But is this any defense of the plan? In what should a director's duty consist, and is he not negligent if all departments of his school have not a fair and proportionate share of his time and energies? A further objection to this method is due to the class of instructors commonly chosen. The smaller cities and larger towns, where alone this plan is developed, have but little to pay for a manual-training director, and the development of manual training is hindered, or even blocked, by superannuated artisans, half-trained sloyd teachers, or even, in some cases, by the narrowly trained specialist from the school of engineering. I fear that the grand possibilities of motor education are for a time destined to be obscured by this unfortunate mistake.

The third plan, that of an independent director of manual training, who calls on the high school for academic instruction, is to my thinking a much better plan for the small city than the departmental scheme. The director is apt to be put in charge of all manual work, and can thus plan for a continuous, progressive scheme of instruction covering twelve or thirteen years of school life. He is a more valuable man than the department head, and the city can afford to pay him more, for he does double duty. Thus the work is sure to be of better quality, for Garfield's definition need not be narrowed to Mark Hopkins, and inspiration is derived from many a humble teacher.

There is one serious difficulty inherent in both the departmental and the separate-shop plan. The best results are not to be reached unless there is a closer relation between shop and recitation-room than we find existent. Wrapped up in this question is the relation of technical to general courses. But, for the reason that the most progressive work is found in the fourth group, let further discussion pass on to a consideration of that plan.

A separate manual-training high school is termed a luxury, only to be tolerated in the larger cities, and not uncommonly comparisons are drawn going to show how much more it costs per pupil in the manualtraining high school than in the classical one in the same city. While such figures are probably reliable, it must be remembered that a new enterprise needs time for development; that the per-capita cost is lessening with these schools, and, on the other hand, is increasing in the classical schools; that it takes more to train a technical student than one in college; that the education offered by the state is not weighed in dollars and cents, but is, as in more concrete matters, weighed by the formula that the best is none too good. Is there reason to believe that a superior education is available in the manual-training high school? It seems to me there is. An examination of results from the Elmira Reformatory, and similar institutions offering manual training as a corrective and reclaiming agency; the fact that truants and bad boys sent from the schools of Cambridge, Mass., to their manual-training school are returned reformed, where but a

few years ago they went to the reform schools direct; the fact that boys, and girls too, rejected and dismissed from classical high schools, have, to my personal knowledge, done more and better work in manual-training high schools; finally, the fact that a large percentage of the pupils, some 35 to 40 per cent., leave school for work or for idleness near the end of the grammar-school course, together with this unexpected fact that manualtraining high schools, when introduced in cities where the classical high school was crowded and in cramped or poor buildings, have not relieved this burden to any great extent, but have drawn from the class which leaves school in the grades; all these facts go to show that there is a value in the work offered in such a school not to be found elsewhere.

With the objection of the parent or pupil that the average high school gives little of value to help in the coming struggle for existence I have considerable sympathy. Nor will the cry for mental discipline or general culture drown the demand of the citizens who are waking up to the need of vocational studies. To say that a boy or girl is out of place in a public high school when the pupil or parent desires his attendance is a confession of the weakness of such a school, which the public is bound to investigate sooner or later. It would not be fair to dodge the objection made that a separate manual-training high school deprives many scholars in classical high schools of much needed training in the shops. This is a more fancied than real objection, for it is easy to offer such work as an elective to classical scholars, thus combining in one school the separateshop plan and the separate manual-training high school.

There is much to be said in favor of extending the work of the shop to all pupils of high-school age, both from a socialistic and an ethical. standpoint. A retrospective glance will explain to the investigator why there is still a distaste for manual work, and a feeling among scholars that the classical scholar is a finer creature. We find that the slave or serf did the manual work; idleness was the prerogative of the lord and master. Even we read of the Man who spake as never man spake, that on the sabbath day Jesus taught in the synagogue in his own country, so that many were astonished, saying: "Is not this the carpenter, the son of Mary, the brother of James and John, and of Judas and Simon ?" Nineteen hundred years have not been sufficient to give honor to our carpenters nor to dignify labor; but it is the function of motor education to change all this, not at the expense of classical education, but in co-operation with it.

One can but be pessimistic when trusts or monopolies on one hand, and trades unions on the other, threaten the very national perpetuity and well-nigh shake our belief in republican institutions. But even as education was the bed-rock of the republic, an extension of its scope to include a training in and appreciation of the manual arts will, on the one side, give the capitalist of the next generation a sympathy never before

attained; while the wage-earner, thru the interrelation of manual and liberal studies, will put himself in the other's place.

I believe that a carefully arranged course in manual arts and liberal studies is to be the most potent weapon available to break down the barrier between the masses and the classes, and insure the future welfare of the republic.

But what is to be offered in this secondary school for manual training, and have we any such schools in operation? is asked.

The schools having the broader aims in view can be counted almost on the fingers of one hand, for there is rubbish to be cleared away. There is, for example, a too common custom of intrusting the manualtraining high school to an academic principal whose knowledge of the shop-work is attained by exercise at the family wood-pile, or in some such way as the historic tramp who went thru Harvard College by entering one door and suffering ejectment at another. The school is foredoomed to failure, unless its head knows both sides, and can as well don the blue jeans and direct a class in forging or in machine-work as discuss the problem of moral freedom or the question of duty in the class in ethics.

Again, the secondary school of manual training is too dependent on the technical school, perhaps as much so as the classical school on the college. President Patton has recently written of the approximation of the high-school curriculum to college-entrance requirements. A recognition is imperative on the part of secondary teachers of the fact that the general mental discipline which fits a boy for college is the best mental discipline also to qualify for the work of life. Leaving the classical man the task of answering, we should in technical courses deny that this is true; a subtraction is essential, more particularly in elementary mathematics, and much enrichment is needed in science, higher mathematics, drawing, and English studies.

I offer a course of study for boys for your criticism, not that it is the best possible arrangement, but because it will be easily applicable either to a manual-training high school or to a department of the classical high school. The limits of the paper forbid any extended consideration of the

The manual-training high school is not complete without a course for girls, and the present uncertainty as to the best work for them, together with the transitional condition of the whole work, would, to my mind, call for a committee from this national society, which should report at a future meeting on the whole matter. Does not the importance of the subject warrant more attention than the association has bestowed on it?

MANUAL TRAINING FOR THE ORDINARY HIGH SCHOOL JAMES H. VAN SICKLE, SUPERINTENDENT OF SCHOOLS, BALTIMORE, MD. Ten years ago manual training in the high school was an open question, and its desirability a matter of debate. Now its cost is considered as legitimate an item of public expense as that of any of the traditional subjects. Some of the questions with regard to high-school manual training now are: What shall be taught? For how long a time? How freely shall it be offered (that is, in every school or only in special schools)? Shall it extend to the teaching of trades?

Not only on account of its value in general development is it highly desirable that all pupils should have manual training thru the elementary grades, but, as long as the tendency to differentiate high schools prevails, it is also essential to bring all pupils in the elementary schools into contact with the greatest possible variety of activities, including that which manual training furnishes, so that by the time they are ready for the high school they may know in what direction their tastes lie. Otherwise the choice will depend upon proximity to the school, rather than upon tastes and aptitudes.

As the means of general development manual training should be one of the subjects offered in every high school. Experience proves that even classical pupils will gladly devote from two to four periods a week to this work in excess of the regular requirements. They are the better for it, physically as well as mentally. I have not attempted to say what modifications, if any, should be made in courses of well-equipped manualtraining high schools, but only to show what may be done in an ordinary

high school. The course here outlined assumes that the boys have already had bench-work in wood, and that the girls have taken sewing or cooking, or both, but have not had bench-work. This they are to take before they begin carving. The course occupies not to exceed four periods per week, and should be on the same basis as other unprepared subjects. Drawing is not mentioned, as it is presumed already to form an important part of the work of the school. It must, of course, precede every kind of work mentioned in the outline.

Printing, a subject not given in the outline, might well be included on account of its historical value, in addition to the manual element, as well as on account of its helpfulness in English.

The outline is not presented as ideal. There is no reason why other lines of work may not be substituted for some of those given. It merely sets forth a list that has been used successfully.

COURSE IN MANUAL TRAINING FOR THE ORDINARY HIGH SCHOOL TIME, NOT TO EXCEED FOUR PERIODS PER WEEK

Molding in sand, modeling in clay, Modeling in clay and casting plas

The models made in the course in turning are afterward used in pattern making. This saves much time. It saves an outlay of money for lathes and space for the pattern-makers. The pupils make patterns for a complete lathe. This involves all the elementary, as well as a number of the more difficult, principles of pattern-making.

In the course of carving no fixed set of models is used. The different kinds of carving are taken up in the following order: indenting and stamping, groove-carving, chip-carving, flat carving, low relief, high relief, and carving in the round. Each pupil makes his own design.

I Only those who have taken I, 1, may take I, 2.

2 Turning ornamental work and carving the same. Work of fourth year limited to those who have had a year's work in manual training.