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their properties and uses. (3) Heat. Combustion. (4) Composition of fuels. Building and care of a fire. Construction of a stove, damper, etc. (5) Composition of the human body. (6) Classification of food. (a) Nitrogen or flesh forming. (b) Carbonaceous or heat producing. (c) Water. (d) Mineral matter. (7) Nitrogenous foods. Uses in the human body; daily amount necessary for health. (8) Nitrogenous foods. Relative food value illustrated by charts. (9) Carbonaceous foods. Fats and carbohydrates; their food value; daily amount necessary for health. (10) Study of digestion. (11) Daily income and outgo of foods illustrated by blocks and charts. (12) Fermentation, lactic, alcoholic, and acetic. (13) Study of yeast plant. Properties of carbonic acid gas. (14) Alcoholic fermentation as applied to bread making. (15) Chemical composition of wheat, rye, etc.—their food value; manufacture into flour; cost. (16) Baking powder. (a) Cream of tartar. (b) phosphate. (c) Alum. (17) Tests of baking powder for adulteration. (18) Water. Germ theory; filtration; hard and soft water. (19) Rain water, river water, surface water, deep wells. (20) Food adjuncts: alcohol and natural acids. (21) Alkaloids, such as caffeine in coffee and tea. Preparation of tea and coffee. Adulteration. (22) Spices. Culture, preparation, and adulteration. (23) Canned fruits and meats. (24) Manufacture of soap. (25) Ventilation, heating, and lighting. (26) Situation of the house. Removal of waste. Plumbing and care of fixtures. (27) Disinfectants and antiseptics. (28 to 36) Include general plan of household work, care of every portion of a house, invalid cooking, and the preparation by each pupil of a dietary for six persons for one week, total cost not to exceed $5.

COURSE IN SHORTHAND.

The work is divided into three grades: Elementary, intermediate, and advanced. The first grade covers a term of three months, the second three, and the third four. Five lessons per week are given. Forty-five minutes a day is devoted to each lesson. The work is divided as follows:

Elementary grade: Derivation and classification of characters. Learning the alphabet. Combination of characters. Position alphabet. Coalescents. Shading to express letters. Diphthongs. Modifications of characters. Abbreviation by suffixes and affixes.

Intermediate grade consists in phrase writing, reading exercises, dictation of simple matter, transcription of notes.

Advanced grade consists in dictation and transcription of letters pertaining to advertising, banking, brokerage, insurance, manufacturing, railroading, mercantile, and grain business. Dictation and transcription of law forms and court work, embracing depositions, affidavits, chattel mortgages, form of deeds, wills, notes, drafts, etc. Dictation and transcription of general matter, literary selections, newspaper articles, etc.

COURSE IN TYPEWRITING.

Forty-five minutes a day is devoted to typewriting for six months. Instruction is given on the Remington, Yost, and Smith Premier.

Course of study.-Location of letters. Special duty of each finger. Word practice. Sentences. Touch writing. Business correspondence. Legal forms and testimony. Dictation. Architectural specifications. Manifolding and mimeographing. Transcribing shorthand notes. Tabular work. Ornamental writing. Letterpress copying. Mechanism, adjustment and care of machine.

SENIOR GRAMMAR PUPILS.

Pupils of this grade receive instruction as follows:
Drawing.-Free-hand and mechanical.

Manual work. For boys: Bench work in wood. For girls: Sewing and elementary course in cooking.

MANUAL INSTRUCTION IN WARD-SCHOOL CLASSES.

SEWING.

In October, 1894, there were 88 classes organized in 20 ward-school buildings, with an enrollment of 2,318. The average attendance during the year was 1,871. Nineteen special teachers were employed, with Miss Olive Parmelee as supervisor. In addition to 1,766 pieces of work completed in school, 2,948 were completed at home, and 12,528 stockings were darned, and 9,126 garments mended.

On every side is seen a growing appreciation of the great importance of this branch of education. Those most interested desire to see this work made compulsory.

This work in the ward schools consists of four different courses: The beginners, second, third, and boys' course.

BEGINNERS' COURSE.

(1) Drills.-(a) Holding needle; (b) threading; (e) using thimble; (d) making knots. (2) Stitches.-(a) Basting; (b) running; (c) backstitching; (d) overcasting. (3) Hemming. (4) Seams.-(a) Common seam; (b) fell; (c) bias; (d) French seam: (e) flannel; (f) overseam, French hem on sides. Application of work done: towels, dusters, wash rags, bags, holders, etc. (5) Gathering; shirring; ruffle. (6) Sewing on buttons, hooks and eyes. (7) Hemstitching; etching; marking. Work on towels, dolls' clothes, sheets, pillowcases, handkerchiefs, napkins, bibs, etc.

SECOND YEAR'S COURSE.

(1) Bag. (2) Darning, card, scrim. (3) Bias piecing, cut and make. (4) Patching. (5) Darning cashmere. (6) Piping in plaiting, (7) Buttonholes and loops on ectton cloth. (8) Aprons, cut and make. (9) Pocket, cut and make. (10) Bibs, cut and make. Articles to make, aprons, bibs, oversleeves, etc.

THIRD YEAR'S COURSE.

(1) Tucking. (2) Whipping ruffle, mitered corners. (3) Gussets. (4) Plackets. (5) Skirt, cut and make. (6) Drawers, cut and make. (7) Nightgowns, cut and make. (8) Buttonholes in cashmere. Articles to make, undergarments, etc.

BOYS' COURSE.

(1)Drills.-Holding needle; using thimble; threading needle; making knots. (2) (a) Basting; (b) running; (c) backstitching; (d) machine stitch. (3) Overseaming. (4) Carpet stitch-cover ball. (5) Hemming. (6) Darning on cardboard. (7)Darning on scrim. (8) Darning on stocking. (9) Darning on cashmere. (10) Sewing on buttons and tape. (11) Buttonholes. Articles of simple make brought from home if desired. Instruction in the history and manufacture of needles, pins, thimbles, shears, buttons, hooks and eyes, silk, wool, flax, cotton, thread, cto, is given to all pupils.

COOKING.

In December, 1893, classes in cooking were first organized. The course comprises one lesson each week for a period of thirty-six weeks, each lesson being an hour and a half in duration.

Practical instruction is given in boiling, broiling, baking, frying, and mixing, as illustrated in the preparation of soups, cereals, vegetables, meats, pastry, cakes, breads, desserts, etc.

A study is made of the nutritive properties of the commonest foods, the effect of heat upon different substances, the action of yeast or its substitutes upon breads, and the approximate money value of materials used.

During the lesson some branch of domestic work other than cooking is considered, as care of the kitchen, cellar, and sink, washing and wiping dishes, sweeping, dustng, scrubbing, washing windows, setting and cleaning off the table, serving at table, waiting at door, etc.

At the close of a term a breakfast, luncheon, or dinner is cooked and served by the girls of each class.

The following is the course of lessons:

LESSONS.

1) Construction of a stove, forms of fuel, heat, measuring. (2) Rules for washing dishes. Boiled and mashed potatoes. Potato cakes. (3) Care of sink. Oatmeal and corn meal mush. Creamed and fried potatoes. (4) Scouring. Carrots in white sauce, corn bread, turnips, and fried parsnips. (5) Sweeping. Macaroni and cheese, boiled and escaloped cabbage, tea. (6) Dusting. Coffee, cocoa, cranberry and apple sauce. (7) Blacking stove. Potato soup, mock bisque. (8) Disposal of scraps. Oyster and celery soup. (9) Stock, tomato and mixed vegetable soup. (10) Irish stew, beef stew, and dumplings. Cuts of beef, mutton, and veal illustrated by charts. (11) Scrubbing. Broiled beefsteak and lamb chops, hash and minced matton. (12) Serving and setting table. (13) Care of cellar. Broiled ham and mackerel, minced ham on toast. (14) Washing windows. Roast beef, gravy, cottage pie, escaloped oysters. (15) Adulteration of baking powder. Biscuit, creamed codfish, codfish balls, corn-meal muffins. (16) Fermentation. Yeast and bread. (17) Bread and milk. (18) Care of dish towels. Graham bread, rye, and muffins. (19) Steamed brown bread, corn-meal and sour-milk griddle cakes. (20) Waiting on door. Creamed dried beef, scrambled eggs, omelet. (21) Apple, pumpkin, and rhubarb pie. (22) Cottage pudding, plain sauce, corn-starch pudding, boiled custard.

(23) Brown betty, apple tapioca, lemon jelly. (24) Fried potatoes, doughnuts, gingerbread. (25) Serving a breakfast. Table manners. (26) One-egg cake, sponge cake, frosting. (27) Poached eggs, cookies. (28) Potato and cabbage salad. Invalid cooking. (30) Bread pudding, hard sauce, French rarebit. (31) Pease, asparagus. (32) Prepare and serve a dinner.

EVENING CLASSES.

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Evening classes are maintained for six months, from November 1 to May 1, each year, in free-hand and mechanical drawing, cooking, sewing and dressmaking, chemistry and physics. To the foregoing will be added next season classes in English, shorthand and typewriting, etc.

PHILADELPHIA, PA.

[From a report en woodwork in grammar schools, by Edward Brooks, city superintendent, 1893.] In the development of the manual training idea Philadelphia has not been behind her sister cities. In 1880 the board of education introduced sewing as a regular branch of study into the girls' high and normal school. This experiment was found so satisfactory that in 1885 sewing was added to the course of study of the elementary schools of the city. In the same line of progress, cooking was introduced into the grammar grades for girls in 1887-a movement that has been productive of most excellent results. In 1880 a course in woodwork, devised by Mr. Charles G. Leland, was adopted by the board, represented to-day by the carving exercises at the Industrial Art School, the earliest institution of its kind in America. In 1885 the boys' manua. training school was established, the phenomenal success of which has occasioned the organization of a second similar school and given a wide reputation to our city in that line of work. An experiment was also made last year in sloyd work in the James Forten Elementary Manual Training School.

THE PHILADELPHIA MANUAL TRAINING SCHOOL.

[From the tenth annual catalogue, 1895-96.]

The Philadelphia Manual Training School is an institution of high-school grade, forming an integral part of the public school system of Philadelphia. It was organized in September, 1885, with a class of 130 pupils. So rapid was its growth that at the end of three years there were no accommodations for many candidates properly qualified for admission. In order to meet the demands of those desirous of availing themselves of the "new education," a second school was organized September, 1889, in the northeastern part of the city. These two schools have separate principals and faculty, and thus constitute independent establishments. They are under the direction of different committees of the board of public education, but they pursue, as far as possible, parallel courses of study.

They are open to boys who have completed the course in the twelfth grade of the grammar schools. Boys from private schools who successfully pass the annual examination in June for admission may also be admitted.

This school affords an opportunity to pursue the usual high-school course in literature, science, and mathematics, and at the same time to receive a thorough course in drawing and in the use and application of tools.

The object of a manual training school is the education of all the faculties, and not the training of any special group. The boy is trained æsthetically, mentally, and physically. It is meant that the school shall help each pupil to enter upon his advanced or special training with the best economy of time and with some conception of his fitting occupation.

It should be borne in mind that a manual training school is not a trade school. The name, unfortunately, is misleading. In the school there are five departmentsliterature, mathematics, science, drawing, and manual training. The name of one department has been made to cover all, and this misnomer is responsible for much of the current misapprehension concerning the work and purpose of the school. It is, however, a name so firmly rooted in our school nomenclature that it would, perhaps, be unwise to attempt to eradicate it. It only remains for us to give the name a broader meaning and to associate with it in the public mind the full scheme of high-school culture of which it forms a part.

It is not the purpose of this school, therefore, to produce mechanics any more than it is to produce any other class of specialists. What it aims to do is to surround boys with the realities of life in both thoughts and things, and to fit them more closely to their environment. It is a system of education which is perfectly general in its character, and which is recommended with the same confidence to the future student of the humanities as to the prospective worker in force and matter.

COURSE OF STUDY.

The course of study covers three years. The school time of the pupils is about equally divided between literary and manual work. One hour per day is given to drawing, two hours to shop work, and three hours to the usual academic studies.

The course of study embraces five parallel lines, as follows:

First.-A course in language and literature, including the structure and use of English, composition, literature, history, economics, German, and French.

Second.-A course in mathematics, including arithmetic, algebra, geometry, trigoLometry, bookkeeping, and surveying.

Third.-A course in science, including geology, physics, chemistry, physiology, hanics, steam engineering, and applied electricity.

Fourth.-A course in freehand, constructive, and agricultural drawing, designing, and modeling.

Fifth.-A course of tool instruction, including joinery, parquetry, pattern making, wood turning, wood carving, forging, soldering, ornamental iron work, molding and casting, vise work, and mechanical instruction.

Post-graduate course (fourth year).—A post-graduate course has been added to the curriculum of the school. This course is elective, and is intended for those graduates who wish to pursue an extended course in literature, history, mathematics, and the sciences, thus giving them a full and rounded literary course equal to that of any high school.

It will enable those who satisfactorily complete the course to enter the more advanced classes of a collegiate course, and it also provides adequate training for those graduates who wish to pursue a special course as a preparation for the teaching profession.

COURSE IN DRAWING.

The importance of drawing in its application to manual training can not be overestimated. It is, in fact, the first step in manual training. Without drawing, the use of tools becomes a mere mechanical imitation and has little value as an educational factor. From the conception of the idea to its expression in the concrete material, the drawing is the description by which the mechanical processes are logically developed and brought to a definite and practical form.

From the beginning, therefore, the pupil is taught to make and interpret working drawings and to reproduce from them the indicated forms. He must understand this universal language in which they are described, and acquire by education and experience the ability to use it.

Parallel with this work, the pupil's powers of observation and expression and his artistic sense are cultivated by the study and representation of the appearance of objects, and by designing on paper and in clay and wood for their ornamentation. While drawing underlies all industrial work, its application is not limited to material purposes. Throughout all the departments drawing is the common language used in explaining facts, ideas, and principles. By means of historical, botanical, and topographical maps, literary and economic charts, physical and mechanical diagrams, anatomical and geological sketches, the pupil graphically expresses the lessons taught in the class room.

The course in drawing has three general divisions:

First. Constructive drawing, as the basis of all industrial pursuits.

Second. Representative drawing, designed to educate the sense of form and proportion, to train the eye to observe accurately and the hand to delineate rapidly the appearance of objects.

Third. Decorative drawing, used as a means of cultivating the taste and developing an appreciation and love of the beautiful.

COURSE IN TOOL INSTRUCTION.

In the

In this department, which is a distinctive feature of the school, each exercise involves a mechanical principle, and the chief object of the instruction is the development of this principle rather than a finished piece of work. The exercise has value only as it has rendered educational service during its construction. changing conditions of the thing in hand during its construction there is a constant necessity for creating new means to meet new requirements, and the directive skill and logical processes thus evolved make manual training rise to the level of scientific or mathematical studies as a means of intellectual development.

Other values of a specific nature-accuracy of measurement, precision of adjustment, delicacy of manipulation, exactness in every particular-must be taken into account in estimating the educational value of manual work.

The shop instruction is simply a part of the laboratory methods of education. The term "shop" in this connection is as much of a misnomer as is the term "manual

training" when applied to the whole school. It would seem more fitting, therefore, in speaking of this department to call it a laboratory, a term which carries with it the educational significance of its work.

All the articles made in the shops are required to be of precise forms and dimensions given in a drawing made by the pupil himself previous to taking up the exercise. The aim is to teach the pupil to express his thought in a concrete form with the least waste of material, in the most workmanlike manner, and in accordance with the most approved methods.

A feature of the work in the manual training departments is a weekly lecture bearing either upon the principles involved in the work of the week or the nature of the material used in construction.

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