the most. Here lies the distinction between this grade of industry and the high grade skilled industry.' In the latter, a high-grade of skill is required in any one occupation, and must be acquired by some years of training or experience. Or an acquaintance by the employe with one occupation in the industry is often essential to the knowledge of another, while skill in all parts of the business must be had by a large number of employes. Such were formerly the requirements in many of the industries which the introduction of specialized work and machines has reduced to a second grade. Thus the shoe business may be a high grade of industry to the boy who forces his way from machine to machine; and it might be so classed, were it not that the great majority of workers remain content with a knowledge of one operation, due to the greater wage received by virtue of greater speed, as in many other occupations. Most mechanical trades have passed or are passing thru a similar evolution. This classification has grouped such trades as high class, regardless of the number of employes who are in a low-grade occupation, for two reasons: because there are more apprentices in such trades, and because the opportunity for the ambitious individual to pick up a trade and force his way, to the top is greater.

Our investigations have shown, therefore, that the grades of industry entered by the child between fourteen and sixteen are of the lowest order. What we have found to be the effect upon the development of the child and upon his industrial career, is to be the burden of this discussion.

Handicraft and Education.

By FREDERICK W. COBURN.

The annual report of the Society of Arts and Crafts, of Boston, which has just been issued, contains material that easily prompts moralizing on the value to general education of the rapidly growing handicraft movement in this country. The day of a thoroly rationalized training of head, heart, and hand is approaching. For some years many of us have been preaching, in season and out of season, the necessity of harmonizing the common school instruction in drawing and design with that in manual training. These, obviously, should not be separate departments. Either is incomplete without the other. The task of designing without executing the designs in the material is comparatively profitless; making things without preliminary consideration of design, in terms of simple, universal principles, leads generally to ugly results. The plan needs to be proved by the execution, the execution by constant reference to the plan.

Clearly, then, the two departments, which in most school systems are more or less distinct, should be united. All instruction furthermore, at least in the

lower grades, should, so many of us believe, be devoted to learning the elements of the simple handicrafts rather than to trades involving the use of complex machinery. The child in his development repeats the epochs of civilization. The course of instruction in manual training obviously should conform in general outlines to the great culture epochs. Such arts as men practiced in the Homeric age befit the years just before adolescence; for still younger children, the occupations of the savage

siderable body of teachers competent to put the instruction upon so broad a basis, involving good understanding of artistic principles, good taste, and at the same time mechanical ability. While a fair number of supervisors and teachers of art and of manual training meet all these requirements, a great many others do not.

Now the remarkable progress of the handicraft movement in this country is evidence that this lack is certain to be made good in the near future. All apart from the making and selling of goods to a public in which a demand for the hand-made in preference to machine-made is beginning to be felt, professional practice of the applied arts by thousands of persons thruout the country-many of them already teachers must be creating a class of persons with just the qualifications necessary for rationalizing the study of manual training. Opportunities to learn time-honored crafts are being multiplied on every hand. There are now upwards of 150 handicraft societies in the United States, little groups of workers associated in production of articles which in Morris' phrase, they know to be useful, and believe to be beautiful. Very many art teachers and supervisors are enrolled in their membership; others of the same occupation are coming and will come from their ranks.

The Society of Arts and Crafts, with headquarters in Boston, is probably in membership and accomplishments the most important of all these organizations-just as Massachusetts for economic reasons, has thus far given more generous support to the handicraft enthusiasm than has been shown in any other State. More than forty arts and crafts societies have been organized within the borders of the Bay State. At St. Louis, the Boston society, with a national membership and with universal standards that have commanded the respect of the strongest workers everywhere, had the gratification applied arts division awarded to its members. The of seeing more than two-thirds of all the prizes in the secretary of the Society was head of this division at the Exposition, and in various other ways the Boston organization was recognized as the foremost of its kind.

This reputation is being sustained. Recent visitors from England, surveying the attractive headclaimed that Great Britain, the scene of the labors quarters and salesrooms in Park Street, have exof Ruskin and Morris, has nothing to equal the exhibits of the Society of Arts and Crafts. So that this association, which is about to celebrate its tenth anniversary next winter with a big international exhibition at Copely Hall, may no doubt be taken as representative of the handicraft movement at its present best, and the effect that it is having locally and nationally upon current education is likely to be cumulative.

and other persons specially interested in educational Among members of the society are many teachers affairs. The president is H. Langford Warren, One of the vice-presidents is C. Howard Walker, professor of architecture in Harvard University. principal of the School of Design connected with the large influence upon the teaching of art in this Boston Museum of Fine Arts, a man who has had J. Storrow, wife of Mr. Storrow of the Boston School country. On the membership committee is Mrs. J. Board, who has been so devoted a friend of the "educational centers" in the New England metropopolis. In the list of associate or supporting, members are Joseph Lee, responsible for much of the development of school playgrounds and summer instruction in Boston; Percival Lowell, professor of astronomy at the Massachusetts Institute of Technology and broadly interested in all questions of the higher education; Charles Eliot Norton, professor emeritus of the history of the fine arts at

Harvard, personal friend for many years of John Ruskin and lately editor of his letters. The working, or craftsmen members include Arthur W. Dow of Teachers College, Columbia University, whose work there, and previously at Pratt Institute has been described in THE SCHOOL JOURNAL; Laurin H. Martin, teacher of metal work in the Massachusetts Normal Art School, Denman W. Ross, whose classes in design at Harvard have annually attracted teachers from all over the country; J. Frederick Hopkins, director of drawing in the Boston public schools; Wendell Volk, for some time instructor in weaving at Teachers College, New York, and many others who are engaged in practical school work.

Furthermore, altho the Society of Arts and Crafts conducts no school of its own as yet-I understand there are ambitious plans in consideration-it has for several years offered to craftsmen a clearing house of such character that it has been helpful to all teachers of design and manual work associated with it. In the broadest possible sense it has been teaching, thru the high standard set by its jury, just what a piece of handwork should be. The constant aim of the men who pass on every article offered as a basis of membership or for exhibition and sale is to inculcate the lesson that every craftsman must appreciate the value of simple design and that the desire for over-ornamentation and specious originality must, so far as possible, be checked-a lesson that needs certainly to be apprehended in every school-room where youthful enthusiasts undertake to do book covers, wall papers, or bent iron work. The jury of the Society of Arts and Crafts in this year's report gives to contending contributors such advice as this: "We strongly recommend that most of the workers for the salesroom learn to draw; that they attempt less ambitious flights and confine their attention to the skilful adaptation of old forms before they launch into a sea of new ideas for which they are unprepared; that they learn to appreciate such elemental factors as simple line borders, repeats of units (and the placing of foci) before they attempt so-called rhythmical combinations of lines which are not always successfully achieved by masters of design; in fact that they learn how to walk well before they attempt to fly."

The existence of a salesroom in the fashionable

trading district in one of our largest cities, to gain

admission to which the outsider must conform to exacting but absolutely reasonable standards of artistic and practical excellence, constitutes in itself a valuable school of handicraft open to everybody. In no way, it would seem, could a teacher of art or manual training be more readily assured that he is keeping up with his profession, that he is at least on a level with craftsmen who are making their living from the practice of one of the applied arts, than by himself becoming a contributor to such an exhibition as that of the Society of Arts and Crafts.

The inducements, as presented by the statements of sales in the report are of a character to make many a teacher sit up and think whether a meager salary could not be supplemented by outside work that, seriously pursued, would be profitable both in a financial and in a professional sense. In 1904 the Society of Arts and Crafts sold for the benefit of its members, articles which brought a total of $13,396.84. This amount, in the year 1905, increased to $37,137,74. Sales were made during the year for 167 members ranging in amount, for the year's business, from one dollar to $6,973.11, with an average of $222.45 per member. In 1904 the largest sale to the credit of any contributor was $3,213.69 and the average stood at $126.40. Most of this money went directly to the craftsmen, a small commission being charged for the support of the salesroom.

possible by the existence of an ever-increasing public demand for hand-made articles. This is being met by a membership scattered all over the country, for the Society aims not to be merely a local arts and crafts association for Boston. A majority of the contributors naturally come from the immediate neighborhood, but many craftsmen of more distant localities find it of advantage to be connected with the Society of Arts and Crafts. Thus, of the members elected in 1905 sixty-one are residents of Boston, sixty-seven of Massachusetts outside of Boston, four live in Rhode Island, three each come from New Hampshire, New Jersey, and Pennsylvania, two from Connecticut, and one each from Maine, New York, Michigan, Wisconsin, Indiana, Ohio, California, the District of Columbia, and England.

That the movement for trade schools in Massachusetts, which Governor Douglas has so heartily helped along, and which has already been referred to in THE SCHOOL JOURNAL, is the direct outgrowth of an agitation started by the Society of Arts and Crafts is perhaps not so generally known. Early in 1905 at the suggestion of Henry Lewis Johnson, of the University Press, and editor of the magazine, Printing Art, the council of the society appointed a special committee to see what could be done to help give a right direction to technical education in the Commonwealth. This committee, composed of Mr. Johnson, Frederic Allen Whiting, secretary of the Society, and Robert D. Andrews, added to itself Robert A. Woods of the South End House and arranged for a large conference at the Exchange Club. Out of this meeting came a permanent committee of which Mr. Johnson was chairman and an energetic propaganda, resulting in the appointment of a special commission by Governor Douglas. The effect has been cumulative all thru. Artists and art teachers as well as practical manufacturers have interested themselves.

Other plans affecting the character of technical education in Massachusetts and, thereafter, every other State of the Union, are now under consideration. Some of them will doubtless mature, for the Society of Arts and Crafts has shown itself capable of exerting a force in the community at large. It is an association that does things.

The pedagogical significance of the ever growing of many arts and crafts societies-is self-evident. power of such an organization and this is only one However desirable it may be on purely pedagogical grounds to base school instruction upon principles of ception is difficult, if not impossible, in a community handicraft, the practical exemplification of the con

The

where the handicrafts are extinct or moribund. teaching in such a locality always encounters the be helped to earn a living. But, fortunately for the objection that it is impractical; that by it, no one will preservation of our sense of the beautiful, for the conservatism of what was most precious in the past adjusted to what is fittest in the present, it is being proved to-day by such organizations as the Society of Arts and Crafts that the rise of the machine power has not killed out for all time the ancient and honorable hand industries of the race. Just as when, in the course of evolution, the appearance of a new order of creation, as the mammals after the reptiles and birds, has not meant that all the reptiles and birds were to be destroyed, but that they should rather continue to thrive in a subordinate capacity, so the arts and crafts which, when sincerely practiced, present beauties that are foreign to the more rigid productions of the machine, now seem to be destined to persist thru all time. Education which will always be conservative in the sense of leading the individual as he requires the strength over the trail of evolution is necessarily specially interested in the growth of a healthy handicraft movement in this

8. A and B play at bowls. A bets B 3 dollars to 2 upon every game. If A plays x games and gains y games how much does he win?

9. If x be the digit in the place of units and y the digit in the place of tens, what is the number? What will it be, if the digits be inverted?

10. A certain number consists of two digits whose sum in 8. If x be the digit in the place of units, what is the number? 1. A certain number consists of two digits whose sum is If x be the digit in the place of units, what is the number? 11. If x yards be the length of the side of a square, how much ground does it contain?

8.

12. The length of a rectangular court is x yards and its breadth y yards. If the length be increased 3 yards, and the breadth diminished by the same, what will its area be?

13. A detachment from an army was marching in a regular column with 5 men more in depth than in front. Supposing there were x men in front, how many men were there in the detachment?

14. The sum of the squares of two numbers is 65. If one of the numbers be x, what is the other?

15. A person has a certain number of dollars which he tries to arrange in the form of a square. If he puts x dollars on a side, he has 116 over. If he puts y dollars on a side, he wants 25 to complete the square. How many dollars has he in terms

of x and in terms of y?

10.

II. 1. ab-ac-bc + b2. 2. 9a2-3ab + 6ac-6b2+4bc. 3. x2+2x2y + 2xy2+4y3. 4. x'—2x3-2ax2+4x+4a. 5. a®—2a5 b+2ab2-a3b3. 6. x+2x3-6x2-7x+12. 7. x3-2x-4x3 +19x2-31x + 15. 8. 6xoy+39x1y2—69x1y3—54x3y' +69x3y' -15xy®. 9. x2-2ax + 2a3x*—2a*+*+ 2α3x3—2a1x + a®. a6-22a1+60a3-55a2 + 12a + 4. 11. x3+xjx + }. 12. fa3—fa2+za—. 13. x Y x2 + } } x + }. 14. x-x'y x3 +}xy2—¿y3. 15. 2x3-x1y—}x3y2—31⁄2x2y3+y3. 16. }x3-{ x2 + 2o x3 — x2+10x-27. 17. íz y + x ły ś—x ły —y. x } 3.

2 § § 18. a+at+16x}.

years. 5. 30x+18y dollars. 6. 25x dollars. 7. A makes x hits and 30 misses; B makes 2x misses and 30 -2x hits. 8. 2y-3 (xy)=5y-3x dollars. 9. 10y+x; 10x+y. 10. 80-9x. 11. 2 square yards. 12. xy-3x+3y-9 square yards. 13. x2+5x. 14. 165-x2. 15. x2+116; y2-25. 16. x2- (x-10)2= 20x-100. 17. 25+x, or 12x. 18.x. 19. 14x+500 dollars.

of Teachers Magazine for 1906-7

pages show ten of these editors. Besides these there are assisting in the work, Miss Alice T. Reynolds, Supervisor of the Primary Schools of New Haven, Conn.; Dr. Jacques W. Redway; Miss Bertha Bush, of Iowa; Mr. Thomas E. Sanders, of Tennessee; Miss Agnes C. Gormley, of Rhode Island; and

Prof. W. E. D. Scott, the famous ornithologist Subscribers of THE SCHOOL JOURNAL may obtain a copy of the June number of this attractive publication by writing to the publishers, A. S. Barnes & Co., 11-15 East Twenty-fourth Street, New York, mentioning that they are readers of this Journal.