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Concerning the influences which have promoted manual training in the past, the following are mentioned:

STATE AND NATIONAL AID

In one

The state has given aid to manual training in various ways. instance, at great expense, a world-wide investigation resulted in a most valuable report which has been helpful to many. It has been necessary, in some instances, to secure legislation permitting the subject to be introduced into the curriculum of the school, thus authorizing the use of school funds for the purpose. State aid duplicates sums raised by local taxation or subscription for manual-training purposes. The adoption of industrial education as a means of arousing and strengthening the moral nature of the inmates of state reform schools is quite a valuable factor in promoting the cause of educational tool work. If its reformative influence is remarkable, how much more valuable is it as a formative influence in the public school! A few state normal schools have aided the cause of manual training by adopting it in the course of study, yet but little has been done to train teachers in that line.

Congress, in passing the well-known land-grant act, by which agricultural and mechanical colleges were permitted and enabled "to teach such branches of learning as are related to agriculture and mechanic arts, without excluding other scientific and classical studies, including military tactics," greatly helped to promote the industrial-training idea. It established for the first time in the history of the United States a number of institutions in which special applications of science and mathematics were to be taught. Many persons were set to teaching mechanic arts, thus popularizing modern science. From these colleges came some of the present manual-training teachers of the public schools. If investigation were to be made, it might be discovered that the influence of the agricultural and mechanical colleges has extended not only to public-school education, but also to the older classical colleges, and that the late modifications of methods and the introduction of scientific studies in the older colleges are largely attributable to that influence.

PRIVATE ENTERPRISE

It is a notable fact that private enterprise has been quite as effective in promoting the interests of manual-training and industrial education as any other agency. It seems strange that such a valuable factor in educational effort should be neglected by educators and legislators until individual effort called attention to its usefulness. This has been the case in

many of our large cities as well as in the smaller ones. Philanthropists have been quick to recognize this value, and to respond to the public need by establishing such schools much earlier than would otherwise have been done.

INDUSTRIAL EDUCATIONAL ASSOCIATIONS

Industrial educational associations, the educational committees of women's clubs, and other assemblages of earnest, helpful citizens have. shared the honors attending the introduction of educational handwork with the private individuals who pioneered the cause. Vacation schools, charity schools, Indian schools, street waifs' homes, and various other institutions in nearly every city of our land bear witness to the value of intelligent associated effort. The experimentation has been carried on by private enterprise and associated effort in order to show school authorities that they are justified in adopting the manual-training school and in using public money for its support. These associations act as centers of information and sources of inspiration for the public, as well as centers of influence in securing the adoption of the study by initiating rational experiments of a very practical nature.

TRAINED TEACHERS

"A good teacher must be expert in his knowledge of human nature; he must know about the developing processes of the human mind; he must understand the philosophy of education; he must not only be familiar with the best methods of transmitting knowledge, but he must discriminate between methods, and be able to employ the best at the right time."

"What is most needed is teachers who possess sympathetic understanding of human nature, and who will not fail to provide for human interests in the processes they employ. I do want to see teachers (manual training) unite in the attempt to carry out vital educational principles in the processes they employ, principles set forth by all great educators."

To the securing of trained teachers "there can be no more useful nor more effective agency than the state normal schools, and their full duty to public education will not be met until they are aggressive factors in the further development and complete application of industrial training." Complete success of manual and industrial training in the future will depend very largely upon the independent, enthusiastic, self-directed investigations of professionally trained teachers.

PUBLIC EXHIBITIONS

Expositions of manual-training work have aided the cause very materially by exciting the interest and by gaining the moral support of the public, and more especially of those educators and other persons who are familiar with tools. Such exhibitions show very clearly the possibility of handwork for developing orderly, logical methods of procedure. The chief value of educational handwork, the effect upon the pupil, is not, nor can be, an element of a public exhibition, except that the product

shown partially expresses the value of the mental effort of the pupil. This partial expression is read by him only who can interpret it aright. We all know that a valuable residue always succeeds rational effort and conditions higher effort. "An immediate return, either pleasurable or profitable, is the stimulant for the child's willing action, therefore it dampens the ardor of the pupil somewhat to keep his work for an educational exhibit. Were a finished product carried home upon its completion, it would be seen by many who do not attend school exhibitions, and would result in securing rational moral support from whence it is slowest to come."

CORRELATION WITH OTHER STUDIES

If a rational correlation of manual training with other studies were an accomplished fact, its value as an educational factor would be greatly enhanced in the minds of educators and patrons of the schools. Such correlation is at present dependent upon the effort of the professionally trained manual-training teacher. His effort alone is not sufficient to the satisfactory accomplishment of this end. To perfect the correlation, the aid of the teachers of other branches will be essential. This will necessarily require a better understanding of the value of manual training by those teachers, and the intelligent co-operation of both classes of teachers. The conservative spirit existing among teachers of grammar and high school grades will hinder this correlation for a long time to come. Indeed, it may become necessary to require grade and high-school teachers to pass an examination in manual training in both its theoretical and practical aspects, just as it has been necessary to do in regard to drawing and music, before they will be willing' or able to join forces with manual-training teachers.

Such examination is not yet required of manual-training teachers. Before this can be demanded as a requirement, there must be some previous preparation on the part of the teacher, which preparation must be preceded by ability on the part of educational authorities to arrange a course of instruction for teachers with that end in view. Such ability is not yet manifested in the action of educational authorities, and the whole matter of establishing manual training is left to its teachers, whether they be trained or untrained.

The mutual relation existing between history and geography is quite generally understood, and teachers use the one to aid in teaching the other. There exists as intimate a relationship between manual training and mathematics or science as between history and geography. It is also possible to correlate manual training with language study more closely than has yet been attempted by its advocates.

The teacher is expected to know the relation of the subject-matter which it is his special province to teach with that which precedes and

that which follows. A school course is a whole, with its parts arranged and adapted to the stages of development of the child. Manual training is held aloof from the unity of the school course; it is only nominally a part of the course. Its present status will continue until an intelligent, persistent effort is made to place it on an equal footing with other branches. When correlated with those branches it will command the respect which is its due, because it will then be able to accomplish those rational ends which, at present, it only approximates.

NOTE.

GEORGE A. ROBBINS, Graham School, Chicago,

Chairman.

J. L. SNYDER, President Agricultural College, Michigan.
A. J. ROGERS, Principal High School, Milwaukee, Wis.
J. E. HOYT, Superintendent of Schools, Menomonie, Wis.

There are many other points on both sides of this question which are worthy of consideration, but which could not be brought within the limits of this paper. Among them are the influence of the sloyd and polytechnic schools; of the college and the university; the miscomprehension of the subject by the general public; the influence of freehand drawing and art studies; of the National Educational Association; of the kindergarten; of industrial education of the freedmen of the South; and of child-study.

DEPARTMENT OF ART EDUCATION

SECRETARY'S MINUTES

FIRST SESSION.-FRIDAY, JULY 8, 1898

The department met in Luther Place Memorial Church, and was called to order by the president, Miss Harriet Cecil Magee, of Oshkosh, Wis., at 3 P. M.

Professor Howard Helmick, of Georgetown University, welcomed the members of the department. The president responded, and followed with her address on "Nationality in Art."

A paper was read by Mr. Fred H. Daniels, of Buffalo, on “The Supervisor of Drawing in the Public Schools." It was discussed by Mrs. S. E. W. Fuller, supervisor of drawing, Washington, D. C., and Miss Gertrude Stoker, supervisor of drawing, St. Paul, Minn.

Professor M. V. O'Shea, of the University of Wisconsin, read a paper entitled "Some Pedagogical Principles which should Govern the Teaching of Drawing," which was discussed by Mr. Ernest L. Major, Normal Art School, Boston, Mass., and Dr. Langdon S. Thompson, Jersey City, N. J.

The report of the committee appointed to consider the relation of the library to art education, consisting of W. M. R. French, director of the Art Institute, Chicago, Ill.; Professor W. H. Goodyear, New York, N. Y.; Miss Ruth J. Warner, Brooklyn, N. Y., and Miss Emily J. Miles, Denver, Colo., was read by Miss Miles.

Dr. Thompson, of Jersey City, proposed the following resolution :

Resolved, That a committee of ten shall be appointed by the president of the Art Department of the National Educational Association, the president herself being a member thereof, for two purposes:

1. To determine, in the light of psychology, environment, and experience, a proper basis for a course of study in elementary art education, including form study, manual training, drawing, and the study of art works. 2. To outline in a general way such a course of study for the commmon schools.

After considerable discussion, the resolution was adopted, and the president announced that a committee of ten would be appointed at the next meeting.

It was then moved and carried that a committee be appointed by the president to carry out the suggestion made in her address concerning the co-operation of the various state and sectional art associations with the Art Department of the National Educational Association.

The following committee was appointed for this purpose:

Miss Myra Jones, Miss Emily H. Miles, Walter S. Goodnough, Charles F. Wheelock, and William A. Mason.

The following nominating committee was appointed:

Charles M. Carter, Denver, Colo.; A. S. Downing, Albany, N. Y., and Miss Mary A. Woodmansee, Dayton, O.

The meeting was then adjourned.

SECOND SESSION.- MONDAY, JULY II

The meeting was called to order by the president at 3 P. M.

The first paper presented was entitled "The Function of Art in the Education of the American Citizen," by William Ordway Partridge, sculptor, Milton, Mass. In the

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