowledge the effect of premature labor on premature child workers. The compulsory education and factory laws are coming together more and more, and in some places where both are good and well enforced they are working marvelously together. Thus we get a faint idea of what would happen if educators would remain interested in the child until he tumbled into his grave, and if he tumbled into his grave prematurely would feel in a measure responsible. It is too true that factory inspectors in many states are but too easily influenced by commercial interests.

The enthusiasm of the American schoolmaster would carry him over into the child labor agitation for the protection of the child very quickly if he were once interested.

DISCUSSION

LAWTON B. EVANS, superintendent of schools, Augusta, Ga.—I am in intimate contact with the conditions that have been referred to by Miss Addams, and the improvement of which should be the care of every superintendent of a mill community. The question arises before us: What shall we do after the mills exclude the children, and compulsory education laws force them upon our hands? What kind of education should we provide for them?

I do not believe that manual training, as we know it, quite meets the case of the factory child. The whir of wheels has already drowned the sweet voice of life, and the tool has already cut away all the joys of existence. What they really need is less of machinery and tools, and more of books, music, pictures, flowers, and the spiritual side of life.

Allow me to tell you of a model home enterprise, at a minimum of cost, and at a maximum of adjustment to the real needs in the life of the factory child. Near one of the large factory schools in our city a house was rented, by the teachers, just such as the children live in—no more no less. It was painted, inside and out, roof and all, in artistic color; it was furnished with kitchen, dining-room, sewing-room, and library furniture—just the cheap but dainty sort that every family ought to have. The equipment of pictures, bric-a-brac, and curtains was inexpensive, but in perfect taste.

The girls are taught the woman's side of housekeeping, decorating, cooking, sewing, and whatever else belongs to her sphere as a home-keeper. The boys are taught the man's side of home-keeping-protection, provision, repairs, gardening, wood-work. The reading-room is open all afternoons for reading and simple games. The design at large is to

teach pupils, who soon will have homes of their own, the real meaning of a wholesome, attractive home, and all without expense beyond their means. How eagerly their starved natures have responded is evident by the crowded classes, by the willingness to do and provide, and by the great pride they are showing in their handiwork.

I do not know of any better work than this for children of the factory who have their afternoon hours free.

MANUAL TRAINING IN THE SECONDARY GRADES AND IN COLLEGES

CALVIN M. WOODWARD, DEAN OF THE SCHOOL OF ENGINEERING AND ARCHITECTURE, WASHINGTON UNIVERSITY, ST. LOUIS, MO.

Manual training, properly so called, is from its very nature and content a secondary-school subject, and the colleges and technical schools should relegate it to secondary schools, and should recognize a full course of manual training as a preparatory study. In other words, they should treat manual training as they now treat algebra, geometry, and Latin grammar.

This change cannot be made immediately, since but a small part of the high schools and academies have full courses of manual training, and as it is an essential preparation for technical schools, the latter must supply it until the high schools are equipped.

The logic of my suggestion is readily seen. In a technical school the pupils need a knowledge of materials, tools, and processes in their laboratory work. Take, for instance, the laboratory of engineering, in which the pupils come immediately in contact with engineering appliances, with machines for testing the strength and elasticity of materials, with hydraulic apparatus, with electrical appliances, with ventilating machines, and with mechanical inventions of all kinds which involve theory as well as practice. All such work requires continual use of mechanical knowledge and skill; adjustments must be made; pieces must be fitted; and auxiliary apparatus must be constructed. While this work is going on, it is a dead waste of time to stop to learn the use of tools. One might as well stop to learn the rules of arithmetic while performing the duties of an accountant, or elementary algebra and geometry and calculus while solving problems in applied mechanics. No, manual training is strictly preparatory work-preparatory to a great many things, and especially to the laboratories of a technical school, as well as to a thousand and one operations in practical life.

In what I shall say further please remember that I am thinking and talking of pupils who are not less than fourteen years of age, and who may be eighteen or twenty years of age. I am not thinking of little boys, but of those who have considerable physical maturity, physical strength, some knowledge of algebra and perhaps of geometry, and who are quite familiar with mechanical drawing. They are supposed to be able to read drawings readily, and to make projections, sections, and developments, as may be required.