may be and will be true that many teachers in the lower grades will not do much work in the study of advanced courses in subject-matter; but it is also true that, if these advanced courses are offered in normal schools, many teachers, who would not otherwise do so, will pursue them. It is certainly desirable to offer them every inducement to do so. Again, your twentieth man will not only be the high-school teacher, but he will become the principal and superintendent. Now, President Kirk has shown the folly of putting high-school boys and girls at a critical age under college graduates who have had no pedagogical training. But if this is bad, what must we say of having principals and superintendents without pedagogical training?

As has been suggested by President Kirk, teachers of all grades should be educated together in the same school. The contact of the future kindergarten teacher with the future high-school teacher and the future principal and superintendent is beneficial to all.

The whole logic of the situation demands that the normal schools shall give full college courses in subject-matter along with the most thoro courses in pedagogical training. Any other position is indefensible from any point of view. The normal school must always explain and excuse and seek a reason for its existence until it fulfills its mission of preparing teachers of all grades for their work, both in subject-matter and in pedagogy.

DEPARTMENT OF MANUAL TRAINING

SECRETARY'S MINUTES

FIRST SESSION.-TUESDAY, JULY 7, 1903

The department met in the Old South Church at 9:30 A. M., and was called to order by President Charles F. Warner, of the Mechanic Arts High School, Springfield, Mass.

After a brief address of welcome, the president introduced Mr. Milton P. Higgins, president of the Norton Emery Wheel Co., Worcester, Mass., who presented a paper on "The Demand for Trade Schools: From the Manufacturer's Point of View."

Arthur H. Chamberlain, principal of the Normal School of the Throop Polytechnic Institute, Pasadena, Cal., followed with a paper on the same subject, "From the Educator's Point of View."

Discussion of the papers was made by L. D. Burlingame, chief draftsman for the Brown & Sharpe Manufacturing Co., Providence, R. I.

"The Organization of Trade Schools

was discussed by Thomas M. Balliet, superintendent of schools, Springfield, Mass., "From the Point of View of the School Superintendent,” and by Arthur L. Williston, of Pratt Institute, Brooklyn, N. Y., "From the Point of View of the Director of a Trade School."

"Discussions and Suggestions from Experience" were given by Charles A. Bennett, of Bradley Polytechnic Institute, Peoria, Ill., and Arthur H. Hamerschlag, consulting engineer, New York Trade School, New York city.

William H. Sayward, secretary of the National Association of Builders, Boston, Mass., read a paper on "Trade Schools and Workingmen's Organizations."

The discussion was led by Frank Keyes Foster, editor of the Liberator, Boston, who was followed by Samuel F. Hubbard, superintendent of North End Union, Boston. The chair then appointed the following as nominating committee of officers for the ensuing year:

Charles W. Parmenter, of Massachusetts.
Samuel F. Hubbard, of Massachusetts.

Charles R. Richards, of New York.
C. M. Woodward, of Missouri.

W. H. Sayward, of Massachusetts.

Professor Calvin M. Woodward, St. Louis, Mo., was introduced as the "father of manual training," and spoke briefly.

The Committee on Nominations presented the following report:

Upon motion of Charles R. Richard, the secretary was instructed to cast the ballot of the department for the nominees. The ballot was so cast, and the president formally announced the candidates elected.

The department adjourned to Wednesday morning, July 8.

SECOND SESSION.-WEDNESDAY, JULY 8

The department met in the Old South Church in joint session with the Art and Elementary Departments. On the platform with President Warner were Miss Clara A. Wilson, Davenport, Ia., president of the Department of Art Education, and Miss M. Adelaide Holton, Minneapolis, Minn., president of the Department of Elementary Education. The meeting was called to order by President Warner at 9:35 A. M. The following program was presented:

Topic: "The Relation of Art Teaching to Manual Training and Industrial Training."

I. "Craftsmanship in Education," by Leslie W. Miller, principal of the School of Industrial Art of the Pennsylvania Museum, Philadelphia, Pa.

Discussion by Laurin H. Martin, instructor in applied design, Massachusetts Normal Art School, Boston, Mass.; Robert D. Andrews, architect, Boston, Mass.; Walter S. Goodnough, director of art and manual training, public schools, Brooklyn, N. Y.

2. "Art Instruction as Related to Manual Work," by Alfred Vance Churchill, director of Department of Fine Arts, Teachers College, Columbia University, New York city.

Discussion: (a) with relation to elementary schools, by James Frederick Hopkins, director of drawing, public schools, Boston, Mass.; (6) with relation to the high school, by Fred H. Daniels, supervisor of drawing, Springfield, Mass.; (c) from the point of view of the manual training teacher, by Luther W. Turner, instructor in manual training, Hill School, Pottstown, Pa.

3. "Indian Basketry: Its Poetry and Symbolism," illustrated by historic baskets from the speaker's private collection, by George Wharton James, Pasadena, Cal.

The department then adjourned to Thursday morning, July 9.

THIRD SESSION.-THURSDAY, JULY 9

The department met in the Old South Church in joint session with the Indian and Elementary Departments. The meeting was called to order at 9:45 A. M. by President Warner.

The program for the morning was as follows:

Topic:

Practical Suggestions on a Wide Application of the Manual-Training Principles."

I. "Some Reasons Why Elementary Schools Should Include Manual Training in Their Courses of Instruction," by Elizabeth Euphrosyne Langley, assistant in manual training, School of Education, University of Chicago, Chicago, Ill.

2. "The Boy and His Handicraft," by George H. Bryant, president of the Eastern Manual Training Association, Newport, R. I.

General discussion by Frank M. Leavitt, supervisor of manual training, Boston, Mass., and Carroll G. Pearse, superintendent of schools, Omaha, Neb.

3. "Hand-Work for High-School Girls," by Miss Abby L. Marlatt, instructor in domestic science, Manual Training High School, Providence, R. I., chairman of the Lake Placid Conference on Home Economics.

Mass.

Discussion by Miss Lillie Collamore Smith, instructor in domestic science, High School, Brookline,

4. "Manual Training versus the Manual Arts," by James Parton Haney, M.D., director of manual training, New York city.

Discussion by Calvin N. Kendall, superintendent of schools, Indianapolis, Ind.

Under the order of business Professor C. R. Mann, of the University of Chicago, presented the following, which on motion was adopted:

To the Council of the National Educational Association:

WHEREAS, The reports of the National Commissioner of Education show that over 95 per cent, of the people of this country receive all the education they have in the public grade schools, and that about 70 per cent. of these people do not pass entirely thru these schools; and

WHEREAS, These people compose the classes who work with their hands in the production of the wealth of the country; and

WHEREAS, About one million of these people are annually registered in correspondence schools endeavoring to learn late in life, at their own expense and in an indirect and unsatisfactory way, things which the state should teach them in the public schools; and

WHEREAS, The educators and governments of other nations are fast developing systems of industrial and technical education for the working classes, so that this nation, if it desires to retain its commercial supremacy, cannot afford longer to ignore this serious condition of affairs; therefore be it

Resolved, That we, the members of the Department of Manual Training of the National Educational Association, in meeting assembled, do hereby etition the Council of the said Association to appoint a committee of ten to prepare and submit a report upon the following points:

1. What are the present and the possible future educational needs of the working classes in this country? 2. What are the provisions now made by the state and otherwise for meeting those needs?

3. What is being done by other nations for the technical and industrial education of the working classes?

4. What steps, if any, should be taken in this country toward providing adequate technical and industrial education for the working classes?

There being no further business, the department adjourned sine die.

CHARLES L. KIRSCHNER, Secretary.

PAPERS AND DISCUSSIONS

EDUCATION FOR THE TRADES: FROM THE STANDPOINT OF THE MANUFACTURER

MILTON P. HIGGINS, PRESIDENT OF THE NORTON EMERY WHEEL CO.,
WORCESTER, MASS.

Among the many troubles and anxieties of the manufacturer not the least is the need of "effective skill" in his factory. It is now pretty generally agreed that we must look to the schools for our future skilled workmen. The apprenticeship system can never return, and if it could return in its best form, it would be entirely inadequate to meet our present demands. The modern intensified system of production is unfavorable to any system of training for the trades in our shops.

In recent years the requirements upon the workman have greatly advanced, contrary to the opinion hastily formed by some. The introduction of modern methods of manufacture, duplicate and interchangeable parts, automatic machinery, division of labor, piece work, etc., have not lowered the demand for the skill of the mechanic, but have raised it. Never before was the machinist called upon to make so many quick, accurate computations, to use such exact knowledge of the nature of materials, or to fit metal parts with such extreme exactness of form and size as now. He must needs have superior training to enable him to make decisions quickly and accurately.

Perhaps the wonderful development of American industry, approaching industrial supremacy, has been possible thru the peculiar natural dexterity of American skilled workmen; but it is estimated that already over 50 per cent. of all our skilled mechanics are born and trained in foreign countries, and this proportion will rapidly increase unless some means is adopted to educate American boys for the trades. While we do not object to this removal of our high-grade mechanical work from the hands of American young men to foreign hands on account of any prejudice against the foreigner, yet a real objection is this: The require