A short course in ornamental ironwork closes the year's work. Third year.-Vise work and machine tool work: The vise work includes chipping, surface filing, straight, angular, and round fitting, scraping, and finishing.

The machine tool work is designed to teach the uses of the most common machine tools and the elementary principles of machine construction.

It consists of a series of graded exercises involving the uses of the lathe, drill, planer, shaper, milling, and grinding machines, and will include work in cast and wrought iron, steel, and brass.

The ground covered may be summarized as follows:

Lathe work, consisting of centering, drilling, and countersinking, straight and taper turning, chuck work and screw cutting, also hand turning, filing, and polishing. Planing and shaping, including the production of both plane and curved surfaces, and key seating.

Straight and spiral milling, includes key seating, gear cutting, and the fluting of taps, drills, and reamers.

Grinding and fitting, including the sharpening of milling cutters and reamers, and the grinding of hardened steel arbors and gauges.

During the year some project such as a small motor, dynamo, steam engine, or machine tool is constructed.

MANUAL WORK FOR GIRLS.

First year.-Sewing, joinery: Instruction and practice is given in all the important varieties of plain sewing by hand, including mending and darning, also drafting and cutting patterns of undergarments.

Lectures are given by the teacher upon the nature and manufacture of the materials used in the work. Local mills and factories are visited by the classes.

From January to June, joinery alternates with the sewing. This work is intended to familiarize the girls with the principal wood-working tools, and elementary constructive principles, and thus serve as a basis for their work in wood carving in the following year.

Second year.-Sewing, wood carving: Cutting and fitting garments; care and use of the sewing machine, instruction in selecting and purchasing materials. From January to June, wood carving alternates with sewing. Instruction is given in correct methods of handling wood-carving tools, and in the principles of applied design for relief ornament. A variety of woods, from soft to hard, are employed. Third year.-Cooking, domestic economy: The instruction in cookery is both theoretical and practical, and is intended to furnish many illustrations of applied chemistry.

Laboratory methods are employed, and habits of neatness, order, economy, and systematic work encouraged and cultivated.

The course in domestic economy is designed to give instruction upon the subjects of foods, their constituents, comparative values, and proper methods of cooking. Instruction is also given in plain and fancy cooking, invalid cookery, chemistry of foods, adulterants, dietetics, and the care of the house.

The work of the kitchen is done by three housekeepers appointed from the class each day; instruction is given in the use of sapolio and scouring agents, the care of silver, and sweeping and dusting.

Foods are treated in relation to the demands of the body, with attention to physiological subjects. Milk is taken as a type of a perfect food, and its analysis forms the basis of all analytical work. Special study is given to economics and the food questions in household economy, such as the production of the most nutritious foods from the cheapest materials, the best methods of cooking, and the advantageous use of food remuants.

The equipment of the cooking room includes a coal range, a gas range, and an Aladdin oven. The room fittings are designed to accommodate class sections of twenty-four at one time.

The arrangement of the subject-matter of the course for the year is as follows: Fall term.-Fruit cookery, water, starch, milk, eggs, fish, meats, soup stock, and simple desserts. Special attention is given to the housework, and only the simplest methods of cooking are employed.

Winter term.-Marketing, baking powder, yeast, batters, doughs, bread, and the More elaborate desserts. Work in physiology and dietetics.

Spring term.-Fancy cooking, invalid cookery, preparation of economical menus, dietetics, questions of ventilation and sanitation, practice in laying the table and serving.

EQUIPMENT OF THE SHOPS, ETC.

The joinery shop is 32 by 51 feet. It has 13 double cabinetmaker's benches with set of tools for each bench; each bench has 6 locked drawers in which are kept the individual sets of edge tools of the pupils working at the bench.

The pattern shop is 32 by 60 feet. It is furnished with 12 double cabinetmaker's benches, with set of tools for each bench; the same provisions for individual edge tools are made here, as in the joinery shop, with the addition of a set of turning gouges and chisels. The equipment also includes 25 wood lathes, a band saw, and 2 grindstones.

The foundry has accommodations for class sections of 24. For the present lead is the only metal used in casting.

The forge shop is 35 by 58 feet. It is located on the ground floor, and is equipped with 25 Buffalo Forge Company's improved down-draft forges. The blast is furnished by a fan driven from the motor in the engine room. The equipment also includes 25 anvils and sets of hand tools, a tool rack containing a complete assortment of special tools, a post drill, a powerful hand punching and shearing machine, and 5 vises mounted on the benches which surround the room. In the benches are locked drawers which contain the pupils' work aprons and unfinished work.

The machine shop is 32 by 60 feet. It is equipped with the following machine tools: 6 Reed engine lathes, 14-inch swing, 5-foot bed; 8 Putnam engine lathes, 14inch swing, 5-foot bed; 1 Pratt & Whitney engine lathe, 16-inch swing, 7-foot bed; 1 Putnam engine lathe, 20-inch swing, 7-foot bed; 2 Pratt & Whitney hand lathes, 9-inch swing, 30-inch bed; 1 Brown & Sharpe 9-inch universal hand lathe; 1 Pratt & Whitney hand lathe, 14-inch swing, 5-foot bed; 1 13-inch Slate sensitive upright drill; 1 224-inch Barnes upright drill; 1 grindstone; 1 Diamond Machine Company wet emery grinder; 1 Cincinnati Milling Machine Company universal cutter and reamer grinder; 1 Cincinnati Milling Machine Company No. 1 universal milling machine; 1 Gould & Eberhardt 12-inch shaper; 1 Gray planer, 22-inch by 6-foot bed; 1 gas blowpipe for hardening, tempering, and brazing.

Two sides of the room are lined with benches on which are mounted 18 Prentiss vises, for work in chipping and filing. Underneath each vise is a drawer containing steel scale, try square, hand vise, dividers, chipping hammer, etc. In addition to these, each student has a separate drawer in which to keep his assortment of files, chisels, and lathe tools, as well as his unfinished work.

The tool room, which occupies a space 9 by 16 feet in one corner of the shop, contains a complete assortment of necessary appliances, such as chucks, drills, reamers, taps, dies, gauges, surface plates, micrometer calipers, etc.

The engine room is situated directly under the machine shop, and contains a 60horsepower Reynolds Corliss engine, "1890" frame. It is fitted with indicator pipe and reducing motion, so that by means of the Crosby indicator and Amsler polar planimeter, students are taught how to properly adjust the valves, calculate the horsepower, etc.

This engine furnishes the power for the shops, while a 15-horsepower, slide-valve engine is used to drive the two large ventilating fans which furnish a constant supply of fresh air of an uniform temperature to all parts of the building.

A 12-kilowatt 500-volt Edison motor is used to drive the blower which supplies the blast to the forge shop. The current is supplied from one of the city power plants.

Tools and materials required in the shops are furnished by the school. When the exercise made in school is something which the pupil is to carry away and retain, then he is required to furnish the material.

[From a letter from C. A. Bradley, principal of the school.]

Cost value of plant is about $135,000. The annual expense of maintenance is difficult to tell. Our school is a new one, and this is the first year that all of the departments are in working order. So far as materials for the shops and laboratories are concerned I think that the cost per pupil will average about $6 for the year. In other directions the cost of maintenance will not differ from that of any other first-class high school.

So far as my experience goes it seems that the effect of manual training upon other studies is to stimulate them, or rather to make it possible to do more and better work in the same time. The effect in the laboratory work is quite marked; pupils who have had manual training work are much superior to those who have not had it.

WASHINGTON, D. C.

WHITE SCHOOLS.

[Statement by J. A. Chamberlain, director of manual training.]

1. The central idea in the instruction.-There are two classes of pupils who are attracted by the opportunities presented by the manual instruction. The first have higher technical study in view, and this preliminary instruction may be said to thus be "educational only." The other class do not expect to go on to higher study but,

while they have not in every case a definite trade or occupation in view, yet they or their advisers believe the manual instruction would prove valuable in almost any line of work. For this class the instruction may be said to be more or less a direct preparation for acinal work. In planning a course of study, therefore, it has seemed necessary to consider the motives leading both these classes of pupils to take the manual work.

The aim in the Washington schools has been to make the educational idea paramount, but it is believed that while serving educational ends the so-called practical side can also be recognized without inviting the criticism that the instruction is tending toward industrial or trades teaching, neither of which is considered proper in public-school work.

In grammar grades seven and eight the instruction is obligatory except for a very small percentage who present valid excuses. In the high school the work is elective. It may be taken as a minor, or half, study for two periods a week, or as a major study for six periods a week.

2. Organization.-Manual training is part of the regular public school course of study. Annual appropriation is made by Congress for the purchase of supplies and for pay of teachers. There is no charge for tuition.

3. Course of study.

Mechanical drawing: All years and pupils indicated above. The instruction is largely individual, although the class method is followed somewhat. The latter is always supplemented by the former, and to the greatest extent with the youngest pupils. The exercise is executed by the teacher in view of the class, the steps in the process being emphasized. Where possible the uses of the tools are Ikewise taught by steps. There is no general time limit set for the completion of any picce; each pupil works at his own best gait. When he is through with an exercise he takes up the next in order, regardless of the progress of the rest of the class. The rapid worker is not given more exercises than his slower neighbor. He may be required to produce better results, however, and later in the year he reaps the benefit of his ability by being allowed to make a larger, more elaborate or more difficult special piece or project. Pupils of less ability are given less choice in the selection of a project, but their work is treated with the same consideration.

4. Material equipment.-The buildings are old, rented makeshifts, unworthy of consideration in this connection. This statement applies more particularly to the buildings occupied by the high-school shops; many of the shops for the grammar-school work are located in regular school buildings, and answer the purpose very well, except where basement rooms are used.

The 17 bench shops for the use of the seventh and eighth grades are equipped with, altogether, 216 benches and sets of tools. The latter include all the most generally used woodworkers' tools. In each shop there is also a set of such tools as are less often needed; these are for use in cominon by all the boys attending the shop. The first year high-school shop is furnished with 18 wood-turning lathes and sets of tools and 5 benches and sets of tools; the latter are for such bench work as is required by the pattern work. The second year high-school shop equipment consists of 16 forges and anvils and sets of tools. The machine shop contains 6 10-inch, 1 12-inch, and 1 11-inch engine lathes, 1 10-inch hand lathe, 1 6-foot planer, 1 20-inch drill, 1 10-inch shaper, 1 milling machine and 1 tool grinder. In addition to these Lachines there are the usual small tools found in a well-equipped shop. There are also vises and benches. All the tools provided for all kinds of work are the best made, and of sufficient variety to insure a suitable diversity of results. As the work is carried on, primarily, for mind training through the hand, many of the "labor-saving" tools and machines are not provided.

5. Cost.-About $17,500 have been spent for equipment to date. From this sum $250 can fairly be deducted, because spent, in part, for replacing cheap machines which were bought at a time when the small amount of money available and the large Lumber seeking accommodation made it necessary, and in part for labor of twice Tearranging the high-school shops in the effort to provide needed facilities in buildmgs inadequate for the purpose in hand.

Making the deduction indicated above makes the value of the entire plant about $15,000. The annual expense of maintenance is $3,900.

6. Results.-The following statements are taken from the reports of regular teachers: "It leads to greater accuracy." "It develops habits of industry." "It relieves the monotony of school work.' "It tends to make pupils more skillful in handling school apparatus." "The change in occupation and thought has had a beneficial effect."

There is not much definite information as to the effect of the instruction upon the length of school life, but some instances are known where the pupil remained longer in school than he would have done otherwise, and it is believed that the tendency is to prolong the school life in many cases.

No statistics of the occupations of graduates have ever been collected, though some are known. There is a large number who are advanced students, largely in technical lines. Several have entered the shops of the Washington Navy-Yard as apprentice pattern makers and machinists; several are in railroad and other shops; others are in patent attorneys' offices as draftsmen and assistants, while three are conducting the patent soliciting business on their own account. Three are teachers of manual training.

[From the course of study, 1892.]

WORK IN SHOPS.

Wood-Seventh and eighth years.-Bench work: The correct method of using planes, handsaws, chisels, gouges, brace and bits, hammer, gauge, clamps, and other tools in the working of different kinds of wood.

All construction is from drawings executed by the pupil.

High school-First year.-Lathe work: The proper use of the hand_wood-turning tools in the various operations of turning. Blue prints used are taken by pupils from their own tracings and drawings.

Second year.-Forging: The making and management of a forge fire and the forging of small articles of iron involving all fundamental operations.

Steel tool-making, hardening, and tempering.

Third and fourth years.-Machine-tool work: The use of engine lathe, planer, shaper, drill press, and hand lathe in the various processes of metal turning, boring, thread cutting, planing, slotting, drilling, polishing, etc., upon cast iron, wrought iron, steel, brass, and composition.

COURSE IN COOKING.

Seventh and eighth years.-The object of the course is to give the pupils instruction in plain cooking and in housekeeping, so far as it is dependent on the kitchen. In addition to recipes for ordinary dishes, and making and cooking the same in the school, notes are given on the proper way of mixing ingredients, and on the best manner of arranging and preserving provisions. As much of the chemistry of food is taught as is necessary for intelligent cooking. Two hours a week throughout the two years.

COURSE IN SEWING.

Third year.-Basting; running; stitching; overcasting; hemming, three widths, one-eighth, one-half, and 1 inch; top sewing; work bag.

Fourth year.-Teach bias fell; French seam; tucking; gathering, plain and French; patching; buttonholes; drafting of seamless waist and making of same.

Fifth year.-Gussets; Buttonholes and buttons; cloth darning, with and without piece, straight and three-cornered; garment mending, both patching and darning; hemstitching; feather stitching; herring-bone stitch; draft skirt and make same. Sixth year.-Buttonholes, cotton and cloth; stocking darning; draft drawers and make same; drafting of sleeve; cutting and fitting by measurement, from "The M. O. Jones self-adjusting tailor system, as taught in the sixth grades in the southeast and southwest sections of the city.

[From the report of W. B. Powell, superintendent of public schools, 1893-94.]

The manual training departments of the school were prosperous last year. The work of these departments has been extended from year to year, until now every child within the District limits is provided with tuition in manual training branches belonging to his grade of school, excepting only those pupils attending outlying schools which can not without the expenditure of too much time, and therefore at too great a cost to the District, be reached by the teachers of these branches. The number of such pupils is now, however, very small, owing to the fact that means of convenient transit have developed in nearly every part of the District within a few

years.

These branches of education continue to be held in high repute by the parents whose children are taught, while the supervisors, who have given much time and careful thought to the consideration of their value as educational factors, as well as

to the consideration of their relation to the other parts of the school curriculum, are unanimous in pronouncing all of them valuable acquisitions to our means and processes of education.

This high opinion of the value of these manual exercises in our schools is held by the majority, if not all, of the teachers. The interruptions occasioned by the division of schools when classes are sent to the shops or to the kitchens offer opportunity to the teacher to get closer to the minds of the pupils that remain, and to understand their needs better, and to provide for them more intelligently. This interruption at first was a source of annoyance and the occasion, possibly, of some loss of time, and was, therefore, objected to by some conscientious and painstaking teachers. But these are not now considered interruptions, but are welcomed as opportunities for doing a work much needed, a work which can be done best when the distracting intiuences of large numbers are few or altogether absent. The pupil now takes readily to the custom of leaving his schoolroom for an hour or two once or twice a week to engage in other profitable and educating pursuits, and, because the change requires the exercise of other faculties and occasions a variation of processes, he has grown to relish the work and to profit by it.

We have so related the manual training branches of work to the others of the school enrriculum, and this articulation or complementary adjustment of school exercises has become so thoroughly understood by the teachers and pupils that not only is economy of work a result, but in many cases certain parts of many subjects are now taught much more efficiently than ever before. The drawing and everything that pertains to it is now either a necessary introduction to or an accompanying part of or a rational outcome of much of the other manual work, and at the same time lays a necessary foundation upon which to build, or establishes the necessary primary concepts ont of which only true art can be built or developed. The cooking gives opportunity for the exercise of thoughtful work in several branches of English composition and is used largely for that purpose. Besides this, the children's knowledge of elementary chemistry, elementary physics, and the application of hygiene is increased and made practical. The child finds that when he is at work in the shop he is demonstrating the truth of what he has learned by experiment or from the textbooks in the regular schoolroom under another subject nominally and under the direction of another teacher. The arithmetic learned under the tuition of the regular teacher is applied and enlarged, taking on new meanings and greater significance by the boys in the carpenter shop and by the girls in the cutting and fitting shops. The boy's knowledge of nature is enlarged and enriched by learning of the nature of wood, or iron, or other metal, the place of its growth and the uses to which it is put. The girl's knowledge of nature is correspondingly increased by the study of food products, their sources and their multifarious values, in the cooking school, and by a consideration of the sources and values of the materials which she cuts into foria in the cutting and fitting school. These children might study from the one source in the one kind of school and from another source in another kind of school without economy and without making the two schools complementary or mutually helpful and broadening. I am calling your attention to the condition of our schools and the quality of our teaching, about which it is my duty to inform you, to say that this is not the case. The regular and the technical teacher work in harmony alike for the accomplishment of the broader growth of the child, each one supplementing or complementing rather than repeating, under another name or for another purpose, the work of another teacher. It has taken years of labor to accomplish this integration of work or this complementary effort of all who take part in the development of the child. But I need not remind you that this is to a large degree the legitimate and mandatory office or duty of the superintendent and his assistants. That the work has been fully accomplished is not assumed, but I am glad to be able to state that it has reached a high degree of efficiency and that it is improving year by year, and, what is as gratifying, I may also state that the efforts of the supervising corps to accomplish this are seconded in a most commendable degree by the teachers of the schools.

The effect of the manual training connected with the art work and with the primary reading and language work in the lower grades is very evident since it has been in operation long enough for its results to be tested, when the pupils in the higher grades are set to do more intricate work, work requiring care and skill. The effect of this training is observable in the work of the boys when they first go to the carpenter shop, and its growth is also observable when they go from the carpenter shop to the manual training shops and the chemical, physical, and biological laboratories of the high schools. They learn to do well now in one year or in a given time what pupils could do but indifferently in double the time a few years since. The economy in the expenditure of effort, also, on the part of the child no less than on the part of the teacher, compared with what it was a few years ago to accomplish corresponding results, is noticeable.