TT 187 .S27 Copy 1 ^yI:ols^oa-I^J^T^BCs OF THE Industrial Education Association \T^T T XT^ a t Entered at the Post Office at New York ) Bi-monthly. VOL. 1. INO. 0. ■( City as second class matter. i Price, $1.00 a yeab. The Slojd in the Service OF THE School BY OTTO SALOMON, Ph. D., Director of the Normal School for Slojd Instruction, Naas, Sweden. Translated by WILLIAM H. CARPENTER, Ph. D. of Columbia College. EDITED BY NICHOLAS MURRAY BUTLER, Ph.D., President of the Industrial Education Association. NEW YORK. Industrial Education Association. NOVEIUBER, 1888. Twenty Cents. College for the Training of Teachers. 9 UNIVERSITY PLACE, NEW YORK CITY. The Industrial Educatiou Association has founded the first purely professional school for teachers in this country. It is not a normal school, but a training college. Students of both sexes are admitted on passing the required examination. The course of study occupies two years and includes psychology, the history and science of education, methods of teaching, school organization, natural science and the con- struction of simple illustrative apparatus, the history of civilization and the philosophy of history, the kindergarten, observation and practice in the model school, etc. Special attention is given to training in indus- trial art, domestic economy, mechanical drawing, and wood-working. In all these departments the demand for trained teachers far exceeds the supply, and there is an excellent opening for competent teachers. The exercises of the present academic year began on September 24:th. The entrance examinations for the year 1889-90 will be held on June 18 and September 17, 1889, at the College building, New York City. Tuition, $60 per annum. Board and lodging can be obtained at mod- erate prices. A limited number of scholarships have been established to aid deserving students. FACULTY. Nicholas Murray Butler, Ph.D., President, and Professor of the History and Institutes of Educatiou. Julia Hawks Oakley, Professor of Domestic Economy. Hannah J. Carter, Professor of Industrial Art. Angeline Brooks, Professor of Kindergarten Methods and Director of the Kindergarten. John F. Woodhull, A.B., Professor of Natural Science. Ada L. Fairfleld, Professor of Methods of Teaching, and Lecturer on History, Arthur Wesley Chase, B.S., Professor of Mechanical Drawing and Wood- Working. LECTURE'RS, 1888-9 President Thomas Hunter, LL.D., New York City Normal College. Superintendent W. N. Barringer, Newark, N. J. Prof. W. O. Atwater, Wesley an University. Superintendent C. E. Meleney, Paterson N. J. Superintendent N. A. Calkins. New York. Prof. H. M. Leipziger, New York. Dr. Jerome Allen, Editor of the School Journal. Col. Erancis W. Parker, Cook County Normal School, 111. Walter S. Perry, Esq., Pratt Institute. Dr. William A. Hammond, New York. Prof. H. M. McCracken, University of the City of New York. Dr. J. A. Reinhart, Principal of High and Normal Schools, Paterson, N. J. Principal W. M. Giffin, Newark N. J. Miss L. E. Fay, Supervisor of Drawing, Springfield Mass. Prof. W. R. Ware, Columbia College. Prof. H. T. Peck, Columbia College. Dr. W. H. Carpenter, Columbia College. Dr. W. A. Dunning, Columbia College. Dr. D. K. Dodge, Columbia College. George H. Baker, A.M., Columbia College. For detailed information, circulars, etc., address NICHOLAS MURRAY BUTLER, Ph.D , President of the College for the Training of Teachers, 9 Uoiversity Place, New York City. nyi:oi^oc3-i^.A.:px3:s OF THE Industrial Education Association Vz-kT T "Nrr\ A i Entered at the Post Office at New York ) Six NtTMBKRS a Ybak. VUii. X. X>U. U. ^ City as second class matter. ) Pbice, $1.00 a ybab. The Slojd in the Service OF THE School / BY OTTO SALOMON, Ph. D., Director of the Normal School for Slojd Instruction, Naas, Sweden. Translated by WILLIAM H. CARPENTER, Ph. D. of Columbia College. EDITED BY NICHOLAS MURRAY BUTLER, Ph.D., President of the Industrial Education Association. NEW YORK. Industrial Education Association. NOVEinBER, 1S88. Twenty Cents. vA/^ ^' TRANSLATOR'S PREFACE. The essay that follows has been translated, with the sanction of Mr. Salomon, from an article that appeared in German under the title : Der Sl'djd im Dienste der Sc/mle, Arbeiterfreund, Heft j., Jahrg. 1886, and was afterward issued in pamphlet form. The English translation, it is perhaps hardly necessary to state, has been made to follow as closely as possible the letter of the original. If devia- tions occur they are such as were judged necessary in the change of idiom, but are, it is hoped, only in form and not in sense. The Swedish word Sl'djd has been retained with its proper orthography ; there is no good reason apparent why an attempt should either be made to translate it, or to write for it its phonetic equivalent. It has, by this time, surely acquired the right to be considered a proper lexi- cographical element of English ; the more so, as there is no single word in the language to express the idea it un- mistakably conveys. It is only necessary to bear in mind, once for all, that in its pronunciation oj is practically equivalent to the English oi. W. H. C. Copyright, 1888, BY THE Industrial Education Association. The Slojd in the Service of the School. " Public education is the real vital question of our time." If the term winged is to be applied to any words of Fichte's then surely is this entitled to be reckoned among them ; in the sense, namely, that it is true, not only at a special moment, but for all times and circumstances. Much is said of "great questions," but, strangely enough, the speaker has often in view only a reform of the taxes or the organization of the army ; questions indeed weighty, but always of more or less incidental importance. Only one question can be called in the full sense of the word great, a vital question not for one, but for all time ; that is the question of education. If the real reasons for phenomena and their mutual relationship in religion, soci- ety, or politics are observed, or, perhaps better stated, are inquired into, it will be found, beyond a doubt, that every occurence of this character either runs out into a question of education, or through such a question receives its final solution. And why ? Wholly, as a matter of course, be- cause the future belongs to the young, and every develop- ment arrived at through education will sooner or later impress its stamp upon the thought, energy and action of the coming generation. That the teacher, the educator €a: professo^ should cherish such a view of the importance' of his labor is, indeed, less strange, but those who do not stand in close relationship to the school, also share this idea. The history of our day shows distinctly that the arrangement of instruction within purely practical limits forces itself more and more into the foreground, and that n^^uqqq i8o The Sl'djd in the Service of the School. 4] the men who direct the affairs of state have an eye thoroughly open to the significance of the school in mod- ern civil society. They well know that the political party that holds power over the educational institutions and makes them the expression of its own ideas has to a cer- tain extent placed itself even in possession of the future. They know that it is less, perhaps, in societies and meet- ings than it is in the school where the views of coming generations must be formed. Belgium, and possibly also Austria, under the banner of Catholic reaction, and France under that of radicalism and free-thought, show plainly enough what a weighty factor the educational question has become at the present day in the life of the state. He, too, who only follows such questions with a passive interest cannot help but remark that in our day much is going forward in the school ; that the whole system of instruction, public as well as private, is in a sort of process of fermentation. Out of very different camps march storming parties against existing forms. New tasks are allotted to the school ; new subjects of instruction, or, at least some considered new, are defended. One will ex- clude from the curriculum the one or the other branch of study ; another will introduce something new. Only in one point does there appear to be tolerable unanimity, namely, in this, that something must be done lest the school, the higher as well as the lower, shall gradually run into a cid-de-sac ; or perhaps somewhat more mildly expressed, the young, and through them society, must be assured a sufficient recompense for the time and labor which the school finds itself obliged to lay claim to for its purposes. One of these questions, and certainly not the one least capable of attracting to itself the attention of the public, is the Sl'djd, physical labor in the service of the school. It is beyond doubt a great error to regard this particular educational question, which is coming more and more into 5] The Sl'djd in the Service of the School. i8i the foreground, in any other manner than in connection with other contemporary phenomena in the field of peda- gogy. By means of its material nature and condition, if one can so use the term ; because of results from certain points of view already visible, the Sl'djd, perhaps in a higher degree than any other existing or suggested branch of instruction, has been able to attract attention and a warm enduring interest, and this by no means in the lowest degree among those who have no connection with the school. This is, without a doubt, the condition of things, but just here one must take care, from a pedagogi- cal standpoint, not to give to this movement for Sl'djd instruction another significance than with right belongs to it. It is, namely — and the manner of its appearance in different countries proves this point — nothing else than a definite side of the universal reform of instruction, and is, accordingly, not to be considered or treated in any other way. That this point should be established is of decisive weight ; for otherwise it might easily come about that the centre of gravity of the question might be shifted, and it would, consequently, be less to the purpose to place the Sl'djd in the service of the school, than the school in the service of the Sl'djd. In the discussion of these opposing points it cannot be strongly enough emphasized that the present movement for Sl'djd instruction is never to be viewed in the same light with a similar effort tending in the same general direction. As a whole, this agitation for Sl'djd instruction is divided, into two different movements, which, although confused by superficial observers, in reality have nothing in common except the name. The one is of purely na- tional-economical significance, in that it is based upon the fact that domestic industry is decreasing more and more, and sets itself the task of taking measures to teach the rural population, especially fitting Sl'djd labors for home occupation, whose products may be applied either in the 1 82 The Slojd in the Service of the School. [6 house itself, or may serve directly for sale. This Slojd movement sees in the school the means for extending Slojd skill. The universal and real object of the school to be an educational institution for the training of its pupils must, in accordance with this movement, retire into the background before the design to give to the pupil the requisite skill to prepare certain objects destined either for sale, or for domestic use. In the choice of such labors, then, the decision must be made from points of view quite other than pedagogical. It can neither be taken into con- sideration, nor should it be, whether the kind of labor, or the method of instruction employed are of a character to influence profitably the education of the child. The objects produced become the essential part; the worker himself, on the other hand, is an incidental part. The support of domestic industry is the solution of the problem, and the most powerful factor thereto, the school, is with- drawn from its actual, definite task and compelled to serve purposes foreign to it. It is wholly different with the other movement that desires to place the Slojd in the service of the school. Manual labor arranged on pedagogical principles is, in many respects, an extremely efficient means for the educa- tion of children. It desires, therefore, to introduce the Slojd into the school, not for the furtherance of the Slojd, but because it believes that the school, by means of this branch of study, will exert an influence, in a manner more perfect and as many-sided as is possible, upon the devel- opment of its pupils. Not the products of labor, but the laborers themselves are, according to this idea, the most important part. Whether the objects produced during instruction have a higher or lower market value ; whether the children shall in the future perform the same labors, or not ; whether the kinds of Slojd with which the pupil is occupied in school are the best fitted for trade and home occupation — all these, and other points of view, are but 7] TJie Sl'ojd in the Service oj the School. 183 incidental. They are as little to be taken into consid- eration in the arrangement of instruction as though, for instance, in the adoption of a school-book its practicable- ness after the completion of school should be considered ; or as if the black-boards, ruled writing-books, and copies should be removed from the school-room because the children must, in the future get along without their aid. The kinds of Sl'djd and their methodical arrangement are here only means and must be so regarded. They have, so far as the school is concerned, in themselves no other right, save in the measure they are fitted to perform the especial educational purposes to the attainment of which the school applies them ; and the educational value that they have is the only standard by which to judge them. A not unimportant part of the opposition, which — perhaps less in Sweden than in other countries — has arisen against the introduction of the Sl'djd into the school, is, without a doubt, based upon a very explicable con- fusion of these two movements, so different in means and purpose, on the part of such teachers as stand aloof from the movement. Many a teacher, perfectly well cog- nizant of the difficulties met with in carrying out, even approximately, the many and weighty requirements that are the specific task of the school, perhaps mistakenly believes that 5/(9/V/ instruction will necessarily decrease the efficiency of the school and will turn it aside into direc- tions foreign to its educational aims. It is not strange that he will not give his co-operation if he, with all respect for the advantages of domestic industry, still doubts whether it is right to lead the school away from its own high purpose on to foreign ground, however worthy of attention the same may be. The opposition, or, at least, the impassiveness toward the question of Sl'djd instruction in which teachers often persist, is based, accordingly, to no slight degree upon a false conception of its real meaning. 184 The Slojd in the Service of the School. [8 What educational signification has, then, the Slojd, and what are the purposes that may be claimed for it, if it enters into the service of the school ? The answer to this is naturally to be stated differently, according as the one concerned represents this or that pedagogical point of view. The disciples of Herbart will intensify the views and conceptions which the course of instruction treats by means of the self-dependence of the pupil. From this stand-point manual labor will be a new bond to unite concentrically the different courses of instruction, without its being necessary on this account to renounce the fruits that Slojd instruction produces in and by itself The supporters of the pedagogical system of Frobel desire, in so far as they follow out the consequences of the teachings of their master, to introduce into the actual school, in this direction too, the method of the kindergarten, where occupations form the real foundation of education and instruction. Others, by whom the difference between pri- mary and technical educational institutions is not clearly enough accentuated, desire that the Slojd shall assume in the school the form of a kind of preparatory mechanical education, in which the trades shall be represented as much as possible. Others, again,' — and most of those connected with the school who have gone to the heart of the matter belong, certainly, to them — see in the Sldjd arranged according to pedagogical principles, an efficient educational means of high significance. They know and acknowledge that manual labor rightly arranged and rightly conducted is capable of awakening and strengthen- ing in children certain qualities of unconditional value, not only for the school, but also, and before all else, for life. What they desire to attain by means of the Slojd is, accordin^ifly, — the expression may, after all, not be understood by those who are able to grasp this idea from the one side only — a formal education ; and all may be tolerably well convinced that principally in this character- g] The Sl'djd in the Service of the School. 185 istic, as an efficient educational means, the S Idjd w'lW later on be able to conquer its rightful place in the curriculum of the school. The aim of education is, beyond question, to bring about a development as many-sided as possible. The pedagogi- cal value of a subject of instruction or practise easily shows, when viewed in connection with other subjects, to what degree it can assist in this development. Since, in consequence of the many-sidedness of the qualities and powers which the educator has to regard, no subject alone is capable of taking into consideration all sides of the formal education, such a choice of the different educational means must naturally be sought that they shall mutually supplement each other and together form a whole. If, then, a new subject, as such an educational means, is to be introduced into the school, then it is necessary to inquire what side of the development it can and must promote ; as well as whether from it is to be expected a complete educational result. If it is then shown that this side had already sufficient attention, then the suggested subject is, in this respect, superfluous. If the contrary is true, it is to be and must be given place with the other subjects, unless the effort for a harmonious education is to be with the educator only a meaningless catch-word. The history of the introduction of drawing and gymnastics into the school furnishes pertinent examples on this point. The value of the Sl'djd as an educational means is, comparatively speaking, many-sided. Beside the skill to turn the hand to useful labor, which is taught the children to their undeniable advantage, it is also capable, in other ways of assisting to a notable extent in the development of various powers and qualities valuable in after life. Among these are to be mentioned love for labor, and, as a direct consequence, industry and persistence. Self-reli- ance, exactness and attentiveness are other characteristics that are demanded in the Sl'djd^ and, accordingly, also 1 86 The Sl'djd in the Service of the School. [lO attain development through it. That the Sl'djd^ like draw- ing, helps also to sharpen the eye and to educate the sense of form is obvious. Finally, as an object of Slojd instruction may also be cited that through it the pupil will be inspired with a respect for manual labor ; as well as that the school through it will be better able to further the so necessary physical education than has heretofore been the case. On both these last points of view a few words are in place. Respect for manual labor ! Yes. Who does not in our day entertain at least a theoretical respect for manual labor and for the laborer himself; yet, be it incidentally remarked, less for them as individuals, than as members of the whole class, that in and with the labor unions begins to conquer for itself a certain significance, and consequently must, with other factors, be taken into account. But how is it, then, in reality, with this "respect".'' How many fathers of the more educated class allow their sons, with- out its being positively necessary, to become mechanics, or to devote themselves otherwise to manual work t And is there not to be found among the laborers themselves the wish that their children may become something "better," that is, be reckoned as belonging to another class } This is not to be explained by the supposition that the more theoretical occupations usually offer to those who follow them greater pecuniary advantages than those which, for example, the mechanic or the skilled workman in a manu- factory can obtain, for this is, by no means, always the case. On the contrary, the reverse comes often enough to pass ; an experience that many, who have sacrificed for their studies much time and money, have had to their own sorrow. No ; the true reason is that this strong prejudice is, perhaps, inherited from the times that regarded manual labor as an unworthy occupation for the free citizen, and therefore paid to it less respect than to another kind of activity. And our educational institutions, the lower as Il] The Sl'djd in the Service of the School. 187 well as the higher, have hitherto surely not done much to counteract this harmful prejudice, but, on the contrary, have possibly contributed to strengthen it. From the fact that they almost exclusively lay weight only upon theoret- ical knowledge and aristocratically avoid occupying them- selves with manual labor, they have instilled into their pupils, generation after generation, the conviction that this labor is, in reality, of only subordinate worth. It is, then, not to be wondered at that these pupils when they come out into active life imagine that the extolled ''education," with which they have been made happy, is connected, in no immaterial degree, with an emancipation from manual labor, according to the general significance of this word. Surely, it is not too soon for the school to awaken to a knowledge of what it has, in this respect, on its conscience, and to endeavor to some extent to make good that which it has neglected. Too many lives are wasted through the imperfect conceptions imbibed during development ; and they may rightly charge the school that it has made them at least to a certain extent, what they have become. Many a youth, who, perhaps, could have been a skillful mechanic or an able agriculturist, the school, with its one-sided prejudice for theoretical occupa- tions, has led away to another field for which he was not fitted, to his own loss and to the detriment of society. Precisely in our time, when social questions crowd them- selves so irresistibly into the foreground and demand solution, when one class is incited against the other, it is surely not of immaterial significance if the school, where the future ideas of life are fostered, does not endeavor to inculcate, not only through the word, but also in very deed, the ethical value of all honorable labor, be it of the body or of the hand. For there is truth in the saying of Rousseau that "children easily forget what one says or has said to them, but not what one does or has done to them." Another element of the Sl'djd m the service of the school 1 88 The Sl'djd i7i the Service of the School. [12 is its value for physical development ; in that, rightly arranged, it is able to provide a highly necessary correc- tive against the great amount of sitting still, as well on the school-form, as during study at home. It is able, also, to assist directly in strengthening the physical forces. Professor Axel Key, the renowned Swedish scholar, who, as a member of the Instruction Commission established by the government, not long since made very complete investigations concerning the hygenic conditions of the school, makes in the detailed report that has recently appeared, the following observations concerning the ill- nesses that too much sitting still during the years of development can cause: "It must, therefore, be for the school an object of the greatest care that it does not compel the children to sit still during the day longer than is absolutely necessary for the satisfaction of the due demands of school instruction ; as, also, that the disad- vantageous effect of this unavoidable, and, under all circumstances, too long sitting still that the school must require, be as much as possible held in balance by dili- gently exercised movements of the body. The half-hour gymnastic exercise, once a day, that is now introduced into the higher institutions of learning, may accomplish that which it is able, but it is very far from filling the need." If the school once clearly realizes its duty and pays the necessary attention to physical development for the pro- motion of bodily health, then it will certainly find in manual labor a means, that together with gymnastics and games of motion, will show itself of extraordinary worth. II. After these suggestions as to the pedagogical purpose of Sl'djd instruction in the school, it must also be shown in what manner it must be arranged in order to attain this result. To him who does not console himself, as an excuse for aimlessly groping about, with the somewhat doubtful sentence, "that all ways lead to Rome," it will 13] TJie Sl'djd in the Service of the School. 189 be a matter of course that the attainment of a definite object, be it in this or another field, always presupposes a completely systematized manner of procedure with the end in view. Just as really systematic instruction in his- tory must be pursued in quite a different manner than if one is drudging for examination, just so would it be a great error to believe that the mere occupation of the children with Sl'djd, in the one way or the other, is sufficient to attain the stated educational goal to which manual labor without a doubt is capable of leading. But it is not so. By kinds of Sl'djd in the exercise of which only a small number of tools and manipulations are made use of, a universal dexterity of hand cannot, in the re- motest degree, be attained. Never will the child acquire a love for labor, and never will it be led to attentiveness and industry by means of occupations that offer but little variety, and, accordingly, can be executed in a purely mechanical manner. Self-reliance will never be devel- oped, if the teacher during instruction personally lays hand upon the work, or, as happens not at all infrequently, even does the essential part of it himself One will never become accustomed to exactness by labor that cannot be strictly carried out on a level with the child, nor if the teacher carelessly approves badly executed work. Eye and sense of form cannot be trained, at least to an es- sential extent, by straight-lined models. Never will the children be imbued with a respect for true manual labor, if they are only allowed to occupy themselves with the production of objects of ornament. By this means, on the contrary, is fostered a feeling of superiority over ruder productions, which, if they have not by their glitter the property of attracting the superficial observer, are very soon considered simple and of less value. And, finally, physical health will never be furthered, nor the so often and clearly shown consequences of too long sitting still during the years of development, be counteracted by in- ipo The Srdjd in the Service of the School. [14 viting the child under the alluriug name of " 5%'^ instruc- tion " to sit still several hours more during the week. No. Whether instruction concerns the Sl'ojd or another branch, the arrangement adopted must always have a definite relation to the ends which it is desired to attain. That which in the arrangement of such instruction must be primarily an object of consideration is whether this instruction must comprehend at the same time several branches of Sl'djd, or whether the development that is aimed at by the instruction can just as well be attained by the use of only one kind of Sl'djd. Should the last be the case, then weighty reasons must surely exist for a concentration of the instruction in question. It is not to be overlooked that every kind of Sl'djd should be regarded as an independent branch ; and since the curricula in general do not suffer from a lack of subjects of instruction it is, indeed, scarcely to be regarded as a thing desirable to burden them with a number of additional branches, so that the school would thus suffer not only from " much reading," but also from " much Sl'djd!' If in addition to this is considered the fact that in every case only a com- paratively small number of hours can be appointed for Sl'djd instruction and these do not easily bear dividing up, and that the use of several kinds of Sl'djd must always make greater demands upon the teacher and call for more •costly equipments than when only one such subject is in use, then — and this is to be emphasized as of especial weight — purely practical reasons should decide whether the one kind of Sl'djd chosen is really capable of bringing about the same development as the use of several. But, it will be replied, this pursuit of only one branch of labor, where there is such an abundant choice, leads to one-sidedness, which must be unconditionally bad. Or are there not past, present, or, possibly, conceivable ar- rangements right in the domain of the school, that viewed from a special point of view might be stamped as imper- 15] The Sl'djd in the Service of the School. 191 feet? To have too few hours daily for instruction is faulty, for thereby too little is accomplished ; but to have too many is also incorrect because thereby is occasioned an over-exertion of strength. Similar observations can also be made against short and long tasks. To occupy the children only with a few branches of instruction is considered wrong, because the field of knowledge is thereby limited ; to have too many is also wrong, for thereby they will only get a smattering of all. Long vacations take away too much time ; short ones, on the contrary, do not provide sufficient rest after the exertions of the semester. The employment of class teachers is faulty, for one person cannot always be so far master of the different branches that he can teach them with good results ; but against the system of special teachers, on the other hand, from the pedagogical point of view is applied the proverb : "Too many cooks spoil the broth." Yes ; the school itself is even considered unnecessary, because it hinders the home from fulfilling its duties toward the children in education and instruction ; if, however, the school were taken away and, later on, the parents, free from all harmful restraints, were themselves allowed to exercise these, their "dearest rights," it would still be doubtful whether this state of affairs would give less cause for criticism than present conditions. Accordingly, — in order to come back again to the point at issue — one-sidedness, in the meaning conceived above, is really an error. Its opposite, many-sidedness, is no less an error, and in this respect, as, indeed, in all others, it is necessary, less to make sure of an element of absolute value, against which no comments could be made and no catch-word could be used, than to choose the relatively best, against which the fewest objections are made. The simultaneous employment of several kinds of Slojd has exactly the same bearing as the employment of several text-books for a branch of study at a certain age. 192 TJie SVdjd in tJie Service of the School. [16 Both, the kind of Sl'djd, as well as the text-book, are means of instruction, not ends of^ instruction. The kind of Sldjd is a means by which a certain development is desired to be attained in children ; the text-book is regarded as a means to impart and to fix certain knowledge. If, then, one-sidedness is an error and its opposite * more-sidedness ' or ' many-sidedness,' is something meritorious, then it ought to be wholly consistent if, to avoid this defect, there should be used several, indeed perhaps many, school-books simultaneously. To the pupil the opportunity would then be given to learn the views and conceptions that different authors have of a subject. He, however, who knows from experience what great confusion the simultaneous use of even two different text-books for one branch of study can cause would rather bear the reproach of oue-sidedness than venture upon doubtful experiments with many-sided- ness, and to desire by this means to gain glory. Do not, however, let this desire, i. e., the instruction here in question, as is unfortunately often the case, be misunderstood or misinterpreted. It is certainly not meant that children should be allowed to occupy themselves during the whole school time with only a single kind of Sldjd, and that all others be excluded. Such a design is simply nonsensical, for the reason that one would certainly seek in vain for a kind of Sldjd that would be suitable as a means of development for all ages. So, for instance, the six-year old child does not have control over the same forces as does the youth in the higher classes of the school. That which is suitable for one stadium can, therefore, be too easy or too difficult for another. If, accordingly, it is said that SVdjd in wood is the labor best fitted for the pur- poses of the school and is thus alone to be employed, then, as a matter of course, it is only meant that this is the case at a certain age — here it is asserted of those pupils who begin at eleven years of age. Yet the fact must not be overlooked that this is an age always notably inconstant; I/] The Sl'djd in the Service of the School. 193 for, as regards physical powers, different children are usually differently developed. A child brought up in the country is, in general, stronger than a child of the same age that grows up in the city. The boy is, in most cases, stronger than the girl ; to which is still to be added that individual differences also occur. When Sl'djd in wood is mentioned it is also of weio-ht to direct attention to another misunderstanding that very often occurs, namely, that this kind of Sl'djd, or, at least a part of it, Sl'djd in cabinet-work, is often confounded with professional cabinet-making. In consequence of the con- fusion of two such wholly different kinds of labor, one occasionally hears expressions like this : "Since all cannot become cabinet-makers, handicrafts other than cabinet- making should also be provided in the public school." Or, " A cabinet-maker who has learned his trade is naturally better able to give instruction in it, than a public school teacher." Or, " If a teacher in so and so many weeks can be made a mechanic, then a skilled mechanic in the same time can, indeed, also become a teacher," etc. This con- fusion of ideas that has already caused not a few practical difficulties is, it is true, not inexplicable, yet, on nearer consideration it is wholly without foundation in fact. Sl'djd in wood comprehends, in its general signification, Sl'djd in cabinet-work, Sl'djd in turning, and Sl'djd in wood carving. As concerns Sl'djd in cabinet-work, especially, it has with cabinet-making little else in common than that both use the same material, wood, and that this use occurs in both partly by means of the same, partly by means of similar tools. They differ, on the other hand, in several weighty respects. While in industrial cabinet-making one is con- cerned with the production of relatively larger objects, as furniture, doors, window cornices, pieces of household furniture, and so forth, smaller objects fall to the province of the Sl'djd, as, for instance, house and agricultural im- plements and parts of them. The head of a rake, a pen- 194 ^^^^ Sldjdm the Service of the School. [i8 holder, a spoon, a key-tag and other similar objects are made by the Sldj'd worker, but never by the cabinet-maker, at least not in the exercise of his handicraft. In Sldjd in cabinet-work, as is well known, the knife is the most important and the most used tool. A Slojd worker without a knife is almost like a rider without ahorse. In industrial cabinet-making, on the contrary, the knife does not occur as a tool at all, and a cabinet-maker is usually so little accustomed to manipulate it that if he, for instance, wishes to sharpen his lead-pencil, he, in most cases, seizes his principal weapon, the chisel. There are, also, other tools, as, for instance, the gouge, or the adze, that find applica- tion, in the Sldjd, but never in cabinet-making. Further, another material difference between the Slojd and the trade lies in the fact that while in industrial production there exists a division of labor, extended ac- cording to circumstances, the Slojd worker, on the con- trary, executes his labor entirely with his own hand. The individual mechanic can often enough pride himself upon his labor no further than that he has himself done a small part of it ; the Slojd worker, on the other hand, can exhibit with pride the fruit of his own labor. The first, regarded as a producer, is a fraction whose denominator depends upon the number of co-laborers ; the other is in himself a unit. In a comparison between the kinds of Slojd, the causes that determine the preponderance in the scale of Slojd in wood as a means of development most fitting for the age in question are many. Slojd in wood, or, at least, that part of it comprehended in Slojd in cabinet-work and Slojd in turning, possesses, as experience has uncondition- ally shown, the power to attract in a high degree the interest of the worker ; so that even where Slojd instruction is not obligatory children do not neglect, except in ex- treme cases, to participate in it. By means of this kind of Slojd the pupils, even as beginners, are able to produce 1 9] TJie Slojd in the Service of the School. 195 a labor product wholly capable of utilization, in that a sort of labor, useful in a variety of ways and fitting for different circumstances, falls within its sphere. Further, since these labors must be carried out with system and exactness, with neatness and nicety, they are capable — and this in no immaterial way — of developing in pupils precisely these qualities. Again, in Slojd in wood, since, in the choice of preliminaries, the education of the sense of form can also be taken into consideration, there are to be found from an elementary stand-point, all the founda- tions for an aesthetic development. Slojd in wood, with its many exercises of different de- grees of difficulty, also corresponds with the physical powers of the workers. As concerns the latter, Slojd in cabinet-work offers an excellent counterpoise to sitting still, and, if arranged in a methodical manner, is capable, like gymnastics and games, of contributing to the strength of the body and a gradual development of its powers. In this respect, it may be further asserted that just here in Slojd in cabinet-work, is opportunity found to have the pupil use the principal tools alternately with the right and the left hand ; in which process the work with both hands is less to be considered than that, during the labor, the muscles of both sides are uniformly made use of, as is the case in gymnastics and fencing. From this point of view " one-sidedness" is, without a doubt, to be considered an objectionable thing. Another, and when it concerns a subject of instruction, not insignificant advantage in the kind of Slojd in question is that it is well fitted for methodical arrangement. There can thus, after the necessary investigations and preliminary labors have been made, be set up a series of wooden models, in which the accompanying exercises proceed by degrees ; from easy to difficult, from simple to complex. This fact is of importance ; because a kind of labor can thus be first placed in the service of the school and made 196 The Sl'djd in the Service of the School. [20 use of for its purposes when it is capable of being subordi- nated to the laws that didactics recognizes as universally binding. Finally, it must not remain unnoticed that Sl'djd in wood requires a number of tools and gives an opportu- nity for many different manipulations, in consequence of which it, perhaps, before every other kind of Sl'djd, is best fitted to give at least a relatively universal skillfulness of hand. The more tools and manipulations a kind of Sl'djd requires, the greater is the education of the hand that is able to carry it out. This is a matter of course ; just, as viewed from the same stand-point, it is an advantage if the pupil, in the execution of a task, is allowed to make use of as many tools and manipulations as possible. The criticism that is not seldom made by so-called " practical " persons against the Sl'djd pursued for pedagogical pur- poses, that the object could be prepared much more easily and quickly without the use of this number of tools is, accordingly, irrelevant. It should be placed in the same category with the charge against a teacher of gymnastics, who, in certain exercises should direct jumping over obsta- cles, when the pupils could have gone their way much more easily without them. Such and similar remarks only show that the critic regards the Sl'djd from points of view other than purely pedagogical, and that he places the finished work and its sale value higher that the develop- ment that the pupil has acquired during the work. Concerning Sl'djd in wood it was previously stated that it comprised within itself as kinds of Sl'djd, partly Sl'djd in cabinet-work, partly Sl'djd in wood carving and turning. On a nearer examination it will, however, be found that it is in reality the one first named, Sl'djd in cabinet-work, that is perfectly capable of fulfilling the above mentioned demands for a manual labor applicable as a means of education ; neither turning nor wood carving answer in themselves to the demands that must necessarily be made of them. Many friends of Sl'djd instruction have, as far as 2i] The Sldjd in the Service of the School, 197 wood carving is concerned, overlooked just this point and consequently have allowed this kind of Sldjd to occupy a place in instruction that ought by no means to fall to its share. It may, perhaps, be here in place to enter briefly into some of the most essential, but not, however, weighty reasons, that are generally advanced to prove the useful- ness of wood carving as a principal branch of instruction in the school. It is at the outset claimed that wood carving is of especi- ally important significance for the education of the aesthetic sense, and that, therefore, without regard to its manifest faults, this kind of Sldjd should be diligently pursued. Against this the following is to be said. Wood carving may be, indeed, of incontestable importance for the educa- tion of the sense of beauty, but from this by no means follows that this is the case precisely at this particular stage. Such a conclusion is just as unwarranted as if, for instance, we should say that because the theory of functions is of great importance for the development of mathematical conceptions, it must precede in the school, instruction in arithmetic and geometry. Such a proceeding were foolish, and it would be just as unreasonable to make use of wood carving as an aesthetic educational means at a stage where it does not belong. If this aesthetical development shall be something other than an empty catch-word, then one must necessarily begin with the foundation ; that is, the child must, in the first place, be accustomed to perform every labor with order and exactness, and it must be made intelligible to him that it is a peremptory condition only to regard a thing beautiful when it is well executed, and that, therefore, an object carelessly made, be it decorated with as many ornaments as it will, is and must be ugly. Exper- ience shows distinctly that if one really wishes, in complete seriousness, to develop the sense of the beautiful, one must proceed precisely in this way. In schools where it is overlooked that ornamentation always belongs to a last 198 The Slojd in the Service of the School. [22 stadium, that it should crown the labor and not be the starting point, and where one begins early with wood carvings, work is, on account of bad execution, very often anything else but tasteful. He must be truly sanguine who will imagine or cause others to imagine that such bunglings, in the execution of which form and composition pass wholly into the background before ornamentation, can work to the advantage of an aesthetic education. May not these superficialities, which often appear to have no other purpose than to attract the eye and to divert atten- tion from the details of execution, on the contrary instil into the pupils a wholly false idea of the nature of the beautiful } Might not the foundation, thereby be laid for a superficiality of observation, which, to a certain degree, might act injuriously upon the domain of the purely moral, in that the young would be systematically led to lay greater weight upon appearing than upon really being t Another reason that it is customary to bring forward when the question has to do with giving to wood carving a dominating place in 5/^*^ instruction, is that such labors are better fitted for home occupation than those that are included within the province of Slojd in cabinet-work ; and since the school ought to work for after life, the pupils should perform precisely such labors as they can later carry out independently during and after the time for going to school. This reason, too, as can easily be shown, has only an apparent value. In the first place, the Sl'ojdy regarded as a means of education, has far higher and weightier purposes than to serve only for an amusement in leisure hours. Several of these purposes have been previ- ously indicated. If, in order to promote home occupation, wood carving should be favored in the school above Slojd in cabinet-work, with the notion that it would be easier to find room in the house for a wood carver's table than for a carpenter's bench, it would manifestly have the same significance as if in the school in instruction in gymnastics 23] The Sl'djd in the Service of the School. 199 — which, indeed, also has physical development for its material aim — the gymnastic appointments should be ex- cluded because the pupils have no opportunity at home to place such appliances, and, accordingly, could not execute there the motions exercised in the school. A pedagogi- cally educated gymnast, however, could scarcely entertain such a view. On the contrary he might say that precisely because the home can probably not provide such appara- tus, without which a satisfactory advantage from gymnas- tics is not to be expected, the school must give its pupils opportunity to make use of the same in the appointed exercises. It is the same, too, with the employment of cabinet-making in the service of the school. So far from its being a fact that the difficulty — a difficulty, moreover, more apparent than real — of procuring at home the tools necessary for the pursuit of this kind of Slbjd should compel the school to throw its weight upon wood carving, which, from several points of view, is less fitting ; the absolutely opposite mode of thought is, on the contrary, the right one. One must, indeed, conclude as follows : Sl'djd in cabinet-making, but not in wood carving, is the most fitting kind of labor for the development of the child. Children might conceivably be able to occupy themselves at home with no other Sl'djd in wood than wood carving ; accordingly the school, if it can, must choose Sl'djd in cabinet-making for its pupils. Moreover, they who have their eyes upon what a Sl'djd, rightly pursued, can and must accomplish would scarcely recognize wood carving as an especially fitting household labor. The evil con- sequences of too long sitting still during development have been so often set forth that it is universally considered desirable to obviate it to the greatest extent possible. Can, then, a Sl'djd that is exercised sitting, and that, besides, must apparently overtax the eyes, be really pro- nounced a good domestic labor.'' Are not pupils, as well in the school as during household tasks, already obliged 20O The Sldjd in the Service of the School. [24 to sit still enough? Only one answer to these questions is possible. But even on the assumption that wood-carving is an excellent home occupation one ought, nevertheless, by no means to draw the conclusion that the school should practice it and in order to make way for it should neglect genuine educational ends. Everything should have its true place and its proper time. It is with wood-carving as with many feminine decorative labors. Simple crotchet- work or art embroidery, if the necessary conditions are at hand, can be learned very quickly. The school does not need to concern itself about them. Let it confine itself to its own task, namely to this, to lay the foundation. Then will the kind of labor which, from the one point of view or the other, is best fitting for "life" be easily taken up when the time has come for it. Let the endeavor also be made that, at the expense of that which to-day may be useful for the development of the child, that is pursued which possibly may be serviceable to-morrow. Every day has its own care. This may be considered for all educa- tional instruction, whatever branch it may concern, a correct fundamental principle. If, furthermore, one will go somewhat nearer to the heart of the question, he will find that it is in a high degree doubtful whether the school by the introduction of this household labor that is suggested will really derive ad- vantage from that from which it proposes to derive advan- tage, especially if, as has, indeed, been recommended, this home occupation should be made obligatory. Has, then, an extended experience not shown, alas, more than sufficiently, that the text-books and occupations of the school in no way become, in general, so attractive to the pupils that they, after their entrance into active life, choose precisely those for amusement in leisure hours } Might not one, on the contrary, assume with a very great degree of probability that if the school wishes to deter the 25] The Sl'djd in the Service of the School. 201 •children from a certain occupation it needs only to compel them to practise it as much as possible, during the school period ? The effect of the operation of this principle will •certainly never be absent. Much might still be added to the thoughts just ex- pressed, but since this essay has already become more comprehensive than was originally intended it is plainly time to close. A further element might still, however, be touched upon, because it is indisputably the weightest where educational instruction is concerned, be it in Si'djd or in another department. This element is the teacher. As I have earlier intimated that nearly all questions run out into a question of education or are solved by it, in the same manner might every system of instruction, or the method derived from it, be said to run out into the person- ality of the teacher. System and method are in themselves only empty forms ; to the teacher it is reserved to breathe into them the life-bringing spirit. To give the most admirable method to a bad teacher would be like placing a good sword in the hand of an inexperienced fighter. In the strife over different conceptions and over a different manner of proceeding let this not be left out of sight, and let one, at the same time, always remember that as the teacher, so is also the school. APPENDIX. The following- exposition of the aim, method and means of Slojd instruction is the reprint of a pamphlet issued in English, by the Normal School at Naas. A. AIM OF THE INSTRUCTION. Whilst the elementary schools prepare the children indirectly for life, the chief aim of the teaching of Slojd is to give the pupils formal instruction, that is, to develop their mental and physical powers. It has also for its material and practical aim the acquisition of general dex- terity of hand. This formal education which Slojd has in view aims principally at instilling a taste for and love of work in general ; inspiring respect for rough, honest bodily labour; training in habits of order, exactness, cleanliness and neatness ; accustoming to attention, industry and perse- verance ; promoting the development of the physical pow- ers ; training the eye and sense of form. B. THE METHOD AND MEANS OF INSTRUCTION. I. General principles. Attendance at Slojd instruction should be voluntary on the part of the pupils. In order to insure this the work must fulfill the following conditions : 1. It must be useful. 2. It must not require fatiguing preparatory exercises in the use of the various tools. 3. It must afford variety. 4. It must be capable of being carried out by the pupils themselves. 5. It must be real work, not play. 6. It must not be so called knick-knacks, that is, arti- cles of luxury. 7. It must become the property of the pupil. 8. It must correspond with the capabilities of the pupils. 2/] The Sl'djd m the Service of the School. 203 9. It must be of such a nature that it can be completed with exactness. 10. It must admit of neatness and cleanliness. 11. It must exercise the thinking powers and not be purely mechanical. 12. It must strengthen and develop the bodily powers. 13. It must assist in developing the sense of form. 14. It must allow of the use of numerous manipulations and various tools. II. The teacher. 1. The instruction must be given by a trained teacher, if possible by the same teacher who instructs in intellectual subjects. 2. The teacher should conduct, superintend and control the work ; but guard against directly putting his hand to it. III. The age of the pupil. In order to follow with advantage the course of instruc- tion the pupil ought to have reached that stage of develop- ment usually attained at the age of eleven. IV. Branches of instruction. The simultaneous employment of several different kinds of Slojd acts detrimentally for the following reasons : A sufficient number of subjects are already taught in the school and every different branch of Slojd is a subject in itself; The time to be devoted to this work is short and limited; By different kinds of work the interest of the pupils would be easily diverted, — therefore the instruction in Slojd should be confined to one branch. For the above mentioned standard of age wood-slojd is the most suitable. It includes carpentry, turnerey and wood-carving. Slojd-carpentry differs from trade-carpentry in the fol- lowing respects : 1. As to the character of the objects made; in general the objects are smaller than those made in the trade. 2. The tools which are used ; for instance, the knife, is the most important tool in wood-slojd — in carpentry it is rarely used. 3. The method of working : in trade-carpentry there is divison of labor — in Slojd none whatever. 204 The Sl'djd m the Service of the School. [28 Turnery may be taken as a different branch of instruc- tion, and as such be quite well separated from wood-slojd. V. The number of pupils. Individual instruction is generally advisable. This is especially the case with Slojd, which on fundamental and practical grounds cannot be taught as a class subject; therefore the number of pupils taught by one teacher must be limited. VI. The models. In order to make the instruction as intuitive as possible, models ought to be used in preference to drawings. The form should be sketched either directly, by placing the model on the piece of wood, or by means of a diagram drawn with ruler and compass on the wood. In arranging a series of models the following points must be observed : A. AS TO THE CHOICE OF THE MODELS. 1. All articles of luxury are to be excluded. 2. The objects made are to be capable of being used at home. 3. They are to be such objects that the pupils can finish them without any help. 4. They are to be such objects as can be made entirely of wood. 5. The work is not to be polished. 6. As little material as possible is to be used. 7. The pupils are to learn to work both in hard and soft woods. 8. Turnery and carving are to be used as little as possible. 9. The models are to develop the pupils' sense of form and beauty. In order to attain this, the series must include a number of examples of form, such as spoons, ladles and other curved objects which are suitable for execution by the hand alone, guided by the eye. 10. The whole series must be so arranged as to teach the pupils the use of the necessary tools, and to know and carry out all the most important manipulations connected with wood. 29] The Sl'did in the Service of the School. 205 B. AS TO THE ARRANGEMENT OF THE MODELS. 1. The series must progress without break from the easy to the difficult, from the simple to the complex. 2. There must be a refreshing variety. 3. The models must follow in such progressive order that by means of the preceding ones, the pupils may obtain the necessary aptitude to make the following ones without direct help. 4. The models must be so graduated that at every stage the pupil is able to make an exact copy, not merely an approximate one. 5. In making the first models only a small number of tools must be used ; as the work progresses the number of tools and manipulations should gradually increase. 6. At first the knife, as the fundamental tool, should be mostly used. 7. Rather hard woods should generally be used for the first models. 8. At the beginning of the series the models should be capable of being quickly executed, and gradually models which require a longer time should be given. MANUAL TRAINING First Lessons in Wood Working By ALFRED G. COMPTON, Professor of Applied Mathematics in the College of the City of New York, and Instructor in charge oj the Workshops of the College. TABL£ OF CONTENTS. Lesson. XIV. The Chisel Lesson. I II. III. IV. V. VI. VII. IX. Knife and Hatchet; Split- Cutting Tools ; Cross-cutting. Knife and Hatchet continued ting, Whittling and Hewing. Strength of Wood. The Cross-cut Saw. Shrinking, Cracking and Warping of Timber. Working-sketches. Working-drawings. VIII. Making a Nailed Box ; Laying out the work. Hammer and Nails; Putting a Box together. The same continued ; Taking apart. The Jack-plane. The Smoothing-plane. X. XI. XII XIII. Back-saw and Bench-dog. ISnio, Cloth, 88 pp. Price for Examination or Introduction, 30 cts, Paring and Chamfer- ing ; Characters of different Woods. XV. The Chisel continued; Through Mortise ; Brace and Bit. XVI. The Chisel continued; End Dove- tail. XVII. Dove-tailed Box; Laying out the work ; Cutting the Dove-tails. XVIII. Glueing ; Hand-screws ; Putting the Box together. XIX. Finishing a Dove-tailed Box ; Plan- ing End-wood. XX. Fitting Hinges. XXI. Making a Paneled Door ; Isometric Drawing. Paneled Door continued ; Mortise. XXII. XXI II. Fitting a Panel ; The Plow. XXIV. Chamfering a Frame; Finishing with Sand-paper and Shellac. "The Alphabet of Manual Training." White's Industrial Drawing-Revised. NOW COMPLETE In 18 books, two for each year of a nine years' course. The simplest, the most com- plete, the most practical, the most easily taught. These books contain nothing not strictly educational in its character, and lead by gradual steps, but without waste of time, to practical results. The use of objects is a dis- tinguishing feature of the series. THEY TEACH First, to make complete, intelligible working drawings to scale, of any ordinary object, whether requiring one, two, three, or more views. Second, to draw accurately in free-hand perspective any elementary object or group of objects, giving clear ideas of their forms, proportions and positions, and indicating lights and shades. Third, to refer to its proper school or period any ordinary type of Historic Ornament, or to draw with sufficient precision typical examples of any of the leading schools. Fourth, to compose original decorative designs possessing strength, beauty and char- acter, and in harmony with the purpose for which they are intended. Tlie Set for Elxamination, sent on receipt of $1.50, IVISON, BLAKEMAN & CO., Publishers, 753 and 755 Broadway, N. Y., and 149 Wabash Avenue, Chicago. 2 MASSACHUSETTS Institute of Technology, FRANCIS A. WALKER, President. The Institute of Technology offers courses, each of four years' duration, in Civil, Mechanical, Mining, Electrical and Chemical Engineering, in Architec- ture, Chemistry, Physics, Natural History and General Studies. The Course in Mining Engineering is planned to prepare students for professional practice as mine engineers^ geologists, and metallurgical chemists. To this end it is laid out with three series of options, in each of which special stress is laid upon the subjects, bearing directly upon the three principal branches of the profession. All students in this department pursue extended courses in chemistry, metallurgy, geology and mining, together with work in physics, mathematics, surveying, mineralogy and modern languages. In the fourth year are carried on a series of continuous exercises in the mining and metallurgical laboratories, which are fitted with apparatus de- signed to illustrate, as far as possible, the more important machines and furnaces used in the mechanical preparation of ores and in metallurgy. In these laboratories large quantities of ore are experimented upon by the students, under direction, all waste, losses, etc., being checked by careful chemical analysis. Expeditions have been made nearly every year for the last seventeen years to visit mines of coal, iron, copper, silver and gold, and to inspect and study furnaces for smelting and machinery for mining opera- tions. A summer school of practical mining, in which the students will have opportunity for the performance of actual work in and around mines in. active operation, has this year been started. The tuition fee, including everything except breakage, is $200 a year. For catalogues and information, address, JAMES P. MUNROE, Secretary. THACKERAY says, Novels are sweets. All people with healthy literary appetites love them — almost all women ; a vast number of clever, hard-headed men, judges, bishops, chancellors, mathematicians, are notorious novel-readers. f^5 00 ^^^^ ^"^^ lo-volume set of THACKERAY ' illustrated, bound in an ornamental cloth binding-, and printed in a clear, readable type. ^1 ^0 ^^^^ ^^^ ^^^ same set, in a bright, attractive ....i..i..-ii^. half-calf binding. ^T 00 ^^^^^ ^"^ ^ i5-volume set of DICKENS, with ^«««.^»« illustrations, bound in a neat cloth binding, and printed in a clear, readable type. ^1 ^00 ^^^^^ ^^^ ^^^ same set, in a bright, attractive ._i— .i... half-calf binding. DICKENS, - - 15 vols, will buy all THACKERAY, 10 vols. .00 ^^ ^^^^ ^^^" ^ SCOTT, - - - 12 vols. BULWER, - 13 vols. IRVING, - - 10 vols. DODD, MEAD & CO. Publishers, Booksellers and Importers, 753 & 755 BROADWAY, — NEW YORK. — Mention this Monograph. AND ),, J-/- ^ IT n n T I Scnermerh orn u^nUUJj r 7 East Ute. _ SUPPLIES. ' New Yobk. KINDERGARTEN /^k K='=t? GITSTAV E. STECHERT, -IMPORTER OF- Foreign Books and Periodicals, 828 BROADWAY, NEW YORK. Catalogues of Second-hand Books will I English, French and German Monthly be sent gratis on application. | Bulletins of New Books. nT?ANrHF«i- /I-eipzig. Hospital Strasse 10. BRANCHIib. ^London, 26, King -William St., Strand, "W. C. WOMAN'S EXCHANGE. TEACHERS' BUREAU (For both Sexes). Supplies Professors. Teachers, Governesses, Muslclars, etc., to Colleges, Schools, Families and Churches, also Bookkeepers, Stenographers, Copyists and Cashiers 10 Business Firms. Address, MRS. A. D. CULVER, 329 Fifth Avenue, New York. Relief Maps of the Continents, Modelled by Alex. E. Frye. Large Beference Belief Maps and Small Models. Unrivalled in Accuracy and Workmanship. Many months have been devoted exclusively, at enormous expense, to per- fecting the models. These maps have no equal in America or Europe. Reference Series (framed, 21x24 inches) f24 00 Model Series (framed, 8x10 inches) 8 00 (Each series consists of six continents.) Manufactured by the BAY STATE PUBLISHING CO., HYDE PARK. MASS. 1^" Circulars and Catalogue sent free. Correspondence invited. 5 EDUCATIONAL MONOGRAPHS Published under the auspices of the INDUSTRIAL EDUCATION ASSO- CIATION of New York, and written by the foremost Educators and Public School Workers, both in this country and abroad, furnishes a series of pa- pers to teachers on the Educational Questions of the Day. The papers are concise, clear and comprehensive, especial prominence being given to the Manual Training Movement. Six monographs will appear each year, and the subscription price will be fixed at the extremely low price of ^i.oc per annum. The following are ready or in preparation : I. A Plea for the Training of theHand, by D. C. Gilman, LL.D., Presi- dent of Johns Hopkins University.— Manual Training and the Public School, by H. H. Belfield, Ph.D., Director of the Chicago Manual Training School. 24 pp. " For the student or teacher who is making a study of manual training this first number of the Educational Monograph Series is the best possible introduction to the subject " — Science. II. Education in Bavaria, by Sir Philip Magnus, Director of the City and Guilds of London Institute. III. Physical and Industrial Training of Criminals, by De. H. D. Wet, of State Reformatory, Elmira, N. Y. IV. Mark Hopkins, Teacher, by Prop. Leverett W. Spring, of Williams College. V. Historical Aspects of Education, by Oscar Browning, M. A., of King's College, Cambridge. VI. The Slojd in the Service of the School, by Dr. Otto Salomon, Director of the Normal School at Naas, Sweden. Manual Training in Sweden, by Prof. A. Sluys, of the Normal School, Brussels. The Teaching of History, by Dr. Edward Channing, of Harvard Univer- sity. Objections to Manual Training, by Col. Francis W. Parker, of Cook Co. (111.), Normal School. Extent of the Manual Training Field, by Prof. C. M. Woodward, of Washington University, St. Louis. Graphic Methods in Teaching, by Charles Barnard, Esq., of Chau- tauqua T. C, C. Elementary Science in Schools, by Prof. W. Lant Carpenter, of London. The Jewish Theory of Education, by Prof. Henry M. Leipziger, Direct- or of the Hebrew Technical Institute. Domestic Science in the Schools, by Mrs. Emma P. Ewing, of Purdue University. The Science of Cooking as a Factor in Public Education, by Mrs. Ellen H. Richards, of Mass. Institute of Technology. Monographs will also be written by PROF. FRIEDRICH PAULSEN, of the University of Berlin; DR. E. HANNAK, of Vienna ; PROF. A. SALIOIS, of Paris; PRESIDENT W. P. JOHNSTON, of Tulane University ; SUPERINTENDENT JAMES McALISTER, of Phila- delphia; SUPERINTENDENT JOHN E. BRADLEY, of MinneapoUs and others. Leaflets are also issued from time to time, giving information on specific educational topics. The Leaflets are sold for 1 cent each, or sent by mail on receipt of a 2 cent stamp. Superintendents and others ordering a quantity are offered a liberal discount. The payment of 50 cents will entitle any person to receive all the Leaflets that may bo issued for one year. They will be sent by mail promptly as issued. Leaflets are now ready on " The Argument for Manual Training," " Public Education in Germany," " The Albany (N.Y.) Report on Manual Training," "Manual Training in Springfield, Mass.," "The Niias Seminary for Teachers. " " The Scientific Treatment of Education," " What the Teachers Recommend in France," etc. Others are in preparation. For Monographs or Leaflets address, enclosing postal note or money order, payable to the Industrial Education Association, One and two-cent stamps may also be sent. Registrar of the College for the Training of Teachers. 9 University Place, New York City. The Prang Course of Instruction in Form and Drawing. This course is the outgrowth of fifteen years' experience devoted to the development of this single Subject in public education, under the widest and most varied conditions. It differs widely from all the so-called " Systems of Draw- ing" before the public. The aim or object of the instruction is difiPerent. The Methods of teaching and the Work of pupils are different. The Models, Text-books, and materials are on an entirely- different Educational plan. The results in Schools are widely and radically different. It is the only Course based on the use of Models and Objects and for which Models have been prepared. The Course prepares directly for Manual Training. Many of the exercises are in themselves elementary exer- cises in Manual Training. THE PRANG COURSE has a much wider adoption in the best schools of the country than all the "Systems of Drawing" put together. More than tivo millions of children in public schools are being taught FORM AND Drawing by The Prang Course. PRANG'S NORMAL DRAWING CLASSES. These classes have been established for giving the very best kind of instruction in Drawing through home study and by correspondence. All teachers can, through these classes, prepare themselves to teach Drawing in their schools. i^^-Send for Circulars in regard to PRANG'S COURSE OF INSTRUCTION IN FORM STUDY AND DRAW- ING, and also in regard to PRANG'S NORMAL DRAW- ING CLASSES. Address, THE PRANG EDUCATIONAL COMPANY, BOSTON. E. W. SMITH & CO. 20 SOUTH SIXTH STREET, PHILADELPHIA. Maps, Atlases, Globes, Spring Map Rollers, Map Cases, Mounted Drawing Papers, Tracing Cloth, Tracing, Profile, Cross Section and Whatman's Papers, etc. Maps and Show Cards Engraved, Printed, Colored and Mounted. All Orders and Work entrusted to us will receive prompt attention. HAMMACHER, SCHLEMMER & CO. 4f altiitef itittl flmiw ||itrtlumre, 209 BOWERY. - - - NEW YORK. Upholstery Goods Department, . 221 Canal Street, — NEW YORK. — 013 971 824 Oi Wl III I CROSBY'S V ITALIZED PI. From the Nerve-giving Principles of the Ox-brain and the Embryo of the Wheat and Oat. For twenty years has been the standard remedy with physicians who best treat nervous and mental diseases. It aids in the bodily, and wonderfully in the mental, growth of children. There is nothing that so well de- velops the growth and regularity of the teeth and assures sound and wholesome teeth for after life. For the cure of nervousness and brain -fatigue, nervous dyspepsia and sleeplessness, it has been used and recommended by Bishop Potter, Bishop Stevens, President Mark Hopkins, President Roswell D. Hitchcock, Sinclair Tousey, Bis- marck, Gladstone, and thousands of the world's best brain-workers. It i§ a Vital Plio§i>liite and not a Laboratory Plio§phale. 56 W. 25tli St, N. Y. For sale liy Drnggists, or sent liy mail, $1. HorAM (LIQUID.) A preparation of the phosphates that is readily assimilated by the system. Especially recommended for Dyspepsia, Mental and Physi- cal Exhaustion, Indigestion, Headache, Nervousness, Wake- fulness, Impaired Vitality, etc. Prescribed and endorsed by Physicians of all schools. It combines well with such stimulants as are necessary to take. It makes a delicious drink i^ith crater and sugar only. For sale by all druggists. Pamphlet Free. RUMFORD CHEMICAL WORKS, - - PROVIDENCE, R. I. Be sure the word " HORSFORD'S " is printed on the label. All others are spurious. Never sold in bulk. BEWARE OF IMITATIONS.