German or French.-Two hours per week. Begun or continued.

To show more readily the extent to which this course of study is pursued in our system, and also the distribution of the pupils through the several grades, I submit the following statement: The course is now pursued in 43 different schools or departments, namely, 7 grammar departments for males, 8 for females, and 3 for both sexes; also in 25 primary schools and departments. One primary department gives instruction to girls alone; in the remaining 24 primary schools and departments instruction is given to both sexes.

The following table shows the number of pupils in the several grades:

On December 31, 1895, the number engaged in the several subjects more particularly relating to a manual training course were as follows: Free-hand drawing, taught in all the primary grades (7) and grammar grades (8), 28,331; mechanical drawing, taught in all the grammar grades, 11,476; cutting from drawn work, taught in the highest primary and the lowest three grammar grades, 8,120; clay modeling, taught in the highest primary grades and in all the grammar grades except the highest, 12,391; sewing, taught to all female pupils in the highest three primary grades and the lowest five grammar grades, 7,695; shopwork (in wood), taught to all male pupils in the highest five grammar grades, 2,529; cooking, taught to all female pupils in the second and third grammar grades, 922; carving (wood), taught to all male pupils in the second and third grammar grades, 825.

It should be stated, for the clearer understanding of the course, that clay is used in form study by all the primary children excepting those in the first and seventh grades; that is, by 14,920 children. Also, the folding and cutting of paper are employed in the study of form and design.

In noting the grades, please to keep in mind the fact that, with the exception of the highest grammar grade, the terms are half-yearly. The highest grade in each class of schools is called the first.

The school buildings are similar to those in which the regular course of study is pursued, excepting only provision is made for a shop or kitchen, or both, and, in some few cases, for a room specially fitted up for clay work.

The manner of keeping the accounts will not permit us to give definite information as to cost and annual expense. The purpose of the board is not to separate the manual-training element from but to make it an integral part of the educational plan. We have no means of knowing the occupations of former pupils after leaving school.

CLEVELAND, OHIO.

[Statement of W. E. Roberts, supervisor of manual training.]

The fundamental idea in our manual training work is that it is a part of general education and not special training, and that its value in public-school work lies in its contribution to mental development as a result of hand and eye training. That our manual training high schools give excellent preparation for higher technical school courses is simply incidental, as is also the industrial side of the question.

Manual training is obligatory in the first six years of school and optional in the two highest grammar grades and the high schools.

The work is entirely under the direction of the board of education, as a part of regular school work, and a special tax levy is provided by State law for its support. No charges are made for tuition. Below the high school all supplies are provided

for pupils free of charge. In the high school a charge of $5 per year is made for materials used.

The course of study covers eleven years, beginning with the first year in school an i ending with the third year of the high school.

In the first four or primary years the manual training work is based upon the study of form by means of clay modeling, paper folding, stick laying, outlining with needle, per and cardboard construction work, and drawing, color and arrangement being faight incidentally.

In these four grades about 32,000 children receive manual instruction, boys and girls working together. The average ages of children in these four grades are 6.6, 8, 3.2, and 10.5 years, respectively.

In the fifth, sixth, and seventh years different lines of work are provided for boys and girls. A course in knife work, requiring the use of the simplest tools-the knife, rule, try-square, compass, and pencil-is provided for boys, and a course in sewing for girls. In the eighth year bench work is given to boys and cooking to girls. The work of the seventh year is not yet fully developed and in most cases seventh-year pupils have had bench work and cooking.

At present, means are insufficient to extend manual training privileges to all pupils of the four grammar grades. About 2,400 now receive instruction in the fifth and 1th years and about 1,200 in the seventh and eighth years. The average ages of these grades are 11.5, 12.5, 13.2, and 14 years, respectively.

We have two high manual training schools. In one of these the work is taken by high-school pupils in addition to the work of a high-school course, and in the other as a part of a high-school course, in which the manual work counts as a study, or may also be taken as additional work by pupils in any course.

The work for boys consists of wood joinery, wood turning, and pattern making the first year, forging and chipping and filing the second year, and machine-tool work the third year, with free-hand and mechanical drawing throughout the course. For the girls, wood joinery the first year, wood turning and clay modeling and plaster casting the second year, and wood carving and a final project involving the ideas of the entire course the third year, with drawing each year.

The high-school work is taught to about 300 pupils of from 14 to 18 years of age. All of the work is under the general direction of a supervisor, and an assistant who charge of the work in the four primary grades and the sewing in the fifth, sixth, and seventh years. All of the instruction below the seventh grade, or seventh year, is given by the regular room teachers, under the direction of the supervisors.

For the seventh and eighth grades two special teachers of woodwork and two teachers of cooking are employed, and for the high schools a principal and six assistts, the supervisor acting as principal of one of the schools. The time devoted annal training varies from one-half hour per week in the first grade to one and re-half hours per week in the eighth grade and seven and one-half hours per week in the high s hool.

For the seventh and eighth grades four special rooms are provided, two for woodwak and two for cooking, to which pupils go from adjacent school buildings. The etworking rooms are each arranged with small benches, sets of simple woodworking tools, cupboards, etc., for 20 pupils to work at one time, and the cooking roons each with tables, dishes, ranges, cupboards, etc., for the same number of pupils. The Central Manual Training School for high-school pupils, erected in 1893-91, is to-story building with basement, of neat and appropriate design, built especially fr manual training work. The basement is occupied by the boiler and engine and forge shop, arranged for 20 pupils to work together. On the first floor are the offices, Food-turning rooms, with benches and lathes for 24 pupils, and the machine shop, which is not yet complete in all its details, but which is to have an equipment in proportion to that of the other departments. The second floor is occupied by the wood-joinery room, with benches and tools for 24 pupils, and two drawing-rooms. The West Manual Training School occupies the building formerly used for the West high school, remodeled to meet, as far as possible, the needs of a manual trainhool. The equipment is very similar to that of the Central school, though less expensive, and is arranged on a basis of 16 pupils working in a department at one time. In all of the manual training work all tools and materials are provided for the pupils, except that high-school pupils are required to furnish their own drawing

17straments.

It is at present impossible to give very accurate estimates of the value of equip ments and buildings. For the four primary grades the permanent equipment is sul, not exceeding an average value of $10 per building or $450 in all. This would include the scissors used in the sewing work of the grammar grades. The knifework equipments of the fifth, sixth, and seventh grades cost about $40 per building, or about $320 for the work now in operation. The present equipment of the two eighth grade wood-working rooms cost $300 each, and of each of the cooking rooms

$210, making a total of $1,400 for equipment of grammar grade work. The Central Manual Training building cost about $27,000. An estimate of the cost of equipment can not be given. The equipment of the West Manual Training School cost about $6,000.

The annual cost of supplies-clay, paper, paste, etc.-for the work of the four primary grades, as at present conducted, is about 2 cents per pupil. For the knifework and sewing of the grammar grades, supplies cost about 5 cents per pupil per year, and for the grammar grade bench work and cooking about 30 cents per pupil. No estimate of high-school supplies that would be of value can be given.

Our manual training work is so new in the lower grades that but little systematic information has been collected as to its effect upon other school studies. Teachers are finding it a means of gaining the attention of classes not in this work alone, but that its influence in this direction is extended to other school work. Many instances are noted of pupils whose interest in school has begun with manual training and has been extended through its means to other lines of work. A point of particular interest noted is the power of pupils in advanced work who have had a year's training to think and act clearly and decisively for themselves and to anticipate and describe the steps in a process.

In connection with the high-school work there have been better opportunities for observation, and more definite statements can be made. It is certainly safe to assert that in general the influence of manual training upon other school work is good, and in a large number of particular cases that have been observed the final and successful completion of school work was due to manual training. Many havo continued in high school until the manual training work was completed who would otherwise have stopped with or before the completion of the first year, and some have been led by its means to complete the high-school course and go on to higher education.

As yet it is difficult to judge much of the influence upon the occupations of former graduates. Of those that it has been possible to follow, a very large per cent are now in classical or technical colleges. Of those remaining all, so far as is at present known, are filling positions principally in mechanical work.

COURSE IN MANUAL TRAINING.

FIRST GRADE.

FIRST TERM.

Stick laying-(1) Outline parallelogram, horizontal, size of desk, length of desk, half the width; vertical, width of desk, for height; 1 inch, 2 inches, etc., wide, oblique; upper left-hand corner to lower right, 1 inch, 2 inches, etc., wide; vary sizes; make outline of doors, windows, etc.; (2) to lay lines of different lengths, as directed.

NOTE.-Keep in harmony with arithmetic assignment.

Follow first three points of assignment in drawing; outlining with needle.

Modeling.-(1) Use wooden model of sphere. Each child may have a smaller sphere, as a marble; discover its properties; give its name; give name of surface, round surface. (2) Each child model a sphere of clay; (3) change model as directed, so as to make apple, melon, etc.; (4) model small spheres to harmonize with lessons taught on fruits.

Tablets.-(1) Pupils select circular tablets; give name, circle; (2) arrange on desks or paste on paper, as directed.

Sewing.—(1) Outline circle; (2) Outline spherical objects, as pattern directs, as bunch of cherries, apple, etc.

NOTE. In a similar way work with a hemisphere.

SECOND TERM.

Study of the cube. Use solid form as in first term.

Modeling.—(1) Children model cube from sphere; (2) observe that each face of cube is a square; (3) model cubical forms, as a lump of sugar, etc.

Stick laying.-(1) Lay squares of given dimensions, as directed.

Tablets.-Lay square tablets as directed, spacing equally, corner to corner, etc.;

(2) combine square with circular tablets, as directed.

Paper folding.-(1) Fold one square into halves; into fourths; (2) horizontal, vertical.

Sewing.-(1) Outline one square; bisect it; divide into quarters, etc., as directed. NOTE.-Keep in line with number work.

THIRD TERM.

Melling.-(1) Outline forms of roots, leaves, and simple flowers in the flat. Stick laying.—(2) Outline forms of leaves, using leaves from nature as patterns. Soring.-(1) Outline form of roots, leaves, and flowers, as directed. NOTE.-Teachers will use their discretion about pupils modeling stories in language work in flat relief, as story from Hiawatha, Little People of the Snow.

SECOND GRADE.

FIRST TERM.

Paper folding.-(1) The square. Fold once: fold each of these parts once. Hori2ntal; vertical; observe results, horizontal or vertical lines, parallel, parallelograms. Compare size. (2) Fold in several folds as directed vertically, then horizontally. Observe results. (3) Fold lower left corner to meet upper right. Result. Fold in opposite direction. Observe result, etc.

Paper cutting.-Pupils may cut through the lines made by folding.
Pasting. These forms may be pasted to make patterns as directed.

SECOND TERM.

The circle treated as the square. (See first term.)

Folding and cutting.-Triangles, cut from folding square, name, angles. Pasting-(1) Arrange triangles as directed to make pattern. (2) Combine squares and triangles to form patterns as directed. (3) Combine circles and triangles.

THIRD TERM.

Drawing and cutting.-Front view of objects, as tables, etc., may be drawn and cut. Pasting. These front views when cut may be pasted at discretion of teacher. Building cubical box.-Squares cut for faces: narrow rectangles cut for binding; sewed to form box.

THIRD GRADE.

FIRST TERM.

The cylinder: Use the solid, as sphere and cube were used. (See first year.) Discover properties; learn name.

Folding-(1) Make paper cylinder, fold square as directed, paste. (2) Make half cylinder.

Construction.-Make shallow box, cylindrical form.

Square prism.-Use the solid. Give name. Compare with cnbe.

Folding.-Pupils may make square prism by folding, cutting, and pasting as

direrted.

Construction-Build boxes of pasteboard, cylindrical or form of square prism by folding, cutting, sewing, or pasting as directed.

Equilateral triangular prism.-Use methods preceding, folding; cutting; sewing; or pasting. Construction.

Folding.-Fold square and cut as directed.

Construction.-Make paper cone.

The truncated cone.-Fold, cut, sew or paste. Many pretty and useful objects may be constructed from this form.

Ellipse.-Use the form. Fold, draw, cut.

Result, ellipse.

Tablet laying.-Pupils may cut their own tablets; arrange as directed; combine with circle, etc. Many pleasing patterns may be made; pasted at discretion of teacher.

Vese form.-Folding and cutting. Fold square as directed. Cut as directed. This form may be varied in many ways to give pleasing results.

THIRD TERM.

The cross.-By folding and cutting as directed, various forms of crosses may be made. These may be cut from bright colored papers and pasted on neutral tint, at discretion of teacher.

Farities of forms.-Teacher may use discretion in choice of forms cut, and of objects constructed.

Sering. Instruction in threading needle, making knot in thread. Give a few exercises in sewing on buttons; spacing evenly.

FOURTH GRADE.

FIRST TERM.

The square pyramid.-Use type solid. (See previous assignment.) Discover form of sides; of base.

Folding.-As directed fold and cut all the triangles at once.

Sewing or pasting.-Complete form of pyramid. Vary dimensions: fold, cut, con

struct.

Truncated pyramid.—(See truncated cone, third year. Teacher should use opportunities for constructing as many articles as possible from this form. Equilateral triangular pyramid.-Follow directions preceding.

Tablet laying.-Pupils may now cut their own tablets, using triangle principally. But other forms previously learned may be combined to give pleasing variety. Paste on neutral ground.

SECOND AND THIRD TERMS.

Construction work in cardboard. (Boys.)—(1) Objects made by means of laps based on type forms as directed.

NOTE. If the work of the previous years has been well done, the work of these terms will afford much satisfaction to the pupils.

Sewing. (Girls.)—(1) Instruction in the use of thimble and scissors, manner of preparing work, of holding work. (2) Stitches taught: Basting, overcasting, oversewing, running, hemming, outlining, buttonhole stitch. (Buttonholes at discretion

of teacher.) (3) Preliminary work. Use colored paper with white thread, or colcred thread with white paper, to teach stitches, when necessary. (4) Fold paper for hemming. (5) Sewing on cloth. Material to be brought from home; only such work attempted as requires kind of stitches mentioned above.

Each girl may make herself a sewing bag in this year; time at discretion of teacher.

NOTE.-Teacher should from the first insist on neatness of work.

FIFTH GRADE.

Woodwork.-Surface forms involving two dimensions only. Tools: Rule, square, gauge, compass, pencil, and knife. Material: Pine, one-eighth and three-sixteenths inch thick.

Exercises: Laying out work; use of rule, square, gauge, compass, and pencil. Cutting: Use of kaife; straight, end, oblique, convex, and concave cutting.

Drawing: Construction of geometrical figures upon which the models are based and working drawings of the models.

Models: (1) Ruler, cutting rectangle. (2) Garden label, cutting point. (3) Puzzle, cutting square, right triangle, and rhombs. (4) Whirligig, cutting circle. · (5) Table mat, cutting hexagon. (6) Calendar, cutting pentagon. (7) Yarn winder, cutting convex and concave. (8) Vase, cutting symmetrical forms. (9, 10, and 11) Fish-line winder, star, and arrow, cutting recessed edges. (12) Picturo frame, cutting square hole. (13) Picture frame, cutting round or elliptical hole.

The remainder of the year is to be devoted to constructions based upon the exercises and principles already given.

Models: (14) Triangle. (15) T square. (16) Penrack. (17) Easel. (18) Wall bracket. (19) Corner bracket. (20) Box.

NOTE. In the woodwork of the fifth, sixth, seventh, and eighth grades give particular attention to correct position, correct use of tools, and to accuracy of work. Sewing. (Girls.)—Attention given to use of thread, needle, and scissors, and manner of holding work.

Stitches: Stitching, back stitching, felling, gathering, sewing gathers, buttonholes (in addition to work of fourth grade).

Preliminary work: Use paper to teach folding, as in a fell.

Material: See fourth year.

Cutting: In this year practice should be given in cutting in given directions as dictated; this, however, only to involve preparation of seams. Striped paper may be used to commence practice on.

NOTE.-Careful attention should constantly be given to neatness of work.

SIXTH GRADE.

Woodwork.-Solid forms involving three dimensions. Tools, material, and exercises (see fifth year).

Drawing: Working drawings of models, full size.

Models: Geometrical solids. (1) Square flower stick. (Prism aud pyramid.) (2) Round flower stick. (Cylinder and cone.) Joints: (3) Flowerpot stand. (4) Wind