WHITTLING IN THE SCHOOLROOM AND SIMPLE EXERCISES IN WORKING DRAWING,

[Children 10 to 12 years.]

Models embodying the
exercises.

Kind of wood.

Dimen
(inches),

Straight and cross whittling, sandpaper-
ing with block.
Oblique whittling..

Whittling to a convex line, boring with hand auger.

Cutting out square corners (use of the

11 x 1 78 x 1

5. Pigeonholes.

EDUCATION REPORT, 1895-96.

THE BOSTON NORMAL SCHOOL OF COOKERY, BOSTON, MASS.

[From circular for 1895-96.]

The Boston Normal School of Cookery was founded by the late Mrs. Mary Hemenway. It is designed to enable those who wish to become teachers of or experts in the theory and practice of cookery and allied subjects to obtain adequate preparation for positions in public or private schools, medical schools, or other institutions, training schools for nurses, etc.

The course of instruction has covered hitherto only one year, but experience has shown that this time is insufficient, and it will henceforward extend over two years. By this means it becomes possible to supply better laboratory facilities, more advanced instruction, and more thorough practical work.

Provision has now been made for a sound elementary training in chemistry, physics, biology, physiology, and hygiene (in which subjects the instruction, by special arrangement, is given in the laboratories of the Massachusetts Institute of Technology), as well as in the theory and practice of cookery and the cognate household arts. For the latter subjects, a kitchen laboratory in one of the public school buildings of Boston has been fitted with all necessary appliances, and placed under the supervision of an expert teacher. Here are taught the manifold practical details of kitchen and laundry work, as well as the domestic applications of modern science.

THE COURSE OF STUDY.

First year. First term: General chemistry, physics (elementary), the household arts, first principles. Second term: Chemical analysis (qualitative), biology (elementary), cookery (theory and practice).

Second year.-First term: Physiology and hygiene, chemical analysis (volumetric), bacteriology (lectures and laboratory), cookery (special practice). Second term: Physiology and hygiene, chemistry (sanitary), practice in teaching classes in cookery, thesis work.

SUBJECTS AND METHODS OF INSTRUCTION.

Chemistry.-Inasmuch as cookery is based upon an application of chemistry to food preparing, and deals with food stuffs and their treatment by fire and water or by other mainly chemical methods, chemistry has been made one of the principal features of the course. After a general introduction and practice in elementary analysis covering the entire first year, the students proceed to volumetric analysis, and, finally, to the careful chemical examination of air and water, as well as of milk, butter, bread, and other foods. formal lectures and recitations. Constant laboratory work accompanies the more

General biology, physiology, bacteriology, hygiene, etc., are of equal importance with chemistry to the expert teacher of cookery. The income and outgo of the human body, its sources of energy, its relation to food stuffs and foods as illustrated by digestion and indigestion, absorption, circulation, metabolism, and excretion-these and many kindred topics, such as food economy, should be familiar to every teacher of cookery. The modern advances in bacteriology, which underlie a scientific comprehension of canning, preserving, refrigeration and cold storage, yeasts, and fermentation, sterilization or pasteurizing of milk, etc., will also henceforward claim a much more considerable equipment on the part of well-informed teachers of the household arts.

Professional work.-The principal object of the school is the fitting of persons, adequately prepared, to become teachers of cookery and the cognate household arts. To this end, therefore, all the other instruction offered is tributary. Side by side with the more general and theoretical training there goes throughout the course instruction in the theory and practice of cookery; and in the last half year the students themselves become teachers, and actually apply in practice what they have learned. Each student is also expected to prepare a thesis embodying careful personal study of some appointed subject relating to the professional work of the school. The following is a more detailed outline of the courses in cookery.

The work is arranged on educational as well as technical lines, and affords both theoretical and practical instruction, which is given in the well-equipped kitchen laboratory already referred to. There are four courses.

(1) The fundamental principles of foods and cookery. The preparation of simple food stuffs, dishes, and courses. with consideration of nutritive values. Cost of materials and arrangement of simple meals

(2) The second course includes instruction and practice of an advanced character. The application of chemistry to cookery; chemistry of foods and calculation of dietaries; public school observation and practice.

(3) After a very careful and thorough study of the essentials of the subject as being most important, a course is given in the making of more elaborate dishes, as fancy breads, desserts, entrées, frozen dishes, cakes, etc.

(4) Cooking for the very sick.

This course affords special instruction in the use and preparation of dishes for the very sick as well as for convalescents. The pupils are thus enabled to make a specialty, if desirable, of training medical students and nurses.

COURSE 2.

(1) Fuels. Constraction of ranges, stoves, use of Aladdin oven. The building and regulation of fires; the use of gas and oil with relative costs of various fuels. (2) The physiological relations between food and the body. Average composition of the body under given conditions.

(3) Composition of food stuffs and a study of the "food principles" thus afforded for the body. The effect of heat with objective points to aid digestion by taste, solution and dilution of food materials, and partial chemical change (or decomposi tion. A study of the physical and chemical properties of foods with experiments to illustrate such properties.

(4) Special consideration of nutritive value. Cost and food value obtained for a given outlay.

(5) How to select, combine, and prepare the most necessary and wholesome food materials.

(6) Practical instructions in marketing as to different cuts of meat and their selection, with relative costs and values.

REQUIREMENTS FOR ADMISSION.

To be admitted to the Boston Normal School of Cookery candidates must not be less than 17 years old, and must give evidence satisfactory to the director, by examination or otherwise, that they possess a good elementary education, and sufficient proficiency in English, arithmetic, algebra, plane geometry, French or German, and history, or equivalent subjects, to make it likely that they are qualified to undertake with success the work of the school, and, eventually, to become teachers. Gradnation from an ordinary high school should in general enable one to enter.

REQUIREMENTS FOR GRADUATION.

Diplomas will be awarded to those who, having completed the course and satisfied all the requirements, have given evidence of their fitness to teach.

FEES.

The tuition fee is $150 a year, payable as follows: Upon entering, $75; on February 1, $75.

Students furnish at their own expense their text-books and dissecting instruments, but in the several laboratories pay only for their breakage.

GIRARD COLLege, Philadelphia, Pa.

[From the report of the president for 1895.]
MANUAL TRAINING.

Our manual training school has had a successful year. There has been a marked increase in the interest shown by the boys in their work. The improvements in the building have been accomplished by still greater improvements in the work of instruction. Every effort is being made to get the best results, to give the boys that training which is best for hand, eye, and mind. Heretofore the metal working has been, to an extent, the center around which the work of the other departments has revolved. That is to say, the work of other departments has been largely preparatory to that of the metal-working section. While this line of work will be contined, it will not be given quite so much emphasis. We do not know what the future of any boy of the college will be. The question for us to consider is, “In what way and by what means can we best develop the special capacities and aptitrades of each boy, so that he may most easily find his proper place in life and become a self-dependent and self-governed man?" The new curriculum now being de eloped and applied enlarges the work of each department, gives it greater variety and more practical worth, places all departments more or less on the same level, and encourages the head of each to make the most of his own sphere of labor.

Some friends of manual training are now advocating trade teaching. Whether this is better than to give mere skill of hand and knowledge of the use of tools is a

EDUCATION REPORT, 1895-96.

question. In Girard College, in which the boys are all very young, I believe that the best results are obtained by giving the all-round training which will enable the lad to employ his time to the best advantage when he leaves the college to earn his livelihood. From statistics it would seem that specializing has not brought the best returns. During the five years ending with 1894 we did some trade teaching in several departments, and yet the number of boys going to mechanical occupations on leaving school was 40 per cent less than during the previous five years when little or no trade teaching was attempted. These statistics may not be, and probably are not, conclusive. We can understand, however, that there are many boys who care more for manual skill than for trade skill, who are pleased with the idea of being taught the use of carpenters' tools, but who lose interest at once when they suspect that they are to be taught the carpenter's trade.

*

#

While we would emphasize the fact that manual training is not trade teaching, we hold that it brings pupils a long way on toward the learning of the trades. This is because the instruction is based on the principles underlying the trades, not in the details of the trades themselves. It is the result of applying the science of educa tion to the learning of trades. As a trained mind is the best preparation for the study of a profession, so are the trained hand and the trained eye the best preparation for the successful acquisition of a trade.

We believe that the problem is now being satisfactorily solved under the wise action of the board, recently taken, first in restoring class teaching in place of the elective system, and, second, in giving to graduate pupils the privilege of taking a special course in any one of the departments of the mechanical school. This will give manual training to all and trade instruction to such as shall desire and merit it.

LASELL SEMINARY, AUBURNDALE, MASS.1

[From the catalogue for 1893-94.]

COOKING.

Since the management of a household is to be the occupation of most women, we endeavor so to train our pupils that this responsible office shall seem to them an interesting and noble one by showing them, practically, in some departments of work, what a vast difference intelligence and skill. forethought and self-possession can make; as, for example, in cooking. For eighteen years women who are known throughout the country as skilled specialists in their work have cooked and explained their methods in the presence of all the pupils.

Miss Parloa, Mrs. Daniell, Mrs. Lincoln, Mrs. Oakes, and Miss Barrows need but to be named to give assurance that the instruction has been the best to be obtained in this country.

We hold that applied science can have no better uses for most girls than in scientific housekeeping-since in no technical art will a little practical knowledge go farther to simplify what is otherwise complicated and laborious; or do more toward what is a chief result of all science-adding to the comfort and happiness of the human race. The application of chemistry and physics to daily living, and of such knowledge of sanitary principles and domestic economy as can be turned to practical use in homes by housekeepers and mothers, seems to us an essential part of girls' education, and not to be neglected. Hence, for instruction in cooking we have a thoroughly furnished lecture room, with raised seats, and the appliances of a wellordered kitchen, and we give the subject a place in the required curriculum. In other branches of domestic accomplishment instruction is also given. Dress cutting and fitting, mending, house furnishing and management, marketing, etc., receive careful attention.

The results have been well tested in homes, and numerous testimonials to practical efficiency from delighted mothers prove the thought and work to be no visionary Better than all is the approval of earlier pupils, bearing now the burden of life in their own homes, who thank us especially for this instruction, assuring us that it has helped them over many hard places in a young housekeeper's life.

one.

The instruction in cooking is arranged for a course of three years-the whole free of cost to pupils, and attendance required of all until satisfactory acquirements have been made. Those who pass examinations in the first year's work are advanced to the second year; those failing are conditioned, or recommitted to the first-year class, as seems best; from the second to the third year pupils are passed in the same manner. The first and second year's work is by demonstrations; that of the third year is done entirely by the pupils in the practice kitchen.

Private classes for personal work, at fixed rates, for any grades, are open to all pupils.

A private institution of secondary grade for girls.