DRESS CUTTING.

An opportunity is given to learn dress cutting by the most approved method. The best dress cutters are always in demand, and receive high wages. Some of our former pupils are now earning their living by this; others doing all the work at Lome. Many a woman who fails in music or art might excel in some handicraft. Foolish prejudices must yield to the increasing necessities of the age. The department of dress needs the influence of educated women. The actual work done in this branch has shown its practicability.

MILLINERY.

Like thorough instruction is offered in millinery; the pupils, if they wish, making their own hats or bonnets. The success in this class has been encouraging.

MENDING.

We do what time permits to teach those who need it, how to mend their clothing. The matron will give special attention to any for whom her offices are requested. Tuese, like other studies, may not be suited to all; but to many they will furnish added elements of independence and strength for the needs of life.

All is furnished at the lowest possible expense. It is not proposed to make money, but to fit our girls to be self-helpful.

UNIVERSITY SCHOOL, CLEVELAND, OHIO.1

[From the catalogue for 1894–95.]

The aim of University School is to develop the pupil symmetrically in mind and o'y, to impart to him as much as possible of useful knowledge, and to aid him in a quiring healthful and manly habits and in forming an earnest and upright character.

The courses of study are arranged with the aim of fitting pupils to enter any college or technical school, and of giving a good education to those who intend to go from the school immediately into business life. During the first four years the work is substantially the same for all pupils. For the last four years the course is so planned that each pupil may pursue such studies as will fit him for his future work. The studies are arranged in two courses, the scientific and the classical. The aim o the classical course is to thoroughly prepare boys for the best American colleges, ere being taken that, without detriment to his general scholarship, cach boy shall be fitted in every subject required by the college of his choice.

The scientific course is designed to meet the wants of those who desire to prepare themselves for business or for technical schools. The special aim is a thorough training in the English branches. The study of some language, ancient or modern, is required, as essential to a proper mental development. For pupils preparing to enter a technical school, the work in Latin, German, and French is adapted to meet the requirements.

The study of mathematics, science, English, and history forms a part of each course, and is regarded as essential for all.

The work in manual training is begun in the first year with free-hand drawing, which is continued during the second year. In the third year this is replaced by elay drawing or modeling, and in the fourth year by wood carving. This is followed i the fifth year by mechanical drawing and wood work, in the sixth by mechanical drawing and metal work, and in the seventh by mechanical drawing, forging, and machine work. In the eighth year are introduced the study of engines, boilers, and other machinery, experimental work, and the visiting of manufacturing establishments.

The pupils in the classical department are not required to take all of the shop work, but it is believed desirable for the best development that all should follow the course through the fifth year. Classes are so arranged that older pupils may, if they wish, de special work in free-hand drawing or in wood carving.

TYLER SCHOOL, PROVIDENCE, R. I.2

[Statement of E. B. May, sloyd teacher.]

The work is intended for educational purposes, and is a part of the regular school cours, which covers the primary and lower grammar grades. The boys are obliged to give two hours a week to mainai training.

The school is parochial, and is under the immediate supervision of the rector of the cathedral. It is supported by the church, there being no charge for tuition.

The course is the Swedish sloyd, as adapted to American schools by Mr. Gustaf Larsson, of Boston, Mass. There are 31 models, intended to cover three years' work. There are also 15 preliminary models for pupils of the lower grades. There are 6 classes of 8 to 16 boys, with a total of about 80.

The average age is about 11 years.

The method of instruction, owing to the small number in the classes, is almost wholly individual.

A working drawing is first made by the pupil from a model belonging to the school, and from this drawing he afterwards makes a similar model. This shows him the connection between the working drawing and the model, and also why certain lines, etc.-dimension lines, for instance-are necessary.

Each pupil is allowed to advance as rapidly as he is able, not being obliged to wait for those slower than himself.

The building itself is of the common style of school buildings, four stories in height, and contains ten class rooms and hall beside the manual-training department.

The equipment is as follows: Nine double and two single benches. The double ones each have 1 common ripsaw and 1 cutting-off saw, and on each side 1 10-inch backsaw; 1jack plane; 1 smoothing plane; 1 block plane; 1 marking gauge; 1 sloyd knife; 1 spokeshave; 1 bench hook; 1 5-inch try-square; 12-foot rule; 1 hammer; 4 chisels. There are also a number of common tools-files, braces, bits, turning saws, etc.-at the sides of the room. There are several foot-power machines, but they are not used by the boys.

The drawing room is fitted up with adjustable desks, cases for drawing boards, materials, etc.

The cost of equipment is stated as being $1,600. The annual expense is from $1,200 to $1,500, including the teacher's salary.

Outside of the skill obtained by the pupils there seems to be very little to show for the time spent.

The age of the boys is considerably against very great results, as the majority are under 12 years.

UNITED STATES INDIAN SCHOOL, CARLISLE, PA.

[Statement of A. J. Standing, assistant superintendent.]

This school has practiced industrial and manual training from its beginning, seventeen years ago. The object of such training has been instruction, occupation, and utility.

Beginning, as this school did, with a class of pupils who had no knowledge of the English language, it was not practicable to give instruction by any course of lessons or explanation of processes. Of necessity, therefore, skill in any trade had to be acquired by observation and practice. A competent mechanic was placed at the head of each workshop, whose duty it was to show the apprentices how to do their work. The education has been wholly practical, the carpenters working on necessary buildings and repairs for the school; shoemakers and tailors on articles needed for school use; tinners and harness makers on supplies required by the Government; blacksmiths and wagon-makers on necessary work for the school farm and in building wagons for Government use at Indian agencies. The instruction from the first, therefore, has been productive and at a small cost, for the reason that the various mechanics employed as instructors have done, with the help of their apprentices, the work of the school in their various lines, which otherwise would have had to be done · by outside mechanics. This system was the only one open to us under the circumstances, and we also think that with undisciplined and uneducated minds it was the best system to pursue; there was not the ability to appreciate a progressive technical course, but the lowest intellect can derive some satisfaction from being able to make something complete, as a tin-cup, a pair of shoes, a horseshoe, a table, etc. Another feature of this system is its great utility to the school, keeping us supplied with many articles which, if not manufactured here, would have to be purchased, combining therefore instruction, occupation, and production.

The system that experience has shown to be the best for us is a half day in the workshop and a half day in the schoolroom for all. Thus each teacher and mechanical instructor has two complete sets of pupils, changing each Lalf day, and the whole reversing each month; so that neither set of pupils will be confined too long to the same daily period at school or work.

While the foregoing applies more especially to the instruction given to the boys, the same system is pursued with the girls, but with a les variety of occupations, they being instructed in all that pertains to household work, plain sewing, dressmaking,

cooking, and some tailoring; but nothing for girls has been attempted aside from these usual and necessary lines.

The school is purely a Government institution for the education of Indians; it is supported by Government appropriation at the rate of $167 per capita per annum, all Indians of the United States being eligible without charge except the Five Civilizel Tribes.

The graduating point of the school is somewhat in advance of the ordinary grammar grade. Pupils are of all ages, from 8 to upward of 20 years, some entering as adults, without any education whatever or even knowledge of the English language. They are therefore of all grades, from the adult primary to the graduating point. Industrial training in the workshops commences when the pupil is of a suitable age, and if already grown, when they have made selection of the particular trade which they wish to learn.

For the younger pupils a sloyd department has been established in connection with the class-room work at the schools, where the instruction is purely educational. A modification of the Swedish system is used by a competent teacher trained in Sweden. A basement room in the school building has been fitted up for this purpose, which is light and sunny and well ventilated. Ordinary manual training benches made in the school workshops are used in this department, the equipment being simple, but sufficient.

Observation by the teachers leads them to the conclusion that sloyd instru tion quickens the interest of the younger pupils in their studies and makes them more practical and active. In the matter of discipline it is also helpful, makes them more cheerful and intelligent, and gives them pleasant exercise, developing a taste that will in a marked degree determine their future. It is also expected that when the pupils now in the sloyd department are passed on into the trade shops they will make much more skillful and intelligent mechanics.

The school workshops were formerly cavalry stables; they occupy three sides of a quadrangle, the buildings being one story brick, 40 feet wide, with 12-foot ceilings, and a total length of 332 feet.

The constant aim has been not to introduce a multitude of expensive appliances, but to work with such tools as a young man could easily purchase for himself, the idea being that the use of hand tools makes the best mechanics.

In the printing office, which is extremely valuable as an educational and industrial factor, there are published two papers, all the mechanical work being done by the students. The office is the second story of a building 40 by 70 feet; it is well⚫ lighted, and supplied with a cylinder and three smaller presses, and is a wellequipped office, the plant being valued at about $3,000. The motive power is now electricity.

The buildings occupied by the workshops are valued at about $8,000, the planti.e., tools, etc., exclusive of the printing office-probably $2,000 additional.

The annual expense of maintenance is very small, for the reason that all the operations are productive, with very little waste material, and the labor of instructors conuts in actual work done for the school. Instruction is therefore practically without cost.

Experience has demonstrated, in the case of this school at any rate, that literary progress is almost as great under the half-day system with an evening study hour as by having all-day school, while the gain to the class of pupils under instruction in other ways is of inestimable value, contributing to their education, health, and discipline.

Another result of industrial education is that it preserves an equilibrium between the abstract and physical in education. It also gives the student an advantage by opening another avenue for excellence which he may pursue simultaneously with his literary work. The dull student has also a chance to achieve excellence industrially where he may be a positive failure in the schoolroom. This success, of course, gives him encouragement and self-confidence, so that by the end of his five years' school term he may be sufficiently well equipped in his chosen trade to enter the labor market himself.

In order that a distinction may be made in the workshops between those who are active and intelligent and those who are lazy and unprogressive, a system of grading has been established, promotions being made from one grade to another by examination at the end of each quarter, grades being that of helper, apprentice, elve eat apprentice, and journeyman, no one being graded until having worked at a trade four months and shown sufficient ability and adaptitude to follow it up.

Whatever may be the experience elsewhere, at this school we could not do without our industries, the theory of the education here given being first & knowledge of the English language; second, some industry that will give ability for self-support; an lastly, a knowledge of books or purely literary education.

EDUCATION REPORT, 1895-96.

SOLDIERS' AND SAILORS' ORPHANS' HOME, XENIA, OHIO.

[Extracts from State laws relating to the home.]

The trustees shall afford to all pupils under their charge such literary, technical, industrial, and art education as can be made accessible to them. The trustees shall have power to establish schools for the purpose of education, and shall also establish and maintain within the grounds of the home shops wherein suitable trades may be taught and practiced in a thorough and comprehensive manner; and under their regulation the superintendent shall have power to employ the proper persons to teach the pupils under their charge and to dismiss such instructors for cause.

The trustees, and, under their regulations, the superintendent, shall have power to purchase books, materials, tools, and machinery necessary to carry out the said purposes, and to dispose of the productions of the pupils to the best advantage of the institution.

Those pupils working inside the institution shall be entitled on their discharge to the net earnings during the two years previous, to be approximated by the trustees; and, under their regulations by the superintendent, the pupils shall have the right to select for themselves such trade or occupation as they may wish to engage in, but every pupil, male or female, remaining in the institution after having completed his or her fourteenth year, except in case of disability or ill health, must devote himself or herself for part of his or her remaining time to the learning of one of the occupations provided for, and when the pupils are discharged the trustees, through the superintendent, shall, so far as practicable keep in communication with the pupils, to enable them to report to the governor and general assembly in regard to these children of the State.

The curriculum of the studies of the home of those having passed the thirteenth year shall be such as to assist them most effectively in their future pursuits. The division and assignment into schools and classes shall be so regulated that the pupils may have the benefit of instruction in approved literary branches at such hours as would appear to be most practicable, whether given in evening schools, half-time schools, or in schools during certain seasons only.

Whatever branches of industry the trustees may find it proper to introduce shall be taught and practiced in such a thorough and comprehensive manner, that the Soldiers' and Sailors' Orphans' Home shall be considered as a model school for these particular branches; and said board of trustees shall have power to make all necessary arrangements to carry into effect the purposes of this chapter.

It shall be the duty of the superintendent of the Soldiers' and Sailors' Orphans' Home, located at Xenia, Ohio, four weeks before each child that has been admitted, or may hereafter be admitted there, arrive at the age of 16 years, to ascertain what, if any, trade said pupil has learned while at home, and what trade or business each of said pupils so arriving at the age of 16 desires in the future to engage in; thereupon said superintendent shall forthwith cause a notice to be published in two newspapers printed and of general circulation in the State, one of which shall be published in the county which said pupil was sent from, that said pupil desires a sitnation in the business, as the case may be, and desires a home in a respectable family, and compensation to be paid to such pupil as the employer may agree upon with said pupil and the superintendent. The said superintendent shall answer all communications and inquiries relating to the securing a respectable home and employment for said pupil and keep a record thereof, which shall be kept open to public inspection.

EXTRACTS FROM REPORTS FOR 1894.

[From the board of trustees.]

We have in the institution 272 children over 14 years of age-boys, 153; girls, 119. Two hundred and sixty-nine are receiving preliminary instruction in industrial pursuits. The importance of industrial training can not be overestimated.

The clothing department furnishes a good illustration of what may be accomplished in the way of economy, as well as the great advantage these industries are to the boys and girls. To do the work of this department, there were employed in 1890, 19 lady assistants; in 1891, 25 lady assistants; in 1892, 27 lady assistants.

Since the introduction of machinery and the conversion of the department into a school of industry, the present foreman and instructor, with one lady assistant, aided by his pupils, manufactures all the clothing for the children.

Many other occupations are doing equally well. The interesting reports showing the condition and progress of all of them are herewith published, and deserve special attention. During the year there has been organized a school of telegraphy, and as soon as the necessary funds can be commanded we hope to see a school of electricity established.

[From the superintendent.]

1149

In no other year of the history of the institution has the manual training department made a better exhibit. The introduction of first-class machinery, especially in the printing, clothing, shoe, baking, and engineering departments, has successfully demonstrated the wisdom of training these children in habits of industry and to be self-supporting. The reports of the heads of departments show that the labor of these children has been utilized in the interest of economy. In every department savings are shown, aggregating many thousands of dollars.

It is the intention, as near as possible, as Henry Ward Beecher said, "To find the bent of each child." That this is so, the vocations followed by many of our graduates and ex-pupils give ample proof.

It is noticeable that the greater number of our children take pride in their trades, and the hours devoted thereto do not lessen their interest and standing in the schools. A child in every instance employed a half day at industrial training will keep up in the study room with a child who goes to school all day.

Pupils learning trades.

Occupation.

[From the chief matron.]

The school of domestic economy, in charge of Miss Belle Pigott, continues to instruct successfully our girls in practical and scientific housekeeping and dressEverything that tends to elevate making, thereby dignifying domestic service. labor and make our pupils self-reliant, as well as thorough and competent in all the branches taught in schools of a like nature, is here promoted and sustained.

[From the printing office.]

At the time of my last annual report 25 boys were at work in the printing office; since then 11 have been admitted and 14 discharged, leaving now on the roll 21

names.

The work of the department is conducted with the fact constantly in view that this is a manual training school and not a commercial printing office; that is, that the work is done not for its own value, but to teach how it should be done. The elort is made to give each boy who works two years as a half-day pupil a knowledge and experience in the trade at least equal to that of the usual apprentice of a full year's experience. Each one, besides typesetting, is given experience in making-up, pre-sfeeding, and other miscellaneous work of a printing office; and one boy in each half-day's force is regularly detailed to do the job printing, which, though limited in variety and mostly plain in character and of standard forms, gives fully as varied an experience as would be acquired in the same time in any office.

of the boys discharged the past year 7 have been reported to me as working at printing, though 2 of these gave up their situations to attend school. Of the others, Some are working in different lines of business and some have not written as to their employment. The past record of the department is still sustained that more boys from this department find good positions and continue to work at the trade after their discharge than from any other of our industrial departments.

[Report of shoe shop.]

I have had an average of 22 boys at work learning the trade. discharged; all are fully able to make a living at the trade.

Twelve have been

The work of the past year has been 2,115 pairs of new shoes, worth $1,972.50, and the