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 Southern Branch 
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 University of California 
 
 Los Angeles 
 
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 MAR 2 1 1929 
 
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 (<' 
 
 Industrial -Social Education 
 
 By 
 
 WILLIAM A. BALDWIN, 
 
 Principal of the State Normal School, Hyannis, Massachusetts. 
 
 Assisted by 
 Mrs. Baldwin and Members of the Facwlty. 
 
 1 wish the youth to be an armed and complete man : no helpless angel to be slapped in the face, but a man 
 dipped in the Styx of human experience, and made invulnerable so, — self-helping. A redeeming trait of the 
 Sophists, Hippias and Gorgias, is that they made their own clothes and shoes. Learn to harness a horse, to 
 row a boat, to camp down in the woods, to cook your supper. — Emerson. 
 
 ; zS8 3 
 
 SPRINGFIELD, 
 MILTON BRADLEY COMPANY, 
 
 19(«. 
 
 IKAR 1904
 
 Copyright, 1903, 
 
 By Milton Bradley Company, 
 
 Springfield, Mass.
 
 LB 
 
 > 
 
 ) 
 
 Zo /fb\2 jfatber, 
 
 WHO, THOUGH A PHYSICIAN, PURCHASED LAND AS 
 
 HIS BOYS GREW OLD ENOUGH TO WORK, 
 
 AND TAUGHT THEM FARMING.
 
 PREFACE. 
 
 ^Vhatever llie iiiiui does, or whatever befuUs liim, opens unotlier cliaiaber in liis soul, — that 
 is, lie has not a new feelin;^', a new tliouj;ht, a new organ. Do we not see liow ania/ingly for this 
 end man is htted to the world ? — Emeviion. 
 
 This l)<>ok on industrial-social edncatioii lias been -written in response to the 
 suggestion of several persons whose opinions on educational matters are highly 
 esteemed in Massacliusetts. It has been said that a brief account of the inaugu- 
 ration of the work whieh is being done along this line at Hyannis, supplemented 
 by a discussion of the pedagogical reasons for the work and a few chapters show- 
 ing exactly how some things have been done, would be certain to prove helpful 
 to many teachers. It has also been urged tliat there is a very widespread ami 
 increasing interest in the subject among all people who are interested in educa- 
 tional and social improvement, and that those who are anxious to introduce 
 industrial work into their schools find very few helpful books on the market. 
 The-se are some of the reasons which have led me to offer this, which may be 
 considered as a preliminary report of work as yet in the experimental stage. 
 
 Even these reasons Avould not have seemed to furnish a sufficient excuse for 
 adding to the multitude of new books if I had not l)ecome e-raduallv but thor- 
 oiighly convinced regarding the following points: that we are working along- 
 right lines, even if our work is crude ; that our faces are toward the light ; that 
 the work is very important and that our most thoughtful people of all classes 
 are ready for something of this kind. 
 
 Modern education has for its basis a few pedagogical principles upini which 
 all educators now agree. It should be noted, however, that the general agTce- 
 uient occurs when the principles are stated, l)ut that when it comes to the appli- 
 cation of these same principles there is almost as general disagreement. 
 
 As one consciously attempts to apply just a few of these principles accord- 
 ing to his understanding of them, he soon becomes convinced that they are much 
 more complex and far-reaching than he had supposed. He continually gets new 
 glimpses of old truth, and it comes gradually to mean something quite different 
 from what it did before. It has gradually been borne in upon me that what 
 we need in education is not so much the discovery of new truth as the applica- 
 tion of the truth in which we all claim to believe. 
 
 The present duty of every teacher is to try to understand that which is 
 accepted as truth in modern pedagogy and to work out the application which is
 
 S PREFACE. 
 
 appropriate for his own particnlnr field. Then we may compare notes and 
 move forward. 
 
 All of the work at llyaniiis has been planned with this thought in mind. 
 'I'll is book is an attempt to explain to any who may be interested in educational 
 development what we are attempting to do by way of the application of the 
 jirinciples of Pestalozzi and Froebel. The book, like the work, is fragmentary 
 and lacking in artistic finish. 
 
 That \\'hicli has thus far been accomplished has been possible only through 
 the earnest co-operation of the members of the faculty and the kind considera- 
 tion of Supt. F. W. Kingman, the members of the local school connnittee, and 
 of the parents of tlio cliildren of the Training School. 
 
 Particular mention should be made of those teachers who have described 
 so clearly the varions kinds of hand work which is done under their direction, of 
 .Mrs. Baldwin foi' the chapter on the knot-stitch baskets and for great assistance 
 in proof reading, and of ]\[r. Henry Turner Bailey for writing the introduction, 
 for designing the cover and for many valuable suggestions. 
 
 Chapters VI and VII were written l)y Ida E. Fijstley. 
 
 Chapters VIII, IX, XII and XIII. bv Mabel ^L Kimball. 
 
 Chapter X, by Isadore M. Jones. 
 
 Chapters XIV, XV, and XVIII, l)y Bertha M. Brown. 
 
 Chapter XVI, by Clara M. Wueeler. 
 
 Chapter XIX, l)y Annie II. Chad wick. 
 In the lio])e that it may be a means of help and encouragement to all those 
 who are striving to bring more abundant life into our schools, this book is sent 
 forth to the j)ublic.
 
 INTRODUCTION. 
 
 To I'ealize the visions of all \\ie seers of the race, to make foi- the Highest a 
 perpetual dwelling })la('e with iiicii, has ever heen the effort of the leaders of 
 mankind. Sinee Plato men have thought of the Ilighest as the Ti'iic, the Beau- 
 tiful, and the Good, and of these three as one. But alas ! within their thought 
 the three have not been held in equilibrium. Tlie ])rimal balance has never yet 
 been attained by man. The Hebrew empiiasized the Good, ^iiid untempered by 
 science and art it became the righteousness of the scribes ami pharisees — an 
 exclusive and competitive i)iety whose logical end is to be seen in the dispersion 
 of the nation. The Greek emphasized the Beautiful, and untempenMl by wise 
 laws and efficient ethical ideals it became the sensuous, and the nation disap- 
 peared, for the things that are seen are temporal. The Boman em])hasized the 
 True as he conceived it under the form of law, l)ut law enforced rc^gardless of 
 life and love brought forth hatred and death, and Bome decayed. Every nation, 
 everv free citv, everv oriianization of men, everv man, consciouslv or snl>- 
 consciously, has attempted this supreme emprise. The watchwords have changed 
 Imt the quest has been one: law, love, life; loyalty, bravery, ])urity; alchemy, 
 romance, chivalry; equality, liberty, fraternity; knowledge, culture, morality; 
 science, art, religion ; — called by any name in any tongue the desire of 
 all nations is the same, Immanuel, God with us. For the attainment of thi< 
 ideal men have sought to find an efficient agent in a divine-human hero, a divine- 
 human king, a divine-human law, a divine-human institution, a divine-hum:in 
 book. America, in searching for an efficient agent, has hit ui^on Education — 
 free, universal education for every human being within her borders. Tn th it 
 education in early days the religious element was over-emphasized ; in later 
 days the intellectual was too strongly urged ; in our day teachers are coming to 
 see that the sensuous must have its place, for ever, as of old, the three are one. 
 The education of the head, of the hand, and of the heart, in ]ierfect balance, 
 that is the modern guise of this world-old problem. F])on this ])robleni ^Mr. 
 Baldwin and his associates at Hyannis have been at work. I have had the good 
 fortune to know something of the hopes and fears, of the ideals and efforts, of 
 this group of earnest teachers fn^m the very beginning of their work. T am 
 familiar with the results tlius far secured. T therefore take pleasure in bearing 
 testimony to the fact that this little book hap])ilv reflects their tliouglit, their
 
 10 IXTKODUCTIOX. 
 
 spirit and tlieir practice. Wliatever faults it may share with all things human, 
 it has one merit of transcendent worth. It is sincere. It goes forth fearlessly 
 to proclaim the abiding faith of its author, that the proper training of head, 
 hand and heart in true accord will ultimately make possible to all men a life of 
 health and joy and peace. 
 
 Hexet Tukxek Bailey. 
 
 Trustwortli, North Sc'ituate, Massachusetis, Spiking, 1903.
 
 TABLE OF (OXTEXTS. 
 
 Chapter. 
 
 I. Industrial work at Hyanuis Xornial School. 
 
 lil. The attitude of the child in the new manual training. 
 
 111. IVfanual training adapted to the environment of the cliild 
 
 and related to the work of the home and society. 
 
 I\'. Manual training and physical training as a basis for other 
 school work. ...... 
 
 , V. The playhouse as a center in the primary grades. 
 
 VI. AVeaving in the first and second grades. . 
 
 YIl. Eaphia work for the first and second grades. , 
 
 YIIl. Raphia baskets. ...... 
 
 IX. Rattan and splint baskets. .... 
 
 X. Melon baskets. ...... 
 
 XI. Knot-stitch baskets. ..... 
 
 XII. Braided raphia hats. ..... 
 
 XIII. Rattan footstools. ...... 
 
 XIY. First year of school garden work. 
 
 XV. Second year of school garden work. 
 
 XVI. Correlation of school garden with othej- subjects. 
 
 XVII. Advantages of school gardens and suggestions regarding the 
 management of the same. .... 
 
 (^ XVIII. Hammock making. ..... 
 
 XIX. Sewing. ........ 
 
 XX. Vacation schools. ...... 
 
 15 
 29 
 
 8.5 
 
 45 
 
 55 
 
 57 
 
 65 
 
 71 
 
 i t 
 
 83 
 
 87 
 
 93 
 
 97 
 
 105 
 
 113 
 
 119 
 
 125 
 129 
 137 
 141
 
 -^*«. 
 
 ^■OS M
 
 K 
 
 'f. 
 
 < 
 
 y. 
 
 'A 
 
 A - 

 
 CiLirTEE I. 
 
 INDUSTRIAL WORK AT THE HYANNIS XORMAL SCHOOL. 
 
 /ZS8 3 
 
 This apparatus of wants and faculties, this craving body, whose organs ask all the elements 
 and all the functions of Nature for their satisfaction, educate the wondrous creature which they 
 satisfy with light, with heat, with water, with wood, with bread, with wool. The necessities 
 imposed by this most irratable and all-related texture have taught man hunting, pasturage, agri- 
 ci^lture, commerce, weaving, joining, masonry, geometry, astronomy. Here is a world pierced 
 and belted with natural laws, anil fenced and planted with civil jiartitions and properties, Mhich 
 all put new restraints on the young inhabitant. He, too, must come into this magic circle of 
 relations, and know health and sickness, the fear of injurj' , the desire of external good, the charm 
 of riches, the charm of power. The household is a school of power. There, within the door, learn 
 the tragi-comedy of human life. Here is the sincere thing, the wondrous composition for which 
 day and night go round. — Emerson. 
 
 Attempts are bein^i^ made in various places to solve the problem of modern- 
 education. The ITvannis iSv^ornial School is attacking the proldcm from its 
 industrial and social sides. The reader may be interested in an imaginary visit 
 of inspection. 
 
 The village school consists of over two hundred children of the nine grades 
 and is used as the training department of the Ilyannis State Normal School. If 
 your visit were to l^e made at three o'clock in the afternoon, you would see a school 
 verv much like tlie ordinarv village school, housed in a modern l)rick building 
 of six rooms and doing the usual schoolroom work. At fi\'e miuutes after three school 
 you woidd see a transformation. The school becomes a manufactory in which manufactory." 
 each child is making something. In the first-year room one group of children, 
 M'orking in pairs, is engaged in weaving woolen rugs for the dolls' house; some 
 are braiding, and others are seAving their l)raided raphia into mats. In the 
 second-year room a group of the children jtxQ making furniture of tag-board, 
 while the other division of the class has c'one to work in the carden. In the 
 tliird-year room the third-grade children are making raphia baskets, while the 
 fourth-ffrade children are out working' in their o-avden. 
 
 Of the children of the orammar trades, some bovs have e'one to the attic to 
 make rattan baskets; one group of girls is at the dormitory sewiiig on the ma- 
 chine; the eighth-grade boys and girls are at work in their garden, and one class 
 has taken an expedition into the fields to study the birds.
 
 INDUSTRIAL - SOCIAL EDUCATIOX. 
 
 New spirit. 
 
 History of 
 movement. 
 
 Regular man- 
 ual training; 
 work ri'i'lacccl 
 by uarrlen 
 work. 
 
 PreparinK the 
 ground. 
 
 '['he children talk quietly together as they work. They go and help them- 
 .sc'lve.s to material as it is needed, nnd lielp each other wlion it seems desirable. 
 (Often a child proves to be a more helpful instructor tliaii the teacher.) They 
 are allowed the utmost liberty as long as they work and encourage others to work. 
 It is worth going far to see the new spirit which shines in their faces and the 
 new attitude which has been develoj)r(! tdwni-d nearly all of the school work. 
 This is evident thiMuiihoul the dav and in all grades. 
 
 Having had a glimpse of the school as it is now, the reader may like to know 
 how this transformation came about. The iiyannis Xormal School was organ- 
 ized in 1n!JT. The ti'aining school came under the direct supervision of the 
 normal school in 1SJ)S. We first attempted to [)ut the work on a basis similar 
 to that of the iiioi'c j)rogressive public schools of the state. Some kindergarten 
 occupations were introduced in the pi-imai'v grades. Considerable attention 
 was given to jdiysical training diii'ing school hours and at recess time. Children 
 went out on ejq^editions foi- nature-study <luring school hours, and some regula- 
 tion manual-training work was introduced. 
 
 But gradually we became convinced that we were working only on the edge 
 an<l very largely fi'oni withoiit. We seemed to be changing the outer form with- 
 out much cliange of the inner s])irit. In tlic <])ring of 11)01 we gave the chil- 
 iji'cn, who shouhl have taken wood-work and sewing, garden work. A section 
 of the campus, about one hundred and eighty by fifty feet, was fertilized, plowed, 
 and liari'owe(l, ami tlie see(| was purchased by the state. Then this land was 
 tunied .)\cr to ilie teachers and pupils. Aieanwhile the members of the class 
 had gained some vahudde lettei'-wi'ii ina experience in sending carefully written 
 letters to seedsmen. I'liev had i-eviewed their knowledge of mensuration bv 
 measuring and measuring again the garden, and plotting off the same into dif- 
 ferent sections foi- the ])lanting of tlie various kiiuls of seeds. Many discussions 
 arose regarding the hot time and jilace for the phmting of the different kinds of 
 seeds. These iui'ui-^hed splendid oj)])ortunit ies for connecting the home and 
 the scIkkjI, for the use of reference-books, and for good, live language work, both 
 oral and written. 
 
 As soon as the weather was suitable, tlie children began to prepare the 
 ground for planting, and on pleasant days they worked in the garden about an 
 hour each afternoon. TIk y became very observant of weather conditions. The 
 different kinds of seeds were i>lante<l in their seasons, some, like lettuce and 
 sweet corn, being planted at different times. liecords were kept, in books pro- 
 vided for the purpose, of the time of planting, the time of coming up, and the 
 various changes in the growing plants. Plants were com]iared as to their rela-
 
 1^ 
 
 O 
 
 o 
 

 
 INDUSTEIAL WORK AT THE IIYAX^IS NORMAL SCHOOL. 19 
 
 tive rate and manner of growth, and the ideas gained from these plants were 
 used as a basis for reading of the growth of simihir phmts in other parts of the 
 world. The first radishes were sold to the dormitory, and fur these the class 
 received its first check. This, with othoi- checks and cash received from llie 
 
 i-Ci ii'i ii-m . Correlation 
 
 sale ot garden pr(»(luce dnring the snmmer and fall, amounting to over thirty with rcKuiar 
 dollars, was deposited in the Tlyannis National Bank. The whole class went ^^"'^'*'^- 
 to the bank and learned exactly how to make a deposit and to di-aw out money. 
 Each pupil was provided with a blank book into wliicli lie copied l)ills of pi-oduce 
 sold, deposits made, and checks drawn. 
 
 After the fall term began, the same class, now the eightli orade, aiiain assumed 'Pardon work 
 
 ,1 r- J.1 1 ^ rrA 1 M 1 -11 < ' 1 1 ' ' iu the autumn 
 
 tne care o± ilie garden. I he chihlren picked and sohl tomatoes, sweet corn, 
 squash, and cucumbers, pulled l)eets and turnips, and saved corn, Ix'ans. and 
 other seeds for next year's planting. They also studied forms of fruit and seeds, 
 and the relation of plants to some animal life, like tlio larva:- on the turnips and 
 tomatoes, and the parasites on the tomato larva\ 
 
 After finishing the garden work, the class elected a president and secretary, organization 
 and discussed what it should do with the money. A committ(>e was appointed ° 
 to consider the matter and make recommendations. After several days of con- 
 sideration the committee reported, advising the expenditure of not more than 
 five dollars for a little class ])arty to which eacli member might invite a friend, ®°*-''^' "'"■^^'• 
 ihe purchase of some cord for hammocks, and the accei^tance of mv offer to 
 teach them how to make hammocks which might l)e sold and the proceeds 
 of which might be added to the bank deposits. The report was accepted with 
 enthusiasm. The })npils gained some good points in ])arliamentarv practice in 
 connection with class meetings. They learned- how to write notes of invitation 
 for their party and gained some valuable hints on entertaining. Before thev 
 could make their liammocks, each was obliged to whittle out his own Idock and 
 needle. This required considerable care and perseverance, but the hammock- „ 
 
 ^ -Jk ' Hammock- 
 
 making lured them on and they persisted. Their interest has steadily increased makinK. 
 
 as they liave grown in the sense of their own power to do something that has a 
 commercial value. This garden work, and that with which it had l>een corre- 
 lated, had j)roved so interesting and so valuable that Ave seemed to have a good 
 l>asis on Avhich to build. 
 
 As the work of the autumn opened up, it seemed to me that the time was 
 propitious for a forward step of considerable importance. Several of the regu- Discussions 
 Jar weeklv faculty meetings, in Avhich the teachers of both the normal and train- ^"^^':""^' 
 
 ^ . meetmgs. 
 
 ing schools take an active part, were taken n]) with the reading and discussion 
 of Dr. Ilailmann's address before the graduates of the teachers' classes in
 
 •20 
 
 INDUSTRIAL - SOCIAL EDUCATION', 
 
 Child 
 standpoint. 
 
 \J 
 
 K 
 
 manual training in the Public School of Industrial Art, Philadelphia, June, 
 1894, as it appears in Neio Methods in Education; some portions of Professor 
 Dewey's The School and Society; some passages from Pestalozzi's Leonard and 
 Gertrude and from Proebel's Education of Man ; and a j^aper which I had writ- 
 ten on manual training. Then I said to the teachers something like this : '' You 
 are good, strong teachers, and the work is sure to go pretty well if I say nothing, 
 hut we have been working together now long enough to he acquainted, and I 
 believe we have the confidence of the community, and I think we are ready to 
 ])ur things on a different basis, to change the whole attitude of our school. Wlien 
 vow think of a school, of what do vou think ? Rows of desks with children in 
 them, prisoners in their cells, not held by iron bars, but by the will of the teacher. 
 When you think of the work, how much of it originates with the pupil? Go 
 through the work of any regular school day, and figure out the per cent, of work 
 which is imposed \t\)on the children from without and the per cent, which grows 
 out of the conscious personal needs of the child. Is the child's standpoint receiv- 
 ing its due attention ? 
 
 " As a teacher and as a superintendent of schools I have been much inter- 
 ested in the introduction of nature work of the right kind into the schools, and 
 work, manual ],.|^.^. ^^.^.j^ ||j^, wondcrful iov and insi)iration which such work has brought into 
 
 training, and j i i ^ a 
 
 iiuiiiy schools where teachers and pupils liave gone out together into the fields 
 and have brought the spirit of the fields into the schoolroom. 
 
 " Very early, too, I began to appreciate the value of having children make 
 their own apparatus in school. I saw in the kindergarten and manual-training 
 schools how the children love to be doing things. Gradually, but surely, I have 
 not practical, (-(.me to my present belief that nnu-h of the education in our schools is not prac- 
 tical because it is unnatural and artificial. We take the young child away from 
 the fields and woods, where he longs to be, and put him into a box, which some of 
 us have l)een trying to adorn and make into a gilded cage. Even here we are 
 unwilling that he shall move about and exercise his young and growing muscles, 
 litit he must be trained to sit quietly in one place and in one position for the best 
 lioni-s of the day. 
 
 '' When you think of the child as you see him at home, in the field, or on 
 the street, full of life, of activity, which is a ])art of his very life, and of joy, 
 which is the natural accompaniment of the activities of the live American boy, 
 and then think of him as vou see him in the average school, vou cannot but be 
 impressed with the contrast. Out of school he was a veritable interrogation 
 mark; in school the tables are turned and he must answer instead of ask ques- 
 tions. Out of school, from morning until night, he was the personification of 
 
 Inspiration 
 from nature 
 
 the kinder- 
 garten. 
 
 Education 
 
 Boy out of 
 and in school
 
 JM)l'8TlilAL WOKK A'J^ TllK IIVANXJS XOKMAL SCJIOOL. :il 
 
 j»er[)('iual motion. In school, if he obeys the rules of the school, he must sit 
 
 quietly in his place. Xow, modern psychology teaches, what every common- 1/ 
 
 sensed father knows, that activity is a necessity for the life and oTowth of the ^^''^'^'^^' 
 
 ' • "■ ... "^ child. 
 
 young child physically, mentally, and morally; that the young child is contin- 
 ually reaching out througli his special senses to lay hold u.])on everything about 
 him, to test it, to knov; about it, to see what its relation to himself may be, 
 to see if he can use it and make something for himself with it; that 
 he is an imitative being, delighting to say the sounds he hears, to represent the 
 action which he sees and hears described, and, in fact, to live over, and so make 
 his OAvn, the different ex|)cri(nicos of the people whom he sees, and of whom he 
 reads. 
 
 "■ Xow T desire to have every teacher of the training school do something Change of 
 
 .". . . spirit 
 
 which will help to change the spirit in the school. I shall not dictate as to what desirable, 
 you shall do, but only suggest that you do something. I shall be glad to advise 
 as to the i)articulars, but \\luit T am most an.xious alwut now is that you, in your 
 own way, put in some kind of manual training which 3^ou can do and which will 
 appeidjXLllie children. Watch your children and feel yovr way along." 
 
 And so we started in a quite haphazard way, but with a desire to learn. For 
 several years some of us had kei^t more or less in touch with this kind of work 
 throughout the country, and one of our teachers had studied with Colonel preparation 
 ]-'arker. I now spent a week in ISTew York and Brooklyn hunting for forms of ° teaciu-is. 
 manual training in which the child's standpoint was most considered. One of 
 our teachers was sent to Xew York to take lessons in liasketry and weaving. A 
 little later I went before the local school committee and showed the things which 
 we were doing and explained the theories which we were trying to work out. T 
 asked the conniiittee to lengthen out the school hours about fortv-five minutes ^pprovai of 
 
 ~ ' local linard. 
 
 so that Ave might have that time each day for industrial work without being open . 
 to the charge of crowding out the three R's. The superintendent of schools and 
 the local school board gave their hearty ap})royal, and avc moved ftu'ward 
 enthusiastically. 
 
 We gradually introduced into the ])rimai-y grades of the school, weaving, 
 braiding" and sewing mats, makino- baskets and hats, tagd)oar(l furniture, wall 
 
 . .. . . . 1 . , 11, 1 Kind.of ^vork 
 
 paper, picture frames, portieres — all to be used in furnishing a doll s house ; iu primary 
 and into the grammar grades, basket-making with rapliia and reeds, mounting ^''^''®^' 
 of sea mosses, making of rapliia hats, sewing, darning, cardboard construction, 
 liammock-making, wood-working and l)ed-making. 
 
 In March we gave a school exliil>it in ^vhich the regular work, as correlated 
 with the newer industrial work, was shoAvn. A part of this exhibit Avas also 
 
 ■..:' Wiif iijSiOi;.^!
 
 •>•> INDUSTRIAL -SOCIAL EDUCATION. 
 
 (lovi.tod to thing-s made by the childi-en in tlieir homes without assistance from 
 ihe schools. The ])iirpose of the oxliihit was mainly to increase the interest and 
 enthusiasm of the })eople by helijing them to understand what the school was 
 ^''^'Tl trvino- to do and so to lead them to be clad to co-operate with the teachers. The 
 
 result was all that vould be desired, and we have felt that we could continue to 
 move foi'ward, sui'c of tlii' sympatliy of the parents. 
 
 Gradually the work lias been moditied and broadened. The effort has been 
 A.iai.tinKworknnide to find the work which would best meet the needs of the children 
 t.. Hyannis ^^^. jj^..,,,,,j^ .,,j,l^ .,l ^|,(, ^.,,,^(^> ^jjj^^ jn'ove suii'i>estive as to the kind of work which 
 
 might be done in the oilier pnblic schools of the state. 
 
 The reader will readily see that whatever has thus far been accomplished has 
 been possible because we have worked together, each striving to do his part. At 
 first one teacher taught gardening, another weaving, and our special teacher in 
 music offered his services as a teacher of ])rinting. Gradually, however, each 
 teaehcr loarns how to teach those things which are considered best for her room. 
 When vacations come, each teacher tries to learn some new industry which may 
 seem desirable for introduction. Several have learned book-binding, others 
 
 Teachers cane-scating, others how to make rattan footstools. These arts are not, however. 
 
 working imposed ui)on the children from without, but are given in response to some 
 
 together. , , *^ . 
 
 apparent need or desire on the part of the school. For instance, the little chil- 
 dren go out into the fields to study nature, then nuike their oAvn stories 
 for language and reading. It seemed desirable that these stories be printed 
 and bound into simple booklets for tlu^ children to keep. We therefore 
 bought a small printing outfit, and some of the teachers took lessons in book- 
 binding; and now the u]:>])er grade boys are learning how to print and bind books 
 for the little folks. 
 Home natural ^Xe have a tlu'orv that the home is the natural i)lace in which to educate 
 
 place for ^ ' _ ^ 
 
 education. yj^ug children. Young aninnds are educated at home. Among uncivilized 
 peoples the children are educated in the home. As the demand for trade and 
 business relations appeared, there came a need for instruction in the three K's. 
 The boys were taken out of ihe life of the home and the fields, and put into a 
 box with an instrucror as drill nmster, and forthwith this became the typical 
 school. As other subjects were gradually added to the curriculum, the type was 
 followed, and the history and geography of our childhood were drilled into us 
 without any connection with life. An<l so, Avhen sonie wise people saw the value 
 of sloyd, as the children of the peasants used it to help their parents earn a 
 living, it was accepted as a new subject in American schools, but, in most cases, 
 it followed the afore-mentioned type, was imposed upon the child from without.
 
 TAMARACK IN BLOOM. 
 
 BORDERS OF SPIR^A. 
 
 THE WILLOWS. 
 
 SPIR.-rA IN' ELOOM.
 
 IXDUSTEIAL AYORK AT THE HYAXXI8 XOKMAL SCHOOL. U.r> 
 
 for the sake of drilling liitii in (A)servation, motor adjustment, aceuracv, will- 
 power, etc., and did not, in any way, grow out of the life of the child. 
 
 Manual training, as we conceive of it, is not an isolated subject demanding 
 admission to an already overcrowded curriculum. It is the appropriate basis ^^^""f/;^^°" 
 for all true education of the child. It recognizes the fact that to educate is to for education, 
 help a child to grow in a mitural, harmonious way, from one stage of his devel- 
 opment into the next. That to grow the child must be active, and that the best 
 liTowth will come onlv when the activity of the child results from his own inner 
 needs. In other words, it is the recognition of the natural demand of the normal 
 child that he be doing something. Manual training has always recognized this, 
 and the best manual training has also appreciated the fact that the something ^mds of man- 
 should be interesting. Some kinds of manual training have gone a step farther 
 and have said that it must have a personal interest ; but very few have urged, 
 as we do, that the activity must grow out of the very life of the child ; nmst come Activity to 
 as an expression of the inner being of the chihl. An illustration may be seen ^^^jj^.g uj^ 
 in real life when a country boy is given a hen and some eggs, ^vith the under- 
 standing that he may have half of the jU'olits if he will care for the hen and the 
 young chicks. The boy becomes at once very anxious about the food and nest 
 for the hen. He sets to work to make a coop, besieging his father and mother 
 and the hired man for suggestions and assistance. lie takes lessons of tlie 
 neighboring carpenter. He does not learn first how to saw to a line, nor does 
 he take lessons in driving nails, but he makes a coo]) that Avill answer his purpose. 
 
 In much the same manner, when children were told that if each would make 
 two hammocks he might have one for his own, every one became anxious to 
 whittle out the tools and to learn how to make the hammocks. And when each 
 girl of the sewing class was given an opportunity to select that which she desired 
 to make for herself or for some member of her family, one girl desired to make 
 an a])ron for her grandmother, one a handkerchief for her mother, another a 
 hand-bag for herself. Every girl became very anxious to hnirn to sew well 
 enough to have the article well made. 
 
 Under this arrangement the children become the anxious ones, asking for . 
 
 c' ' o Change m the 
 
 assistance and suggestions which the teacher stands ready to giv(\ This is the attitude of 
 reverse of the attitude of the ordinary school where machine-like methods are 
 pursued. 
 
 At tliis stage the visitor usually asks for a printed outline or course of study. 
 AVe have none. We are afraid of them. Our work is yerv crude and new, but ^'ofi^t'd 
 
 ' . outline. 
 
 it is full of virility. We are continually modifying our outlines to fit the vary- 
 ing needs of our children, as these needs are revealed to us. We believe that
 
 •>i; 
 
 1 NOrsiaUAL - SOCIAL EDUCATIOX 
 
 ChiUi built up 
 fri«m within. 
 
 Home a model 
 for school. 
 
 Lessons of 
 c-hild life. 
 
 Purpose of 
 
 industrial 
 
 education. 
 
 no oiitliiio shonkl be exactly duplicated in two different places nor in two differ- 
 ent years. Sncli duplication leads to formal teaching and spiritual death. We 
 prefer to keep the flexibility and adaptability of life, even if the external results 
 are crude and unfinished. Perhaps it ought to be said here that we do not strive 
 for the accuracy of tho machine, nor even of the adult, but for the best work of 
 which each child is now ca])able. If he does not do his best work, then we strive 
 10 chance his attitude, as we feel sure that this is at fault. We are anxious to 
 build u]) the child from within. 
 
 "We would not have you think that our work has no basis in principles, for 
 wc are striving to be guided in all our school work by the fundamental principles 
 of child-development. We have taken as our motto, "A live child in a live 
 school"; learning to live by living each day in the sehooL 
 
 In ])hiniiiiig work which Avill V)est devel<»|) the child, we try to study those 
 condiritins which liave been best for child-development in the past, aiul they 
 seem to l)t' found in the ideal home. Our model is, therefore, the complete 
 liome, full of children, where the father and mother and the older brothers and 
 sisters are helping to make life more beautiful and wdiolesome for the younger 
 uiemlw'rs of the household and for each other. Every school problem is illu- 
 mined, if not wdiollv solved, bv consideriuii' what would be done under like cir- 
 cumstances in such a home. 'J'he nature of the child must be considered — not 
 that of the wild, untutored child of Rousseau nor vet of the self-willed child of 
 some modern homes, but of the child as he is in an ideal home, subordinating 
 his will to that of the father or mother and learning to co-operate for the good 
 of the wliole family. 
 
 The first and fundamental lesson of child life is that of subordination to his 
 superiors, the adaptation to environment, both physical and social ; the second 
 is that of gaining thought from environment; the third is that of the expression 
 of his own individualitv in terms of phvsical activity; and the fourth is that 
 of co-operation or the voluntai'v ex]n"ession or repression of self for the public 
 weal. Th(^ industrial work should, therefore, give opportunity for impression, 
 expression and repression. It should give opportunity for both the imitative 
 and creative sides of child nature. We would make industrial Avork the center 
 of all school life, just as physical activity is the center of all child life out of 
 school. We would have all other school work grow^ out of and be correlated with 
 this. The child shoidd gradually grow into an appreciation of the need of the 
 other forms of school work 1o help him in this. 
 
 The teacher helps the child to answer the many and varied questions that 
 arise in connection with lii^ indnstrial work, and he comes to understand.
 
 IXDUSTEIAL WORK AT THE IIYAXXIS XOEMAL .SCHOOL. 27 
 
 llirougli his own experience, and the questions arising out of his own experience, 
 
 all that he is ahle to understand of life in other parts of the world, present, past. P'^'"^°""' 
 
 ^^ ' '^ 7 1., expeneuce of 
 
 and future, lie thus comes to ho master of himself and of his environment, chiki the basis 
 lie will hold the keys of his own destiny in his own hands and become conscious 
 of his power for good in the world. Tie will come to understand the past through 
 the present and the future through the past and present. 
 
 We are trying to base the work of the school upon the life ont of school, and 
 to help the child to base his life out of school upon his life in school. This makes 
 our problem a social one, reaching out to the whole connnunity. The school be- 
 comes the center of the life of the community, just as the cleyelopment of the child center of life 
 is the principal business of the ideal home. x\nd just as the projier development of theeom- 
 of the child in the home is often the salvation of the home, so the proper develo]^- 
 ment of the children of the community will become the salvation of the commu- 
 nitv, and the school will become the center of the new democracy.
 
 THIRD GRADE CLASS WEEDING. 
 
 CIIAPTEIl II. 
 
 THE ATTITUDE OF THE CHILD IX THE XEW :\[AIsrUAL TRAINING. 
 
 The natural method forever eonfutos our experiments, and we must still come but-k to it. 
 The whole theory of the si-hool is on tlie nurse's or mother's knee. The cliilil is as hot to learn as 
 the mother is to impart. There is nnitual delight. The joy of our ehildliood in hearing beautiful 
 stories from some skillful aunt who loves to tell them, must be repeated in youth. Tin- boy wishes 
 to learn to skate, to coast, to catch a fish in the brook, to hit a mark with a snowball or a stone ; 
 and a boy a little older is just as well pleased to teach him these sciences. — Kriwrxon. 
 
 It would be hard to estimate how much m'c owe to the kindergarten ami 
 manual training movements for the new s])irit which they have helped to hring 
 into our schools. But even these subjects, so full of life and inspiration, -m-o 
 in danger of becoming so systematized in the process of fitting into <>nr highly 
 organized graded school systems as to lose much of tlieir power fin* good. ]\rany 
 people feel that our schools are liaving tlioir very life systematized out of them
 
 Incentive!: 
 in manual 
 
 :J0 INDUSTRIAL -SOCIAL EDUCATION. 
 
 niitl tliat manual training- must be used to help in bringing about a more natural 
 i-onclition in our schools. It is in line with these thoughts that I desire to offer 
 several propositions for the consideration of those who are interested in manual 
 training, which ought to mean all who are interested in education. 
 
 PROPOSITIONS. 
 
 1. The attitude of the child should be carefully considered. 
 
 •J. The kind of work should be adapted to the environment of the child and 
 
 connect the school life with that of the home and the community. 
 •■;. ]\lanual training and physical training should furnish the center or basis 
 for the school and home life of the child. 
 
 It is not possible to discuss one of these propositions without touching on 
 the <nhers. An attempt will, however, be made to make some suggestions 
 regarding the first of these propositions in the present chapter and to discuss the 
 others at a later time. 
 
 During the past year I have asked many teachers this question: " Is it fair 
 TO say that every article that is made in connection with manual training shall 
 training. l,o nuule iu respousc to the individual need of the child who makes it?" Some 
 
 have said at once, " Certainly that ought to be true." Others have hesitated and 
 sai<l, " It sounds all right, but you can't do it." One wise, clear-headed editor 
 told the story of a Yankee, who, being out of work, was engaged to pound a log 
 with tIio l)ack of his ax at two dollars per day. The story runs about as follows : — 
 
 A day laborer of American parentage could find no work and his family 
 were in need. Finally a well-to-do but philosophically inclined farmer said to 
 him, " I have no regular work for vou but I will cive vou two dollars a dav 
 if you v.'ill do the work Avhich I give you to do." The man -was much pleased 
 at the ])rospect and reported the good news to his wife. The next morning he 
 set out with his ax over his shoulder. The farmer conducted him to the woods 
 and requested him to mount a large log and to go through the motions of chop- 
 ping but to use the back of his ax. '' Oh ho !" said the man, " that 's easy 
 enough," and he set to work right merrily. The farmer left him. In about 
 an hour the farmer returned and asked him how he was getting along. " First 
 rate, ' said the man. The farmer again went away but returned in another 
 hour and again asked how the laborer was getting along. " Fairly well," said 
 the man. The farmer came again an hour later and asked the same question. 
 •• Xot very well," said the man. " 1 feel very tired. Is n't it almost noon ?" 
 " Oh, no," said the farmer, " it is only ten o'clock." The farmer noted with 
 interest the look of dejection and discouragement on the face of the laborer when
 
 ATTITUDE OF THE CllJLJ) JX THE XEW MANUAL TKAIXIXG. ;51 
 
 he lieai'd this. When he came again at eleven o'clock the man was nowhere to 
 be seen. He hurried to the home of the laborer and there he found the man in 
 the midst of his hungry and weeping family. When pressed for an explana- 
 tion he would only say, " I just could n't stand it to chop wood and not see any 
 chips fly." 
 
 " This," said our editor, "^ is a fair sample of much of the manual training Purposeless 
 
 . T 1 T • • • • 1'"' manual train- 
 
 work m our schools. It is entirely purposeless from the child standpoint. ing. 
 
 The most of the manual training teachers fought shy of my question. One 
 of the most thoughtful ones said, '' It is all right for an ideal but I would not 
 dare to follow it out in jn-actice." " Why?" said I. " Oh, I had a little expe- 
 rience along that line a short time affo." And then he told me the following 
 storv: A bov who was not i:)articidarlv bright and who had recently been 
 indulging in truancv, desired to make a desk for himself. This was awav 
 beyond his power to do but because of the circumstances the boy was allowed to ^"Jacticar"^ 
 try it. " Well," I said, " how about the results ?" *' Oh, he made the desk hut 
 you ought to have seen it. If I should exhibit such products from our manual 
 training school our best supporters of manual training would drop away. It 
 was simply impossible." " But what about the boy ?" " Oh, he liked it. He 
 never had worked so hard and there was no more trouble about his runnine; 
 awav from school." "Did he do his best work?" ''Yes, and he continually 
 improved in his Avork." '' Then from the standpoint of a fine desk the result 
 was a failure, but from the standpoint of the boy it was a great success." " Yes." 
 .ind our schools are for the purpose of developing boys and not for the manu- 
 facture of desks. 
 
 This teacher is one of the most intelligent and fearless teachers of the subject 
 in !Xew England, and he is doing excellent work. He recognizes, however, the 
 fact that he is working largely from the standpoint of the model rather than 
 from that of the bov. lie often encourages the bov M'ho is ahead of the class tn 
 make something for himself. But this is only incidental. The main work of 
 all pupils must be the making of certain models which are in the required course 
 in every first-class manual training school where the same system of manual 
 training is taught, in every part of the world. This devotion to a system is bduml a system, 
 to lead to formalism and to those mechanical methods which are the bane of all 
 school work. Such methods make for divorcement from practical life, lack of 
 interest, and stagnation. A trade school is much more truly educational than 
 manual training in the regular school on this basis. Just a few years ago the 
 leading educators of this country were taking great pains to discriminate between 
 the educational and the bread and butter aspects of manual training. They 
 
 )oinination ot
 
 3-1 IXDUSTEIAL- SOCIAL EDUCATION. 
 
 fiiiled to sec that inainial training divorced from the practical aspect loses some 
 of its most valnahle educational points. This reminds one of the mistake which 
 is often made when it is said that the early settlers of America Avere so busy 
 getting a living that they had no time for an education. It seems to be forgotten 
 that the best part of the education of such men as Franklin, Webster and Lincoln 
 was obtained in connection with getting a living. Our most thoughtful manual 
 training teachers are coming to see that manual training as well as other sub- 
 jects siiHidd l)c in touch with the practical everyday life of the child throughout 
 the course. The child should himself be able to see some reason for doing the 
 thing which he is reqtiired to do. This does not mean that there is to be no 
 svsteni to the work, but it does mean that the child shall be above the system. It 
 means tliat not exactly the same system shall be used in city and country, in 
 every city nor even in every ])art of the same city. It means that a system 
 wliich is found good in Sweden is not necessarily good in America ; that because 
 a system is good in the high school grades is not a sufficient reason for cutting 
 it down to fit the lower grades. 
 
 Hie following story has recently been told to illustrate the different attitudes 
 of the same people toward the same things under different conditions: — 
 
 Dtu'iiig the Civil War some Confederate prisoners who had never been accus- 
 tomed to manual labor were set to moving stones from one part of their prison 
 to another and hack again. They knew that the exercise was good for them, but 
 long before night they were exhausted. Xoting this, the jailer, who was a 
 thoughtfid man, set the same men to work with the same stones. This time, 
 how('V(>r, they were to use the stones in the construction of a wall in a cellar, 
 v.hich was to be used for confining them more securely at niffht. The men at 
 once showed a different s]urit. They became interested in their work and could 
 soon w(»rk day after day without serious fatigue. Shortly after this it occurred 
 to some of these men that there was a possibility of escape. After working hard 
 all day they spent a good ])ortio]i of every night in tunneling through the same 
 wall and an earth baid< beyond, taking out and replacing the same stones twice 
 every night for two weeks until an opportune time came for their escape. The 
 attitudes, attitude of those prisoners under three different kinds of conditions may, I think, 
 fairly represent the different attitudes of the children toward three different 
 kinds of niannal training. Xo. 1 is the child learning to »nw to a line, to drive 
 Junls, to make stitches, for the sake of the ])hysical, mental, and moral develop- 
 ment. It is well illustrated in the Russian system and is fmind to some extent 
 m most of the regular systems of manual training. Xo. :2 is the child working 
 with other children under the direction of the teacher to construct a machine 
 
 nifferent
 
 ATTITUDE OF THE CHILD IX ^J'lIE ^EW MANUAL TRAIXIXG. 33 
 
 to be used bv the class or n linildin"- for the use of the sehooL It is best illus- 
 trated iu the erection of new buildings at such schools as Tuskegee or Thomp- 
 son's Farm School in Boston Harbor, and a littl(> of it is done in our best manual 
 training courses. jSTo. o is the child making for himself something which he 
 has liimself planned with such tools as he is able to secure. It is best illustrated 
 by the country bov stealiii"' awav and makina' for himself a sled or a flvinc 
 machine with contraband tools and material. It is incompatible with any sys- 
 tem of manual training and hence is seldom found in connection with any school 
 \vork. 
 
 It is evident at a glance that no one of these is ideal. It is also evident, I 
 think, that Nos. 2 and 3 contain elements of strength not found in 'No. 1, and 
 not found in the regular courses in manual training as they appear in our school 
 systems. 
 
 It is evident that the ditference is not a difference of material, tools nor 
 children. It is a difference of attitude. 
 
 The new manual training must take cognizance of this, incorporate into 
 itself the strong points of Nos. 2 and 3, and avoid the weakness of I^o. 1.
 
 A LESSON ON WEEDS. 
 
 CHAPTER III. 
 
 MAXUAL TEAI^^TII^G ADAPTED TO THE EXVIRONMEXT OF THE 
 
 CHILD AXD RELATED TO THE WORK OF THE 
 
 HOME AXD SOCIETY. 
 
 Tlie work of the, child's hands must express the livhig interests of the child. — Felix Adler. 
 
 I helieve that our own experience instructs us that the secret of edircation lies in respecting 
 the i)upil. It is not for you to choose what he shall know, what he shall do. It is chosen and 
 foreordained, and he only holds the key to his own secret. By your tampering and thwarting, 
 and too much governing, he may be hindered from his end, and kept out of his own. Respect the 
 child. Wait and see the new product of nature. Nature loves analogies, but not repetitions. 
 Respect the cliild. Be not too much his parent. Trespass not on his solitude. — Emerson. 
 
 In a previous chapter an attempt was made to show the importance of con- 
 sidering the attitnde of the chihl in all niannal training work. The present 
 chapter will deal with proposition Xo. -2, viz. : The kind of work shonld be
 
 ;3G IXDUSTKIAL- SOCIAL EDUCATIOX. 
 
 adapted to the environment of tlie child and rcdatod to the ^vork of the home and 
 the community. This wonld seem to he self-evident and hence to need no dis- 
 cussion, Mere it not so commonly disregarded in much of our regular manual 
 trainine- Avork. 
 
 Tn visiting schools during the past year, where some of the hest manual 
 
 Effect of i"«i>- training work is being done, I have often asked such questions as the following: 
 
 in the home. What effect does this work have upon the home life of the children? Do these 
 
 girls use the knowledge gained here in cooking and sewing at home ? Is there any 
 
 attempt to connect this Avork with the needs of the home ? Are the needs of the 
 
 school recognized in |)lanning this work? The usual reply has been, "I don't 
 
 know: avo might ask the children." When the children have been asked it is 
 
 usually found that some of them have done something at home as a result of 
 
 the manual training in school and, in rare cases, very much has been done. But 
 
 in the areat maiority of cases the home results have been lamentably small and 
 
 rarely ever has the work in school been given in response to a home demand. In 
 
 fact, the kind of manual training given has usually, from the child's standpoint 
 
 at least, no connection with any practical need of the home or the school. 
 
 Reasons for ^^' '^^^P'^ ^""'^^y '^l^i^ kind of work is given, the reply of the more thoughtful 
 
 any one kinii manual training teacher is that this form of manual training has proved valuable 
 
 of manual 'i-ii-nii ii- tt "^i 
 
 traininsr. lor educating the child through doing, lie may go on to say that modern edu- 
 
 cation teaches that manual training is training the mind through the hand, and 
 that real knowledge and A\-ill power can only be gained through self -activity, 
 lie may add that this is the natural Avay and you must follow nature. All of 
 which is very good, but ler us consider the matter for a little. 
 
 '' Follow nature " has been a shibboleth for educational reformers since the 
 Meaning of tiuic of Comeuius. About two hundred years after Comenius, Rousseau took 
 Nature/' "P ^^^^ ^^T' '' Follow nature," and after him Pestalozzi and Froebel preached 
 from the same text, l)ut each meant something a little different by his preach- 
 ment. 
 
 Comenius seems to have meant tluit it is natural for the young child to gain 
 knowledge from the things about him, and that the teacher should allow the 
 child to develop in accordance with the laws of nature just as the gardener trains 
 the vine. Rousseau preached '' return to nature." He w^ould let the child 
 alone and '' give nature a chance." lie A\-ent further than Comenius in recog- 
 nizing the wonderful development which comes to the child through reacting 
 upon his environment, 
 chn'd alaL Pestalozzi studied Rousseau and accepted his theory of child development 
 
 for education, but had a clearer understanding of the principle. He saw that all real knowl-
 
 ,->*J 
 
 MANUAL TRAIXIXCi RELATED TO HOME AXD SOCIETY. 3T 
 
 edge has its basis in sense perception and can be obtained only tbrouiili tlie 
 activity of the child, 
 
 Froebel studied Ronssoau, Pestalozzi and llu- jjoung rlilld al phti/. lie 
 agreed with Pestalozzi that the yonng child mnst be dovelo])('d through his own 
 sense perception, but he went further in the emphasis of the self-activity of 
 the child. He saw that the child, " a divine idea," develops from within (luire 
 
 , . ' ' The child a 
 
 as much as from without. The child is to be treated as a doer and even as a "fioerand 
 creator. This gives a sufficient reason for manual training and a demand for '■'■'^^'**"''" 
 manual training as a basis for education. 
 
 Thus far, however, the nature of the child has been considered with ref- ^-,)^, j.ijji^j ;„ 
 erence to its development throutih contact with the phvsical world and its urowtli '^'lationto 
 
 ,,.'". . ' his physiral 
 
 in power to control physical things and use them in building up its own })er- euviroument. 
 sonality. 
 
 Child nature in its relation to society has received little attention. Adult I'heohii.i in 
 nature has been almost entirely left out of the question. We have said that society, 
 the parent should consider the nature of the child, but w(^ liave not so strongly 
 emphasized the fact that the natures of the father and mother and brothers and 
 sisters are elements in the problem. 
 
 I believe the time is ripe for a broader interpretation of the call, " Follow i^foadcr inter- 
 
 ,, T-i 1 . 1 . ... . . pretatinii of 
 
 nature. Education has to do not alone with the individual child l)nt with"Foiiow 
 society. We cannot lift one part very far without elevating the whole. It ""'"'■'^■ 
 seems to me that the fact needs to be emphasized that all alwut the chihl is an 
 atmosphere, a world of people, against which he reacts and which is as impoi'- 
 tant in its effects upon him as anything in the ]5hysical world. 
 
 Here is something that must be reckoned with by the schools. If we Avould 
 build up the child we must build up the society in which he is immersed. We 
 shall do well if we will study a little more how ISTature (God) deals with human 
 nature, developing grand, noble men in the most lowly places and amidst the The child in 
 most unpromising surroundings. " Shall any good thing come out of Xaza- environment 
 reth ?" might well have been said of many of our noblest men and women. We 
 do well to study into the conditions, other than those of the schools, which make 
 for strength of character. This, it seems to me, is a part of the nature of the 
 child which has been sadly neglected by us teachers. We have been too well 
 satisfied to deal with the children as they come to us into the school and to feel 
 that our duty was done, so far as the children were concerned, when they were 
 well off the school grounds at night. 
 
 We do well to consider the nature of each individual child and how it may 
 best be developed physically, mentally and morally; how it acts and reacts upon
 
 ;j8 
 
 IXDT^STKIAL - SOCJ AL EDUCATION. 
 
 Must consider 
 rhiU) anil his 
 homo. 
 
 Su>.'Kestions 
 from typical 
 New Knglaiid 
 liome. 
 
 its environinoiit ; hut wo must not forget that the environment is not only phys- 
 ical hut social, that we have to consider not only the nature of the child Imt the 
 nature of his father and mother and of other members of his social environment. 
 Xot the individual child but the family is the social unit. It is in the home that 
 our best men have learned their best lessons. In the home, then, we must look 
 fi»r suegestions as to the natural Avav to develop the child. 
 
 A careful study of the conditions for growth in the old i^ew England home 
 will, I think, be found full of suggestions and inspiration as to the right kind 
 of manual training. The old New England farm furnished some of the best 
 manual training that has ever been given. 
 
 The Xew England home was a busy place. Early in the morning the house- 
 hold was astir. In summer the farmer arose at 4 o'clock, called the hired man 
 to feed the horses and milk the cows ; John and George must help about the 
 milkine:, drive the cows and i>"et wood and water for their mother before the 
 regular day's work began. Mary must set the table and help to cook and serve 
 the breakfast. After breakfast John and George must go to the field with the 
 men while Mary washed dishes, made beds and prepared the vegetables for 
 dinner. Long before noon all were tired and hungry and glad of the brief 
 respite and grateful refreshment of the noon hour. The afternoon was passed 
 like the morning in wholesome labor, varied somewhat in character from that 
 of the morning, but filling every hour. 
 
 After supper the cows must again be milked and the horses rubbed down 
 and fed for the night. Indoors the dishes must be washed, the bread set to rise 
 and some mending needed attention. During the short evening a neighbor or 
 two might drop in to exchange news, but very early all members of the house- 
 hold retired to restful sleep. 
 
 With the changing season came corresponding changes in the wt>rk ; each 
 change being anticipated with great interest and adding new zest to life. There 
 was nothing humdrum nor monotonous about life in a Xew England home ftill 
 of children. Every season had its own peculiar charm for the young people, and 
 although their hands were busy with the labor of the field and dairy, their minds 
 were often filled with quite different things. In summer it was the Fourth of 
 July celebration or the Sunday School picnic, and in the winter it was the 
 Christmas tree, the donation party or a spelling school. The Avinter was the 
 favorite part of the year because then was the time of leisure for sleigh rides, 
 skating parties and sugaring off in the woods. In the winter, too, came the 
 short term of school, welcomed not so much by the children for the opportunities 
 for mental development, as for the social intercourse there offered. For the
 
 MANUAL TRAI^IX(; RELATED TO HOME AND SOCIETY. 30 
 
 time being' the seliool became the center of the chihl life of the cDiniimiiiry. Imi 
 every moriiiii<i' before school and every night after seliool the children ha<l 
 certain definite duties to perform in connection with the home. They were 
 integral parts of the home, sharing iji all its joys and sorrows, and feeling, to 
 some extent, responsible for its maintenance. In the main, the work was done 
 under the direction of the father and mother, l)nt th(> wise parents encouraged 
 the children to offer suggestions, which were followed when good, and to take 
 a pride in their work. They also gave them opportunities for independent 
 ventures in raising vegetables, fowl, en* a calf or colt. 
 
 Some of the results of such manual training are well described l)y the follow- 
 ing quotations from Harriet Beecher Stowe and Elbert IIubl)ard : — • 
 
 In " The Minister's Wooing " we read as follows : " For you must know, 
 here in Xew England, the people for the most part keep no servants, but per- 
 form all the household Avork themselves, with no end of spinning and sewing 
 besides. It is the true Arcadia, where you find cultivated and refined people 
 busying themselves with the simplest toils. For these people are well read and 
 well bred, and truly ladies in all things. And so my little Marie and I, we feed 
 the hens and chickens together, and we search for eggs in the hay in the barn. 
 And they have taught me to spin at their great wheel, and at a little one, too, 
 which makes a noise like the humming of a bee." 
 
 " Faculty is the greatest virtue, and shiftlessness the greatest vice, of Yankee 
 man and woman. To her who has faculty, nothing shall be imjiossible. She 
 shall scrub floors, wash, wring, bake, brew, and yet her hands shall be small and 
 white ; she shall have no perceptible income, yet always be handsomely dressed ; 
 she shall have not a servant in her house, — with a dairy to manage, hired men 
 to feed, a boarder or two to care for, unheard-of pickling and preserving to do,— 
 and yet you commonly see her every afternoon sitting at her shady ]iarl()r 
 window behind the lilacs, cool and easy, hemming muslin cap-strings, or 
 reading the last new book. She who hath faculty is never in a hurry, never 
 behindhand. She can always step over to distressed Mrs. Smith, whose jelly 
 won't come, and stop to show Mrs. Jones how she makes her pickles green, and 
 be ready to watch with poor old Mrs. Simpkius, who is down with the 
 rheumatism." 
 
 Elbert Hubbard says in his autobiography : " I left school at fifteen, ^^'ith 
 a fair hold on the three R's, and beyond this my education in 'manual training' Manual train 
 had been good. I knew all the forest trees, all wild animals thereabout, every country boy. 
 kind of fish, frog, fowl, or l)ird that swam, ran or flew. I knew everv kind of
 
 40 
 
 IXDUSTKIAL - SOCIAL EDUCATIOX 
 
 oraiii or veg'ctable, and its comparative value. I knew the different breeds of 
 cattle, horses, sheep and swine. 
 
 " I eoidd teacli wild cows to stand while l)eing- milked, break horses to saddle 
 or harness; could sow, ])lo\v and reap; knew the mysteries of applerbutter, 
 pumpkin pie, i)ickled beef, smoked side-meat, and could make lye at a leach and 
 formulate soft soap. 
 
 " That is to say, I was a bright, strong, active country boy, who had been 
 brought up to helj^ his fatlier and mother get a living for a large family. 
 
 "' I was not so densely ignorant — don't feel sorry for country boys ; God is 
 often oil their side." 
 
 Commercial 
 siile of mamial 
 trainintj- 
 
 Relation of 
 school to 
 society. 
 
 Such manual training satisfies both ]iropositions Xo. 1 and Xo. 2. We may 
 never be able to attain to it in our ]uiblic schools, but if it is the right kind, we 
 can at least work toward it. 
 
 Whatever of suggestiveness mav ])e fouu<1 i.i the work at Hvannis gets its 
 value, in large measure, from attempts to infuse into it the spirit Avhich was in 
 the old Xew England home. 
 
 In the old Xew England home tlie older children were encouraged to get 
 Into contact with the outside ^vol•ld l)y selling some of the products of their 
 labor and buvin^- something for their oavu use. The children in the school mav 
 
 too «- 
 
 well get into touch with the ^^•orld of commerce in the same wav. Some things 
 should be made to sell. Let us see how this transforms the usual schoolroom 
 conditions. 
 
 A boy, with the advice and consent of his teacher, decides to make a basket 
 to sell. At once a new atmosphere is created. It is not a question of pleasing 
 himself nor tlie teacher ; it is a question of producing a basket which the world 
 needs and for which it is willing to pay. lie must conform to the requirements 
 of the market. The teacher is in a new role ; she no longer stands over him, 
 urging him to his task and insisting that the result must satisfy her. Will it 
 sell? is the question now. lie goes to the teacher for counsel, sympathy and 
 assistance. She is his senior and the other children are his junior partners. 
 All are anxious to have a basket that will sell. A similar condition comes about 
 when the school garden products are sold and the money becomes the property 
 of the class. 
 
 A little thinking will lead one to see that not only the relations between pupil 
 and fello^v pupils are greatly changed, but the relation of the school toward 
 society becomes very close and real. Here are splendid opportunities for laying 
 the foundations of future good citizenship.
 
 MANUAL TRAIXIXG RELATED TO HOME AXD SOCIETY. 41 
 
 Tlic 011(1 of education is service for society. But ]u-ioT to tliis and funda- . 
 mental is service for one's self; one should be self-su])])<)rtiiiii' Ix'fore lie attempts 
 to support another. ITe must feel and know that he can take care of himself. Educational 
 
 II value of get- 
 
 Self-support is the first thinp,;; o'ettinu' a living is fundamental, ^lost peo])le tii'K a iivinK. 
 
 spend most of their time in getting a living, hut in getting a living they get all 
 
 things, patience, perseverance, sympathy for others and an understanding of 
 
 the needs of society. 
 
 From getting a living for one's self one grows into getting a living for one's 
 family and through the pi'oper care of his family ho comes into pro])er relations 
 with church and state. 
 
 A community made up of ]»eo]de, every family of wliich is self-supporting, 
 is a community well advanced in civilization. 
 
 Tlie child should make and do things which he and his ])arents recognize fis ^^^^ ^.^^.j^ 
 making a bona fide contribution toward his support; things wliich make him a producer, 
 valuable as a producer. 
 
 Our schools should send the children home to be home helpers. When the 
 children a'raduate from our 2;rammar schools at fourteen years of age they 
 should know how to do all the various household duties. The girls should be 
 able to do plain cooking, sewing, sweej^ing, dusting, etc. The boys should be The child to 
 
 . "^ , , *" . ' , , n -1 -1 become a 
 
 able to care lor their own rooms, mem I their own clothes, care lor garden and home helper, 
 lawn, run the furnace and make siin])le repairs about the house and grounds. 
 They should take as much pride in these various accomplishments as in any 
 other form of school work. 
 
 It will often be found necessary to educate the ]>arents up to allowing their Educating 
 children to do these things, but this is a part of the mission of the modern school ^^^ parents. 
 teacher. 
 
 Let us try to understand our problem and then take a strong hold, striving Education of 
 to enlist all of the forces for good in educating the community through throu°g™The"'^ 
 the children. children.
 
 
 
 i
 
 CHAPTER IV. 
 
 PHYSICAL TPtAINING AND INDUSTRIAL TRAINING AS A BASIS FOR 
 
 OTHER SCHOOL WORK. 
 
 For men have had to work in order to live. In and through their work they have mastered 
 nature, * * * they have awakened to the sense of their own powers, have been led to invent, 
 to plan and rejoice in the acquisition of skill. — John Deireij. 
 
 I like boys, the masters of the playground and of the street, — boys who have the same liberal 
 ticket of admission to all shops, factories, armories, town-meetings, caucuses, mobs, target- 
 shootings, as flies have ; quite unsuspected, coming in as natui'ally as the janitor, — known to 
 have no money in their pockets, and themselves not suspecting the value of this poverty ; putting 
 nobody on his guard, but seeing the inside of the show, — hearing all the asides. There are no 
 secrets from them, they know everything that befalls in the fire company, tlie merits of every 
 engine and of every man at the brakes, how to work it, and are swift to try their hand at every 
 part ; so, too, the merits of every locomotive on the rails, and will coax the engineer to let them 
 ride with him, and pull the handles when it goes to tlie engine-house. They are there only for 
 fun, and not knowing that they are at school, in the court-house or the cattle show, quite as nnich 
 and more than they were, an hour ago, in the arithmetic class. — Emerson. 
 
 It has, until quite recently, been customary to speak of the three R's as the 
 fundamental subjects of the school curriculum. In real life out of school one 
 Avould never think of calling them anything but accessories. As a vision of a 
 new school, where the children are living real lives, is gradually unfolding Fundamental 
 l)efore us, we are coming to see that even here the three R's should be considered ("e^^^hoo"/ 
 as tools, tools for the accomplishment of real work. What, then, are the fund-i- 
 niental subjects, the subjects upon whicli we may base the other lines of work 
 and which may serve as points of departure for the other school subjects I Let 
 us see how it is in the real Avorld. 
 
 Agriculture, fishing, manufacturing, building, connnerce, are the funda- 
 mental activities of civilized man. About these, and depending upon them, are 
 the other activities of modern life. In other words, labor, skilled and unskilled, 
 the dealing with physical forces, furnishes the basis of modern society. In 
 connection with these activities and growing out of them are all ])rofessions, all 
 sciences, philosophies and religions. 
 
 Just as physical activity is basal in the world of man, so is it in the world of 
 the child. Man has grown out of the savage into the civilized state through his 
 striving to minister to his physical needs.
 
 u 
 
 INDUSTRIAL - SOCIAL EDUCATIOX 
 
 Self-activity 
 (!evelof)t.'(l 
 throuirh play. 
 
 Uc'siri' to 
 work. 
 
 The child as he 
 enters school. 
 
 The natural 
 way of 
 development. 
 
 The i)lay 
 instinct. 
 
 Value of old- 
 fashioned 
 recess. 
 
 The young- child is a helpless egoist, and whether we believe in the culture 
 epoch theory or not we know that this child can come to be a person of self- 
 control and consideration for others only through his own self-activity. The 
 opportunities for self-activity come to the very young child through play. 
 Through play he develops his body and mind along the lines of hereditary 
 tendencies and imitation of persons and things in his environment. He assimi- 
 lates and makes, in some measure, his own the things which he imitates. 
 
 As he increases in understanding and power to do, he comes to desire to help 
 his father and mother. He wishes to work. He may soon tire of it, but again 
 and again he returns to it with renewed ardor, especially if his efforts have 
 been croAvned with success and he has been led to see that he has really been 
 a helper. 
 
 The wise parent finds that in connection with this play and work of the 
 child the best opportunities are furnished for effective lessons in morals and 
 religion and in such nature studv, historv and literature as he is able to 
 assimilate. 
 
 When the child comes into the public school he comes with all his inherited 
 tendencies plus many prejudices, both good ajid bad, which have been gained 
 at home and on the street. Xow if any of these are to be changed or if new ones 
 are to be developed, it must be done, not through abstract precepts, but con- 
 cretely, through example and practice. The boy must run up against things 
 and people, must feel for himself Ik.w things work out. This is not funda- 
 mentally a matter of Avords, and l)ooks can be helpful only as they furnish sup- 
 iilementarv material. 
 
 If school is to continue the development of the child in a natural Avay, along 
 lines similar to those folloAved in the home, then the lines would seem to be two, 
 viz. : ])hysical training and industrial training. Of these the former ^Yi\\ take 
 the place of the play, and the latter of the Avork of the home. 
 
 Since tJie time of Froebel some of the best child study has been done in 
 connection Avith the iilays of children. The best kindergartens haA-e made much 
 of the play instinct, and tliis influence is sloAvly AA^orking up through the grades. 
 It has a firm hold in colleges through the athletics, and has made rapid lieadAvay 
 in our high schools. It seems, hoAvever, to have had but little effect upon the 
 grammar and intermediate grades. 
 
 Recess time has been displaced in many places by brief physical exercises 
 within the schoolroom. The school appears more mannerly, more subdued, 
 more orderly. By this means there is not so much chance for loAA^ering the 
 moral tone by speech or action on the school grounds. But hoAv about the phys-
 
 A BA.SIS FOR OTHER SCllOOl. WORK. 47 
 
 ieal condition of the children ( Ave we lieeding the wise admonition of Professor 
 Tvler and giving Mother j^atnre a fair chance to develop the chick ? C^onld not 
 all the objections to a recess time be overcome if teachers wonld plav with their 
 children ? When one considers the matter it is surprising* that we devote snch ^''^"ffi'^ieiicy 
 
 J- ^ of (gymnastic 
 
 an infinitesimal part of the school time to ])hvsical training. What if the (iriiis. 
 teacher should expect to develop the mind of the child by one or two ten or 
 fifteen minute number drills a day, leaving the rest of his mental development 
 to chance 'i But is not this just what is being done in most of the public school- 
 regarding the teaching of physical training? When one calls to mind the ordi- The mocieni 
 nary, regulation public school, of what does he think ? Rows of desks and chairs a'jj","^'^"^"^) 
 filling the room, with a child in every chair. Does it look like a place fitted 'ipveiopment. 
 up for the physical development of the growing child ? Professor Dewey was 
 right when he said that the ordinary schoolroom was furnished for the listen- 
 ing child. 
 
 But we have become so accustomed to these schoolrooms with tlieir cast-iron 
 desks, and just as rigid rules, that it is hard for us to get the ]u-oper point of 
 view. It may help us if we try to imagine President Roosevelt and his Rough 
 Riders, after a lively gallop, placing themselves in those desks, there to sit for 
 five hours a day, five days in the week, for forty weeks, and to do just what they 
 are directed to do by a lady teacher. Would they do it ? Would it not be a 
 physical impossibility ? Or if they, with their iron wills, held themselves to it 
 for a whole year, how different their appearance would be ! How the strength 
 of muscle and eagerness of spirit would have diminished ! But, some one sug- 
 gests, that these are grown men who have been accustomed to their freedom in 
 the open air. Yes, and as such, onght to be able to endure more hardships 
 than growing children. Tan anyone contend for a moment that the real, 
 natural demands of the child for spontaneous exercise are not as great and as 
 legitimate as are those of strong, healthy men ? 
 
 Have we not a I'ig'ht, from the standpoint of the proper physical develop- 
 ment of the child, to demand that schools shall be reorganized and put on such reorganization 
 
 ? 
 
 of schools. 
 
 Physical train- 
 
 a basis that the physical side of the child shall receive due consideration ? 
 
 Is it not time for us to realize that the proper physical development of the 
 child has to do, not with fifteen or twentv minutes of gymnastic drills eiven five^"^**"*^ *^^ 
 
 ' _ ^ . ' . . . . whole life of 
 
 times a week, but with all of the ])liysical activities of each of the daily twenty- the child. 
 four hours of the week ? x^ot that the public school teacher can direct all of these, 
 but she mav know somethine- about them and be ij-overned accordins'ly. 
 
 Very excellent results were obtained by the ancient Greeks tlirough their introduction 
 irames and contests. We are trvino- to imitate the Greeks bv the introduction '^"' -^"«'=
 
 48 LNDUSTRIAL- SOCIAL EDUCATIOX. 
 
 of games duriuo- reg-ular school lionrs, at recess times, and before and after school. 
 
 Value of Yatuahle as arc the games for physical trainmg thej may be nmch more 
 
 euiiics in c-hur- y.ii,,.^i,ij. i^ fjie nioral develo]))nciit. ]\hich lias been said of the valne of football, 
 
 haskcr ball :ni<l kindred sports in charnctcr Innldmg. Let ns consider games of 
 
 a different tyi)e. 
 
 Tnk(> the game witli marbles wliich is played ont of doors by boys all over 
 the land every s])ring. What training in accnracy, power of self-control, ideas 
 of fnirn.oss :in<l lionesty arc there! What opportnnities for the teacher to guide 
 the rhildren into higher ethical standards! How many teachers ntilize these 
 opportunities? Tt is much easier to pnt the whole matter aside by forbidding 
 ])lavino' niiirhh's on the scliool grounds. And why should we not forbid it? 
 •• Why. those little savages are gambling! They call it ' playing for keeps.' " 
 " But liow do they hap])en to be playing for keeps ?" The answ^er may be found 
 in an experience which I luid the other day as I passed by a group of rather 
 small boys who were playing marbles. A young man whom they knew very 
 well was just pausing to look at them. " Are you playing for fun ?" he asked. 
 " Xaw, do you think we are babies ?'' was the disgusted reply. What a revela- 
 tion of boy ethical standards was here revealed ! Those boys are striving after 
 tlicir conception of manhood. It is manly to venture something and to stand 
 your loss if you are beaten. The game requires skill, and it is manly to be 
 skillful. "Wliere, then, is the harm ? Is it not in getting something for nothing 
 — a disease which is ])ermeating modern society and doing great harm ? Can 
 you expect to have the children see this ? Xot perhaps very clearly, but they 
 mav see that it is not quite fair nor rijiht for erne bov to ffct all of the marbles 
 of all of the other boys because he can ])lay a little better ; that in every legitimate 
 business transaction each party receives an equivalent for services or commodity 
 rendered. They can see very clearly some of the results in the feelings toward 
 the boy who gets all of the marbles and the etfect upon him. One of the diffi- 
 culties in dealing with the question will l)e the prejudice among the boys in 
 favor of the game. If this is followed up it will be found that the boys are 
 supi)orted in their })rejudice by a large number of respectable citizens, and that 
 you have to deal with a social prejudice. You will also find that there is some- 
 thing in the nature of society to which this gaming responds. We all like to 
 run risks, ])ut some of us have learned to count the cost, not only to ourselves but 
 to others. Llere is a splendid game which appeals to boy nature and should be 
 utilized in building up such (Christian virtues as patience, self-control and con- 
 sideration for others, and in helping the boy to understand the temptations and 
 dangers of games of chance and of the stock exchange.
 
 A BASIS Foil OTHER SCHOOL WORK. 49 
 
 And this is typical of many games which we either forbid or entirely disre- 
 gard. These wonld furnish the finest possible basis for un<lerstanding the 
 ethical teachings of literature, sociology and history. 
 
 If, now, we agree that physical training of the kind here described is needed 
 for proper physical and moral development, let ns consider what industrial 
 training has to offer. 
 
 Since the days of Pestalozzi and Froebel, leading educators have more and 
 more recognized the principles which they taught. One of the most important industrial 
 of these principles is that the child can grow only through his own self-activity, training in the 
 Industrial training was the basis for all of the best work which was done at pestaiozzi. 
 Xeuhof, at Stanz and at Yverdnn. Some of the most suggestive things in all 
 of the writings of Pestalozzi mav be found in his Leonard and Gertrude, where 
 he ])ictures Gertrude as a teacher of her own children. 
 
 " The children all helped wash the dishes, and then seated themselves in 
 their customary places before their work. . . . First the children sang 
 their morning hymns, and then Gertrude read a chapter of the Bible aloud, 
 which they repeated after her while they were spinning, rehearsing the most 
 instructive passages until they knew them by heart. In the meantime the 
 (ddest girl had been making the children's beds in the adjoining room, and the 
 ^'isitors noticed through the open door that she silently repeated what the others 
 were reciting. When this task was completed, she went into the garden an<l 
 returned with vegetables for dinner, which she cleaned while repeating Bible 
 verses with the rest 
 
 " Whenever Gertrude saw that anything was amiss with the wheels or cotton, 
 she rose from her work, and put it in order. The smallest children, \v\u) were 
 not old enough to spin, picked over the cotton for carding, with a skill which 
 excited the admiration of the visitors. 
 
 " Although Gertrude thus exerted herself to develop very early the manual 
 <lexterity of her children, she was in no haste for them to learn to read and 
 ^\'rite. . . . The result of her system was that each child was skillful, 
 intelligent and active to the fidl extent that its age and development allowed. 
 
 " The instruction she gave them In the rudiments of arithmetic was inti- Correlation 
 
 . , , . . . T ' '^^'^"^ other 
 
 luately connected with the realities of life. . . . subjects. 
 
 " All that Gertrude's children knew, thev knew so thorouchlv that thev were 
 able to teach it to the younger ones ; and this they often begged permission to do." 
 
 Froebel, imbued with the spirit of Pestalozzi, went a step further and said ^'■"^^'^''*" 
 
 '- _ . advocate of 
 
 that the child must be not onlv a doer l)ut a creator. lie also said : — manual 
 
 " Every child, boy, and youth, whatever his condition or position in life. 
 
 training.
 
 50 
 
 INDUSTRIAL - SOCIAL EDUCATION 
 
 Manual train- 
 iiit' "laily. 
 
 Kiniiersarten 
 siiirit in prim- 
 ary (Trades. 
 
 Beginnings 
 in grammar 
 irrades. 
 
 Present 
 lirnblem. 
 
 Need of ob- 
 servation and 
 discussion. 
 
 Work at 
 Tiiskepee and 
 Hampton. 
 
 sli.tuld iIl^vcIc daily at least one or two hours to some serious activity lu the 
 production of some definite external piece of work. Lessons throiigh and by 
 w.u-k, through and from life, are by far the most impressive and intelligible, 
 and most continuously and intensely progressive both in themselves and in their 
 efi'ect on the learner. . . . The domestic and scholastic education of our 
 time leads children to indolence and laziness : a vast amount of human power 
 thereby remains undeveloped and is lost. Tt would be a most wholesome arrange- 
 ment in schools to establish actual working hours similar to the existing study 
 hours; and it will surely come to this." 
 
 Xow we all with one accord accept this doctrine of a do'uig child, and yet 
 what do we allow him io do in the grammar and high school grades? As soon 
 a-* we can get our luiiids up(in him we bottle him up and ]wt in the stopper until 
 school is (lismiss(Ml. As has been suggested, all of our school furnishings are 
 arranged for physical repression instead of expression. And yet there is a 
 brighter side. 
 
 W(^ have but to compare the schools of to-day with those which existed a 
 short time aso to notice what transformations have come about in the lowest 
 l)rimary schools and in the scientific departments of the colleges. In the near 
 future we shall, I believe, see as great changes in the grammar and high school 
 "•rades. In fact, the movement is alreadv well under wav. Already manv of 
 these schools have introduced cooking, sewing, wood work and kindred subjects 
 with laboratory work in the sciences, and are giving considerable time to phys- 
 ical training. It remains to connect these more closely with the life of the 
 child and to base the other school Avork upon them. 
 
 Xow comes the question which is troubling the most of us. How is this to 
 be done ? The problem is not one which can be worked out by any one school 
 alone. We need first to realize that we have the problem and then each need-; 
 to attack it in his own wav, for his own locality. 
 
 A discussion of the kind of work attempted and the results obtained in 
 \'arions places ought to help toward a right solution of the problem. 
 
 It seems to me that such work as is now being done at Hampton and Tus- 
 kegee should be full of suggestions for us. Booker T. Washington is rijikt 
 when he says : — 
 
 " I don't believe it is right to teach people everything in heaven and earth 
 and keep from them the knowledge of the means by which they earn their living. 
 When we said we were going to put up our own buildings there were objections. 
 and it was murmured that such a course could not be pursued with success, Imt 
 we kept on teaching everything in connection with the construction of the build- 

 
 A BASIS FOR OTHER SCHOOL WORK. 51 
 
 ings. The students Imd the experience of making the structures and we had 
 the structures also. 
 
 ''Out of our industries we have taught our people dignity and ("liristian- 
 izing power of laboring with the hands. We must ])ut dignity and <kill into 
 all forms of labor and teach the negro to do tilings as well as they can be done. 
 We are trying at the same time to lift labor up out of drudgery." 
 
 We do w^ell to study such schools as Abbotsholme, Derbyshire, England, 
 where the work of the day is divided into three parts : (1) the morning devoted work at 
 to class work indoors; (2) the afternoon to ]diysical and manual M'ork out of 
 doors; (3) the evening to music, poetry, art, and social recreation. 
 
 The new textile schools like the one at Lowell may furnish many sugges- Textile 
 tions. Here are acres of floor space for machinery so that the student may get schools, 
 his fundamental knowledge through participation. 
 
 I have received much inspiration from visiting the School for tbo Blind in 
 Philadelphia, where the students spend the hours from 8 a. m. to 5 p. yi., except from schools 
 for a short period for lunch, in working, studying, and in physical exercises, for defectives. 
 The wonderful transformation which comes about in these children in a few 
 vears is cause for much admiration for their svstem of training. 
 
 As one visits such schools as have been mentioned, he is impressed with 
 the unanimity of the opinions of the principals regarding the value of the work. 
 Here we see exemplified the new education. Quick says, " The old education oidandnew 
 had one object, and that was learning. ]\ran was a being who learnt and remem- 
 bered. , . . The Xew Education treats the human being not so much as 
 a learner as a doer and creator," 
 
 The reader will have noticed that the schools to which attention has 
 been called are all private schools. There are many reasons why it is 
 easier to work out this problem in such schools. But if the public schools cannot 
 lead in this matter, thev must strive to face in the same direction. That is 
 just what we are attempting to do at Hyannis. We are getting suggestions 
 from all directions and trying various lines of work which seem to us well 
 adapted to the children of this locality and appropriate for the public schools 
 of Massachusetts. 
 
 We are introducing the various forms of industry mentioned in a former a public 
 chapter, such as gardening, basketrv, household w^ork. At certain hours of the f^'^^o' 
 
 , . . . . becomes a 
 
 day one might pass through our Training Schofil and find it a verita1)le manu- manufactory, 
 factory, witli every child at Avork. 
 
 During most of the day the school ap])oars like anv other ])ulilic school.
 
 5-> IXDUSTKIAL- SOCIAL EDUCATIOX. 
 
 except that if one stops to listen to the lessons he finds that most of them are corre- 
 lated Avirh some form of industrial ^vork. 
 
 It seems to me that the public schools should commence earlier and close 
 later; that the children should be kept tied down to their desks for only a short 
 period at one time ; that such periods should be followed bv manual labor and 
 regarding ffaincs ; and that at some time during the day, when the sun is shining, the class 
 in our pub- "^^ should bc out of doors, either working in a garden, going to a park, or playing 
 lie schools. healthful games. With the introduction of more games into our physical train- 
 ing work, and of more industrial work properly correlated with the ordinary 
 school subjects, there must come great changes in the physical condition and 
 great improvement in the whole character of the work in the public schools. 
 
 Suggestions
 
 '/: 
 
 
 1^ 
 
 CO 
 
 & 
 
 O 
 
 a 

 
 CHAPTER V. 
 
 THE PLAYHOUSK AS A CEXTER. 
 
 Ill the vear of 1002 the teachers of the primary grades took the playhouse 
 as the center of interest. 
 
 This playhonse was constructed in the manual training room at the noi-mal 
 school, in such a manner as to contain the principal rooms of a house. The 
 children made things with which to furnish this house. The pupils of the lower 
 grades had heen studvina' the homes of other children of other lands and com- 
 paring their own homes with these, noting striking points of^resemblance and 
 difference in the kinds of house, the furnishings, and the clothing, and making 
 such inferences regarding the reasons for the variations as their age and expe- 
 rience enable them to make. 
 
 The children of the first grade had been studying about Hiawatha, and they 
 compared their own home, the Hyannis home with its furnishings, with 
 the Indian home and its simple but necessary utensils. They were delighted 
 to compare their food and clothing with his, their games and nursery stories 
 with those which Hiawatha was taught l»v old Xokomis. In a similar manner 
 they had studied about the little Esquimo and his home life. 
 
 The second grade children had studied the more striking features of the 
 industrial and social life of the Esquimo, the Indian, the Dutch, the Japanese, 
 and the Chinese children, always using their own experience as a basi^ of 
 comparison. 
 
 The third grade children had studied the home life of the Dutch, Swiss, 
 and Mexican children. 
 
 The fourth grade pupils had been very uiucli interested in Hobinson Crusoe 
 and the things which he found necessary for his home. 
 
 It is easy for the thoughtful person to see how such work as this a])]ieals t<i 
 tlie little child. The teacher is continually asking him to tell about things interest 
 of which he knows from experience and which he delights to talk about, espe- ° 
 cially when he is asked to compare his own house with the snow house of the 
 Esquimo bov or the tent of the Arab bov, or his leather shoes with the wooden 
 shoes of the Dutch boy.
 
 56 
 
 INDUSTRIAL - SOCIAL EDUCATION. 
 
 r>cv el op- 
 ulent of 
 vocabulary. 
 
 Means of 
 expression. 
 
 Earnestness 
 and happi- 
 ness of 
 children. 
 
 As the children stndj about these things, they ai-e learning to read and spell 
 and use properly the common words connected with their everyday life, and 
 kindred technical words connected with the life in other parts of the world. 
 Thus their vocabulary, spoken and written, is growing hand in hand with the 
 l)roadening of the horizon of their understanding. Xot only the pictures and 
 stories found in the cliildren's books, but many others, are provided by the 
 teachers. Sometimes, too, the teacher takes the children over to the normal 
 school, whore they are treated to a talk, supplemented by stereopticon lantern 
 .slides. 
 
 To those who understand children it is not surprising that they desire to 
 represent those things about which they are enthusiastic in some other form 
 than in words. They wish to do something with their hands, — to draw, to 
 paint, to cut out, to model in clay, to weaA'e, to sew, and to do many other things. 
 This natural demand, which may l)e seen in every normal child, we try to satisfy 
 by allowing him to attempt to represent some of these things about which he is 
 coming to know. This is where our industrial training comes in, as a means of 
 expressing some ideas which the child already has, and of gaining more and 
 clearer ideas. 
 
 Some of the things which were made were used for furnishing the play- 
 house, and every child was anxious to make something fit to go into that play- 
 house. Rugs and portieres were made in the first grade, furniture of tag-board 
 and mats of raphia in the second and third, and the fourth grade children wove 
 blankets and straw floor matting, made baskets, painted walls of the house, 
 designed wall paper and stained floors. It is inspiring to see how enthusias- 
 tically the children work, how they love to do things and to do them well, hoAV 
 much patience and persistence is being developed, and how happy they are.
 
 CHILDREN WEAVING. 
 
 CHAPTEK VL 
 
 WEAVING IX THE FIRST AND SECOND CHIADES. 
 
 Historically speaking, weaving for clothing, planting for food, and hnikling 
 for shelter are the three primal race occupations. Froebel believes tliat these 
 three forms of activity are essential to normal development. (Vrtainly, of all 
 the forms of industrial work tried in <nir school, none is more popular with the 
 children of the ])rimary grades than weaving. Again and ngnin comes from 
 some child the request that he be allowed to weave. 
 
 The occupation is varied l)oth in the things made, the materials used, and 
 the method of work. It is an occu]iation suited to children of different ageg 
 in the primary grades.
 
 5« 
 
 IXDUSTRI AL - SOCIAL EDUL ATlOX. 
 
 T'attem 
 eaving 'with 
 ar>er mat*. 
 
 MateriaL 
 
 ; ethod of 
 eaving. 
 
 'ther 
 jiattems. 
 
 Use of prac- 
 tice mats. 
 
 Best adapted 
 for use by 
 older 
 children. 
 
 I. KlXDEEGARTEX WeAVIXO. 
 
 One form of it, the pattern weaving with paper mats, has long been in nse 
 in the kindergartens. It is a source of so much pleasure to the little workers, 
 that some years ago I introduced it into mv first grade and carried on the work 
 started in the kindergarten witli which I was then associated. Manv of the 
 patterns are difficult enough to furnish an occupation adapted to a child ten or 
 twelve years of age. I still use the pretty kindergarten mats of colored paper 
 Avith my older pupils in first grade ; and let them make them up into sachets by 
 folding on the diameter and lacing the edges together with baby ribbon. They 
 make dainty and acceptable gifts at Christmas time. 
 
 These little mats come in 7 -x 7 inch squares, cut in strips one fourth inch, 
 one third inch or one half inch wide, with a corresponding margin all around 
 the mat. With e^ch mat comes a set of strips of the same width as the strips 
 of the mat, to be woven into it. 
 
 A strip is threaded into a steel weaWng needle, sold by all kindergarten 
 supply companies, and with it is woven over one, under one, through the strips 
 of the mat, always leaving free the marginal strips. The strips are put in with 
 the right and then the left hand alternately. Each strip as woven in is pushed up 
 to the top of the mat, by use of the needle, on the wrong side of the mat. Other 
 patterns are used, as '' over two, under two," or '• over three, under three," 
 •• over two, imder one," etc. Some few are dictated, others are originated by 
 the children. I dictate only the most simple ones used in the regular Kinder- 
 garten School of Weaving. The children then wofk out new patterns with 
 their practice mats. These practice mats are also used in some kindergartens, 
 and are made of marble cloth, cut like the paper mats wdth the half inch strips. 
 Instead of weaving in another strip, a tliin slat of wood one haK inch wide is 
 woven or laced over and imder the strips of the mat, always leaving the marginal 
 strips free as in the paper mats. These slats, made of thin light wood, are an- 
 other kindergarten Occupation material, used in kindergartens for "slat lacing." 
 They come in colors or plain. With the white marble cloth mats we use the 
 colored ones. A mat cut from bright morocco leather, into which is woven the 
 plain slat, gives very yoTing children great delight. 
 
 Because of the perishableness of the material the paper mats require much 
 manual skill in the little weaver. Tliev are too diificult for the Toungrest chil- 
 dren of kindergarten and primary grades. Therefore I use them only for the 
 older children who have acquired some dexterity in using the slats and practice 
 mat, and in weaving upon the tape looms.
 
 AVKA\I^(; LX THE FIRST AM) SKCOM) GRADES. 
 
 oil 
 
 
 li 
 
 e — ^"-^ 
 
 ^.i. 
 
 -J L. 
 
 .I.-. I. 
 
 T r 
 
 A:-}: 
 
 L 
 
 _ HI 1 III It I II. It ^h I ..b.. . mini 11 . 
 
 I ■ 
 I I 
 I I 
 
 "— ^1 k — •«''^= — ^ 
 
 I r. Tvi'K Weavixg. 
 
 This is one of the most siiii[>le aiul attriictivc forms of rlie occupation. Upon 
 looms 20x20 inches in sivce (or smaller if desired i we weave tape into (juill-^ 
 for a doll's bed, or a pillow-top for actual u-^e. 
 
 The tape used is an Eng-lish make of white cotton tajx', which we ourselves 
 dve anv color desired. Two tones of liglit hltu', green or nut hrown have uuide 
 
 pleasing pillow-tops. 
 
 The loom used is 20x20 inches, made 
 u])on the same model as the small loom de- 
 scrihed under Ilitg Weaving, aiul of which a 
 working di'awing is shown in Fig. 1, exce])t 
 that lh<' hrads in the ends are spaced three 
 fotirths inch apart and there is hul one row 
 of them. The two ends, each twenty inches 
 long, are made from ])laid^ just as shown in 
 the working drawin.g. and are joined hy two 
 stri])S of one half inch hoard, each ahout three 
 inches wide. There is no heddh' or shuttle 
 for this loom. Strips of tape are fastened to 
 the hrads and stretched across the loom. With 
 the steel weaving needle, used for the ]>aper 
 mats, the stri]>s which form tfie woof are laced 
 in, over one, under one, through the warp. 
 d'his simple pattern is the only one we find firm enough for the pillow-to]) of 
 tape. Perhaps other materials w(»nld permit use of othei- patterns. Art denim 
 cut into strips one inch wide, hemmed on the edges, and so Avoven has been used 
 for some artistic ])illow-tops on sale at Whitney's, Boston, this winter. Fuhhon 
 three fourths to one inch wide may 1)0 so used, or a light weight soft leather would 
 make a pillow-top suital)le for a den or library. 
 
 The strips are woven in with the righl- and left hands alternately as in the 
 regular kindergarten weaving. If tlic steel needle trouble the little worker, the 
 strips may be woven in by the fingers alone. So used, this loom, like the i)ractice 
 mat, may be used l)y the youngest children, as there is none of the nervous tax 
 Avhich is involved in tlie use of the paper mats. 
 
 Another form of weaving easy for the little people and whicli affV.rds them 
 
 :uuch jileasure is — 
 
 III. Rig Weavtxg. 
 
 Beautiful and artistic rugs for a doll house, or a carriage mat for the doll 
 carriage, are made of wools, rag. or jute, on small looms 0x12 inches in size. 
 
 Most simple 
 form of the 
 offuiiation. 
 
 The loom. 
 
 -r 
 
 Fig. I.. 
 
 Other 
 inaterial> 
 suitable for 
 pillow-tops. 
 
 Use of tiiiifers 
 with very 
 
 youiiij" 
 children.
 
 60 
 
 IXDUSTEIAL - SOCIAL EDUCATION'. 
 
 Larger rugs are also made upon larger looms. The materials used are coarse 
 Germantown wools, or jute, and for tlie rag rugs cheap outing flannel. We buy 
 the five cent white outing flannel, dye it any color desired, tear it into strips 
 about one fourth inch wide and wind it into balls. Then it is ready for use. 
 
 A two or three yard length so cut and wound is easilv used and avoids too 
 frequent splicing. Tlie effect of these rag rugs is soft and pretty. The rug is 
 firm enough, too, to be serviceable, and (^ne of a size for actual use has been 
 started in Grade II upon a loom 20 x 42 inches. 
 
 The heddle. 
 
 The shuttle. 
 
 1, Looms. 
 
 The looms are made in our own maniuil training rooms and are modeled 
 somewhat after looms seen in use in other schools. In Fig. I a working draw- 
 ino- of our smallest loom, 0x12 inches, shows its construction. The two ends 
 are made from plank, and are joined liy two strips of one half inch board, 
 screivpcl on. The width of the boards need not be the same as in this loom but 
 is a matter of choice or convenience. In the larger looms these strips are two 
 to three inches wide, though the ends are made with the same general propor- 
 tions as in the model. It is important that the ends be screwed rather than 
 nailed to the strips which join them. It is also important that the brads be 
 placed as in the model. It will l>e noticed that across the ends are placed two 
 rows of brads, spaced one half inch apart, and alternating in position. To these 
 brads the threads which form the warp are tied in stringing up the loom. 
 
 Fig. II shows a working 
 drawing of the heddle used for 
 this loom. This heddle is made 
 from one eighth inch l)rass, is 
 nine and one half inches long 
 and three and one half inches 
 wide. About one and five six- 
 teenths inches above the lower 
 edge is placed a row of holes 
 one eighth inch in diameter. These holes are spaced one half inch apart and 
 the first is one half inch from the left edge. Alternating with the. holes is a row 
 of slots, each one eight] i inch wide and two inches long, spaced one half inch 
 apart. One end of the slot is one fourth inch from the lower edge of the heddle. 
 The heddle is used to separate the threads of the warp. 
 
 Fig. Ill shows the shuttle used. It is twelve inches long, one inch wide 
 and one fourth inch thick. Each end is curved out as shown in the sketch so
 
 WEAVING IX THE FIRST AND SECOXD GRADES. 
 
 01 
 
 as to hold the threads, and whittled down to a thin edjie, that it may he pushed 
 through easily without eatchiug the threads of the warj). The tlireail (of wool, 
 rag or jute), which is to form the woof, is wound un this shuttle. 
 
 The larger looms are made upon the same model aud are 20 x 20 inches 
 in size. 
 
 2. Stktxoia'^g Vv thk Loo>r. 
 
 A" 
 
 M 
 
 // 
 
 // 
 
 Ni^- 
 
 r^U 
 
 Fig. III. 
 
 To string up tlic loom satisfactorily is something of an 
 art. It uiust !)(' done tight enough to give firmness, yet 
 not so tight as to prevent fn-c action of the licihllc. We 
 use any common twine for the war]) in wool ami rag rugs. 
 It is tied to the end hrad at one end of the loom, ])assed 
 throuffh the first hole in the heddle (which is licM midway 
 hetween tlie two ends of the loom, iu an upright ])osition, 
 and with the wider uuirgin at the to])), tied to the end 
 hrad in the o})])osite end of the loom, wound ai'ound the 
 first hrad of the alternating row in the same end, ])assed 
 through the first slot and returned to the o])])osite end, 
 wdiere it is tied to the second hrad. Tt is then A\'ound 
 around the next brad, and passed through the second hole 
 iu the heddle, to the o])])osite end au<l tied as before. In 
 this way the entire loom is strung u]). A large darning 
 needle assists in ])assing the thread through the holes and 
 slots. Also two can work to I)etter advantage than one in 
 stringing u]i the loom. We usually just start the weav- 
 ing for the children. 
 
 3. Weavixo. 
 
 Tw^o children work together. One holds the heddle, while the other throws 
 the shuttle. The heddle is heavv so that a child nuist hold it with both hands, 
 firmlv and evenly, midway between the two ends of the loom. If one end is 
 held lower than the other, the child who is Aveaving finds it difficult to push the co-operation 
 shuttle through without mistake. Held firmly and evenly and as near the ° 
 middle of the loom as possible, it keeps the threads well aj^art and affords suffi- 
 cient space close to the heddle for the shuttle fnll\' wound to ]3ass through. The 
 heddle is held alternately up, then doAvn. The weaver must ]3ass his shuttle 
 through, close to flic heddle, first with the right hand, then with the left, as it 
 is passed alternately from right to left and left to right, (^ire must be exercised
 
 62 
 
 INDUSTRIAL - SOCIAL EDUCATION 
 
 Mfasure 
 leiiffth of 
 threads of 
 woof. 
 
 Borders 
 ill rugs. 
 
 l)v the little weaver to leave a loop of thread at each end when the shuttle i-^ 
 drawn throuiih, lest the rni>' mirroAv in the middle. To avoid this the one hold- 
 ini>: the heddle pnshes it u\) after the shnttle is passed throngh, while the weaver 
 measures the loop and [)nlls the thread as tight as need be, but not tight enough 
 to draw in the threads of the warp. The heddle is used to push up the web. 
 In the rag rugs we sometimes push it up more closely by use of an unbreakable 
 rubber comb. This strains the threads of the warp less than does the use of 
 the heddle. 
 
 4. Splici]sh;. 
 
 When we splice the threads of the woof, the fingers are used to put in the 
 short end of thread. Then the new thread is drawn through with the shuttle 
 to about one inch from the end of tlie old thread. The two ends are allowed to 
 overlap about one and one half or two inches. The weaving is continued as 
 before. If, when finished, any short ends appear on the rug where it was spliced. 
 they are cut off. If the splice is made near the edge of the rug we always turn 
 back the thread two or three inches. It is stronger if the s])lice is made as far a> 
 that from the ed<>e. 
 
 Usuallv l)orders of a contrastino- color are introduced into these rues. With 
 the rag rugs we ol»tained a pretty mottled effect by sewing together uneven 
 lengths of flannel in two harmonious tones of a color. A pretty effect may ])e 
 obtained bv twistins; two colors to form a thread of the woof. 
 
 Matting for 
 doll fioiise. 
 
 Till' loom. 
 
 I\'. Kai'hia Wk.vvixc;. 
 
 The little people of the second grade find enjoyment in weaving for their 
 doll houses a Japanese matting of raphia. The raphia is soft and pliable and 
 gives a very jiretty matting effect when woven. As in braiding, it is more 
 ])lial)le and more easily used if first carefully washed in warm water and dried. 
 
 'I his matting is woven upon the larger looms, 20 x -20 inches in size. Thi-^ 
 loom is constructed upon the same general plan as the smaller one described. 
 I he two end pieces are made exactly like the A\-orking drawing for the loom 
 described, except that they are each twenty inches long. They are joined l)y 
 two strips of one half inch board, each about three inches wide. Some of the 
 heddles are made from tin instead of brass. Though less expensive than the 
 brass heddles, the tiri ones are more apt to cut the threads. For the warp in 
 raphia weaving we find a strong linen-colored linen thread best. We are using 
 a hempen twine. •• 
 
 The looms are strung up just as for the rau ;iiid wool ruu' Aveaviu"-, usini>'
 
 WKA\I.\(i IN 'I'llK FIRST AM) SKCOM) (iKADKS. (i3 
 
 a liedJle. Instead of the slmtrlc wo weave with a iteedh. The ra]>hia comes in 
 
 lenii'ths too short to wind upon a shuttle. A loui;- piece ol reed. No. ."), with a 
 
 slit in one end for an eye makes a i>,0()d needle. 1die ra])]na is threaded into 
 
 this needle as into a worsted oi- carpet needle. it is then woven m pist as witli instead of 
 
 the slnittle. Two children work as before, one holdinu' ihe heddle aliernatelv *^'^""'*'- 
 
 tip and down. The weaver })nshe;> his needle thron^h close to the heddle as he 
 
 did his shuttle, and nses the heddle to pnsh nj) the weh. (^vre must he taken 
 
 in choosing the raphia to keep the threads of the woof of nearly uniform size, 
 
 cntting off the fine ends Avhen necessary. 
 
 The splice is made just as in the wool rngs. It is hest to have the s])lic(> 
 come at least two inches from the edges that the matting may have a firm edge, 'ihc sDiici-. 
 If desicns are introduced for borders or all over weave, the i^attern is put in 
 with the needle just as in the ordinary kindergarten weaving. Without ii"^'"i^' i„.,.,„|j„.,i,^„ 
 the heddle the child coiints the ''■ <^»ver three, under one " of his pattern. AVhen tifdcsiKus. 
 the pattern has been put in, the heddle is again used for the plain weaving. 
 
 These raphia w^ebs are pretty for covers to ])iazza cushions and pillows filled 
 with pine needles or short ends of raphia. 
 
 The children of first grade have made, from coloreil rajihia, some arti-tic 
 pillow-tops for use on the ])iazza. The loom is strung u|) with linen carpet 
 thread or with raphia, using the luMldle as for the nuitting just described. Two 
 strands of the raphia are then threaded into a long wooden needle which we had 
 made in our nutnual-training rooms. The needle is pushed through the threads 
 of the warp close to the heddle as before, while the heddle is held alternately u]) 
 and down. The woof is then pushed uj) by use of the heddle. A fringe of any Haphiapiiiows. 
 desired length is left at each end. Thus there is a fringe at tiro ends of each side 
 for the pillow-top. When completed the two sides are ]mt together in such a way 
 that the threads of the warp run verticidly on one side and horizontally on the 
 other. This gives a fringe for the four sides. It will be set'u that this is but 
 an application of the most simple form of kindergarten weaving, and is there- 
 fore suitable work for very voung children. They can weave rapidlv and are 
 delighted with these pillows.
 
 BRAIDING AXD SEWING. 
 
 CHAPTER VII. 
 
 EAPHIA WORK FOR FIRST AXD SECOXD GRADES. 
 
 One pliase of the industrial work tried by children in the first and second 
 grades of our school is braiding and sewing raphia. The charts show work of 
 this kind done in these two grades. At first we decided that the little ones in BraWmg and 
 the first erade should attempt onlv to learn braidine-; and that those in the °l^'^'"5.™''':*! 
 
 o I -^ o' of raphia in the 
 
 •second grade should braid and sew mats such as are shown on the charts. Later first grade, 
 it was found that the older pupils in the first grade could sew also. Since they 
 were eager to make something of their braids, many have made the more simple 
 form of mats. 
 
 I. Beaidijs^g. 
 
 The first lessons are to teach the simple three strand braid. The raphia is 
 tied in a knot, and a braid just started for each child by the teacher, before the First lessoDs. 
 time for the lesson. This end nuist then be fastened into a drawer of the desk, 
 the window, or in any convenient place which the room may afford. The illus- 
 tration show^s a group of children at M'ork. Two are braiding and two are sew- 
 ing mats. I started the work with small groujis of children. They were shown 
 individually, again and again, how to hold and place the strands. In many
 
 r,r, IXDT^STKJAL- SOCIAL KDUl'ATlUX. 
 
 instances, 1 found that a child who conld not l>rai«l from seeing it done was 
 aided, througii the nmscnlar sense, l)y just taking his hands and repeating the 
 motion nntil he got it. Again, one child has frequently taught another when 
 
 chii.i tieiiHT. J ^^^^^ ^^^^^^^^ unsuccessful. Hoav '( I do not know. T know only that one child 
 often can help another effectively at this busy time, and is glad to do it. Of 
 course many of these first braids were loosely done ; all were uneven. We think 
 that a coarse twine or cord, or even the long corset laces used, for stringing beads, 
 woidd. i)erhaps, he better material for this first w<n-k in braiding. The braided 
 cord may be used for whistle chains, scissors guards, etc. 
 
 The second step is to get the fiat, close l)raid, which may be used for mats, 
 
 scc.ii.ist.'i'. liats, and baskets. Acain we must iust show the chihlren how to hold the strands 
 closely, and to press down with the thumb on the forefinger each time a strand 
 is placed over. Also, how to keep the ra])hia fiat like a ribbon as we place each 
 strand over, that we may have a rounded edge on the braid. 'Throughout this 
 work, we must exercise patience, and inspire ihc small workers with faith in 
 themselves. For diificulties arise. Fingers arc (dnmsy, the work new, first 
 cfi"(U-ts crude. As the braid i>Tows longer wc must fasten it, not at the end as 
 at first, bnt nearer the ]X)int where the child wt»rks. If working more than one 
 or tvro feet from the ])oint where it is fastened, he twists his braid and cannot 
 keep it flat. Again, in fastening the braid into the window or drawer of the 
 desk, care must be taken not to cut the braid. For convenience the braid may 
 b(> looselv folded and tied with rai)hia, as on the charts, while working with it; 
 but it is not wise to roll it tightly if it is to l)e used for sewing. Thus foldctl 
 it is easily put away at the close of the ]ieriod. 
 
 One important step of this work is the splicing. It is very imi)ortaiir thaT 
 it l:)e done quite nicely. C)f course the children cannot, at first, do this, and a 
 large class keeps a teacher busy splicing, Avhen they are fairly started braiding. 
 When a strand grows thin at the end it must be sjiliced. Tn splicing, select the 
 thinner end of the nev/ strand. About two or three inches from the end, jdacc 
 it u])on the strand to be spliced and braid it in with it for perhaps an inch, jnst 
 far enough to make it firm, theii drop out the thin strand. Later it may be cut 
 ofi", together with the short end of the now strand, which was left out. On one 
 chart is a short braid showing two splicings. Jt is not well to pnt more than 
 one new strand in a ])lace, nor to l)raid with double strand farther than is neces- 
 sary, as it makes the braid wdder wdiere the splicing occurs. We cut the ends 
 if necessary to avoid this. For instance, where six pieces of raphia are used 
 in a tliree strand braid, perhaps both pieces in one strand need splicing at th(> 
 same time. If this be true, cut one piece so that the splicings of the same strand 
 
 Splicing.
 
 KAi'iilA WUKK i'oli FIKST A^D SECOND GKADES. c.r 
 
 <ha]l !)(' ;it least two iiu'lics a]i;iri. ( )iir little people soon leani to tell ii> when 
 a strand needs s])licinii', and to i^ct a strand of rapliia i'ea<ly for it. 1 lui- all 
 r-an 1)0 kept bnsy and ha])pv. 
 
 We find that the rapliia i^ more pliahle, and makes a smoother and Itcttcr 
 braid, if used when slii>htly dani]). Therefore it seems better to soak it in warm (jamp. 
 water and let it ])artia]l_v di-v before braidinii' it. Tt is well to soak each time 
 only abont the (piantity rc(|nirc(l for the lesson. Too freqnent soakinii' may 
 injnre the raphia. 
 
 II. Sewixg. 
 
 About six yards of braid are rcHpiired to make a sm ill mat like tliose on the 
 (•harts. Each eliild who made six yards was permitted to try the sewini:'. A 
 few made dcdls' hats or baskets instead of mats. The most simjde form of mat first form 
 is made bv sewine- the braids side bv side, so that the edii'es form the to]i and 
 bottom of the mat. The stiteh is taken through the middle of the braid and 
 mnst not show on the edge. 'Vhe teacher starts the mat f<n- the little ones. A 
 few stitehes secure the braid from raveling. It is folded l)ack to form the 
 center f(U- a round or an oval mat as may be desireil. The center is started 
 (piite as the old-time braided rag rug of our grandmother's <lay, except that in 
 that case the braid is face u]), not edge up. The second illustration shows a 
 mat of each form, round and oval. 
 
 The second form of mat, more dithcult fV)r the little })eo])le to liold and ^*'\\' sepond form 
 evenly, is made l)v placing the bi-aid, edge to edge, and sewing through the "i'"at. 
 middle of the braid, slipping the stitch as before. In this case the braid is 
 face up. This makes a flat mat. It hoops more as the children sew, and 
 requires more skill not to show the stitches. We sew with a fine strand of raphia 
 and a carpet needle, English, size twenty-three. The children nearly always 
 hoop the mats as they sew, luit even if ([uite badly hooped, after pressing between 
 a damp cloth and paper the mat becomes quite flat. On some of the mats 
 appears a loo|) border. By ]>Imiing this simple loop for the children they can 
 sew it on easily, using just an " in and out stitch." Perha])s T should say that 
 we colored some of the raphia and by combining it with the ])laiu obtained some 
 artistic effects. 
 
 It is needless to say that the children are interested in this work. They 
 ilo not seem to tire of it, Init are becoming critical of their (iwn work, and eager intere.«t in 
 to make a second mat wdiich is better than the first, ddiey have enlisted the ""'^ 
 interest of the home also. Parents frequently visit the school during the indus- 
 trial period; and by purchasing the little mats have aft'ordeil an incentive to 
 good work, and aided us in onr effort to give to the work a definite aim for the
 
 68 
 
 INDUSTEIAL - SOCIAL EDUCATIOX, 
 
 eliiklren. They have further aided the spirit of the work in many instances 
 bv supplying the children with other materials for braiding at home. Even in 
 a\'ery poor home the mother saved twine for the little daughter and taught her 
 to braid it, also to braid long grasses. Another child found some loose, soft 
 rope whicli she braided and sewed into a doll's hat as home w^ork. At the time 
 of the spring vacation, the children's interest had become such that we had 
 manv requests from the parents to sell raphia for use during the vacation days. 
 Durino' the period for industrial work the children are allowed almost per- 
 fect freedom from restraint. They may gather in groups in any part of the 
 
 RAPHIA MATS. 
 
 allowed. 
 
 room, sit or stand at work as they wish. Conversation is permitted. Often 
 the children sing while working. One little boy in my class (who cannot sing) 
 always whistles as he works. They have the privilege of moving about and 
 Freedom looking at the work of others. Of course idleness is not encouraged, and the 
 children are required to show the same courtesy and consideration for others 
 as during the game and lesson periods. At the close of the period each child is 
 expected to fold his work neatly and put it away. The children gather the 
 Avaste ends of raphia cut off during the splicing, hang up any material that has 
 been scattered, replace chairs, and put the room in order before singing the 
 closing song. Thus all is in readiness for the work of the next day. At first
 
 RAPHIA AVORK FOR FIRST AXD SECOXD GRADES. 69 
 
 this took some time, for tlio cliildron needed lielp in folding- and putting away 
 work. ]S'()\v, however, it takes but a few luimites. At first, too, tlie teachers 
 had imicli woi'k out of school hours, inspecting the woi'k done and preparing 
 material for the next lesson. Now, during the last ten minutes, the children 
 see that their braids are spliced, ni'edlc threaded, and tell us if any need new 
 work or material ju'cpared, before they ])ut away their work. This is a great 
 assistance to tis and helps the children to grow in self-dependence. 
 
 Frequently we are asked if this work does not interrupt the regular disci- 
 
 ^ ,T, , 1 / 1 Effect upon 
 
 pline of the school, or cause the regular work to suffer. \\ hy should the regular other school 
 work suffer t This work claims only one period of the school day, a period of "°'"'^- 
 thirty or forty minutes, and conies regularly at a definite time each day. The 
 freedom allowed belongs to this kind of work. At first we saw a tendency in 
 a few children to talk and leave their seats during the period devoted to silent 
 seat-occupation. It was explained that though they have this privilege during 
 the industrial period, it could not be given for all periods of work because it 
 interrupted classes and disturbed those who wished to work quietly, l^o serious 
 <lisorder has resulted from this departure from routine work. Indeed, w^e feel social spirit 
 that it has directly helped to develop a right social spirit, that of the home and developed, 
 family. This spirit is manifest in the readiness with which the older children 
 liel]) the younger; in the pride and interest the entire class takes in the work 
 of one more skillful than the rest ; in their frankly expressed approval of one 
 another's work ; and in the eagerness with which they call our attention to any 
 improvement in a child's work or effort. At the close of one lesson I was 
 informed by an eager little maiden that Matthew, who had been very idle and 
 careless for a week or more, had that afternoon made a whole yard of braid, and 
 that it v/as good, too. Looking up, I saw a group eagerly measuring the braid 
 and commending Alatthew. The spontaneous and frankly expressed admira- 
 tion of his little classmates had a good effect upon him and lie is again Avorking 
 earnestly. We recognize that much of the work done, even the best we can show 
 after months of labor, is crude. Yet we feel that, crude as it is, it has a value 
 far greater than its intrinsic value ; because through it the litth^ workers are 
 growing not merely in manual skill, but in habits of industry, self-activity and 
 self-dependence, and a loving regard for one another. 
 
 As teachers we try, in planning and directing the work, to keep in mind the 
 motto Froebel gives us in the ]\Iother Plav — 
 
 "The things a chihl can make, 
 May crude and -worthless be ; 
 It is his impulse to create, 
 Should gladden thee."
 
 -w^ ^•^^iU:-^^ 
 
 ciiAi'-rKK viir. 
 i:.\rm.\ iiASKirrs. 
 
 'J'hat iiulustrial wui-k will soon bo introduced into our |iul)lic schools to a 
 li'ivatcr or less (extent sccnis to he ])ractical]y a setflcMl fad. .lust liow this is to 
 he aec(jni[)lished, and what detinite kinds of work will he hest suitcij to the need- 
 of individual pupils, grades, and schools, are the problems which many of us 
 are now atteni])ting to solve. The situation <tf the school, the home environment 
 of the children, their age and natural ability, are factors to be considered in 
 solving these problems. 
 
 Judging from our ex])ei'ience. basketry is one of the best forms of industrial 
 irainino' to be used in eonnection with tlie introduction of this work, as it mav ^''*''^T*' ** , 
 
 ■ • good form of 
 
 he adapted to any age (.r grade. One may make a very simple basket in lc.s>^ industrial 
 than an hour, or he may s])end many days in working out an cdaborate pattern. 
 
 The first question which occurs to a teacher wdio becomes interested in this 
 work is, how shall basketry be introduced into a school where neither teachers 
 nor pupil-; ha\-e ever made a basket, and jxissibly ha\-e never seen one made :' Tt 
 would seem that perha])s the simjdest way would be to visit some school wliere 
 the Work i^ being done, and tluu-e learn how to start it. 
 
 So thought the faculty of the llyannis Xornnil School when the question introduction 
 ])resented itself last I)eceml)er, and the first week in Januarv one of the teachers of basketry 
 
 ^ ^ _ ' at Hyannis. 
 
 went to Xew York that she might see children at work, take lessons, and Itring 
 back a definite knowle(lgc of how to make a simple basket, and how to teach 
 children to do the same. 
 
 Tlie schools visited were the School of Phhical (*nlture, the Teachers Colleo'e, 
 and the Horace Alann School. Much may be seen in a few days in these 
 schools, and much may be learned if one can see lessons started, children actually 
 at work, and some of their fini-^hed baskets. Through the kindness of Miss 
 Perrin, wdio has charge of the basketry in tlie School of Ethical Ttdture, much 
 lielp was received in the Avay of materials u<e(l, lessons, and suggestions. 
 
 At the Horace Mann School the children were seen becinninc; baskets, much 
 completed work was examined, and through the courtesy of ]\lr. Richards, sujier- 
 visor of the manual-training dejiartment of the Teachers College, much was 
 learned of the kinds of baskets made, materials used, and of weaving machines 
 of various kinds.
 
 72 INDUSTEIAL- SOCIAL EDUCATION. 
 
 iSText rapliia and veeds were obtained and some baskets made. One may 
 observe with care, gain much from illnstrations, and hear many lessons given, 
 but unless he, with his own hands, makes a basket, let him hesitate to attempt 
 to teach basketry. 
 
 After the visit to the schools mentioned, our Avork at Hyannis was begun. 
 Other lessons have been taken, books have l)een used and much experimenting 
 has been done, but the real start Avas the observation of the work as already 
 described. 
 
 First Ave obtained our materials, raphia and reeds or rattan. Hanks of 
 
 Material used, raphia, as it comes from the seed stores, are represented in the background of 
 illustration IV. 
 
 In this chapter only the baskets made from raphia will be described. The 
 reed and splint work will be considered in a later chapter, although in illustra- 
 tion IV bundles of reeds and several reed baskets are sIioavti. 
 
 Two types. ^^^ basketry may be divided into two types, the woven and the sewed, but 
 
 there is a large number of varieties of each of these two types. Baskets of both 
 types have been made in the fourth, fifth, sixth, and seventh grades, using raphia 
 and rattan. The baskets shown in illustration IV were made in these grades. 
 
 Several 111 raphia we have made several varieties of tlie braided, twisted, and coiled 
 
 baskets, and a combination of raphia and reeds. 
 
 Simplest The simplest basket is perhaps the one made by sewing the three-strand 
 
 braid of ra])hia. The braids may be sewed flat, with the face up, making, a 
 thin, though strong little basket ; or they may be sewed with the edge of the 
 braid up, making a heavier basket. 
 
 The next one tried was a twisted basket, made much more quickly than the 
 braided one, but requiring more skill and judgment. 
 
 Twisted Basket. 
 
 From eight to fifteen strands of dry raphia are taken ; the number depend- 
 ing upon the size of rope one wishes. This raphia has previously been plunged 
 into lukewarm water for about fifteen minutes to make it more pliable and to 
 remove the dust, and then dried. Another strand of slightly damp raphia is 
 threaded through a tapestry or worsted needle (Xo. 19 is a satisfactory size). 
 If this strand is colored, the radiation of stitches can be much more plainly seen, 
 and therefore more quickly taught. The rope of raphia is firmly wound at the 
 end with the colored threaded strand, and the needle passed through the coil to 
 make the beginning firm. The rope is then firmly twisted closely about the 
 colored center and the stitches are taken over the rope and into the color until 
 
 baslset.
 
 RAPHIA BASKETS. 
 
 73 
 
 Fig. I. 
 
 the start is completed. Each stiteli then passes through the preceding twist 
 
 and at the right of the colored stitch, making the 
 stitches radiate as in Fig. I. When a new strand is 
 needed, the old one is left ahout one or two inches in 
 length and twisted inside the rope and hidden. The 
 new strand is inserted about three stitches back, 
 duplicating or doubling these stitches, thus giving a 
 strong splice. 
 
 When the rope begins to taper, three or four 
 strands of dry raphia should be carefully twisted into 
 it, so that the ends are concealed, and held until the 
 stitches fasten them securely. After about three 
 inches have ])een sewed, three or four more strands 
 should be inserted, and so on, adding a few at a time 
 to avoid an uneven appearance of the rope, and keep- 
 ing it always as uniform as possible. When the bot- 
 tom of the basket is as large as desired, the rope is 
 placed on the last coil of the l)ottom, and the stitches taken through the coil 
 below, and so on, until the sides are as high as desired ; then the rope is tapered 
 very gradually by cutting strands from it, and the small tapering end securely 
 fastened inside of the last twist. 
 
 Coiled Basket. 
 
 The coiled basket is started very much like the twisted one. The hard ends 
 are cut from a small bunch or rope of dry ra]diia. It is then wound for about 
 an inch with a threaded strand which is slightly damp, being held as flat as 
 possible. The dampened strand of raphia is too wide to be conveniently usedj 
 but by splitting it lengthwise, two and often three pieces can be made from 
 one strand. 
 
 The end of the rope that has been closely and smoothly wound is then 
 doubled, or turned on itself, and, by passing the needle directly through the coil, 
 held firmly in place. The coil is then wound smoothly for about a quarter 
 of an inch, then another stitch taken through the coil, and so on, each 
 stitch being about a quarter of an inch from the preceding one, until 
 a completed coil has been made around the center ; then each stitch is put 
 in half way between the two stitches in the preceding coil, as a bricklayer lays 
 his bricks. If, as the basket grows, the space becomes too long, two stitches 
 should be put between instead of one. The inside and outside of the basket will 
 be alike. The more smoothly the coils are w^ound, and the nearer the stitches 
 are placed, the strongei" will be the basket.
 
 INDUSTRIAL - SOCIAL KDUCATION 
 
 Pattern 
 in color. 
 
 This basket resembles slightly those made hv the Xavajo Tiidiaus. A varia- 
 rioii of this stitch, and one a little easier, is to pass the needle between the coils 
 instead of throngh the center of the coil. A small coiled basket in the fore- 
 o-roniid of Illnstratioii IV shows the stitches passed between the coils. The basket 
 l)ehind it, which is turned over, shows the stitch passed throni>ii the coil. After 
 the tii-st round is made one may plan to sew each stitch a little to the right or 
 to tlu^ left of the stitches in the preceding coil, instead of half way between. 
 Either of the last two mentioned stitches will give a radial effect. 
 
 When the thread with which one is sewing becomes too 
 short to use, it is sim])ly dropped into the coil, a new strand 
 is taken, the en<l turned into the coil and then wound, hold- 
 ing the end in until it is covered, as in Fig. IT. The threaded 
 strand will often liecome small and twisted instead of re- 
 uiaining tlat, but l)y (tccasionally twii'ling the needle between 
 rliumb an<I forefinger it will easily untwist and become flat. 
 It may even l)ecouie necessary sometimes to dampen the 
 threaded strand. If it se])arates or breaks into several pieces 
 it is better to take a new ])iece at once than to attem])t to keep 
 the several ])arts fiat. 
 
 As the coil l)egins to taper, it can easily be replenished 
 by adding a few stramls at a time; the threaded strand will 
 b(^ smoothly wound over all ends and will conceal them. 
 
 This sort of a basket may be made of any shape or size desired. A fiat cover 
 may be made and hinged to the basket with threads of ra]ihia, or an overlapping 
 cover may l)e used. 
 
 Other nuiterials may often l)e used for the rope filling. One of our sixth 
 grade l)oys made two very firm, strong baskets, using shore grass for the rope 
 and winding Avith ra})hia. 
 
 This coiled raphia basket is one of the l)est in which to weave a little pattern 
 in color. To do this, drop the winder or threaded strand into the rope; thread 
 and use as a winder a piece of dampened colored raphia for perhaps an inch or 
 less. Drop the colored winder, ])ick out the mitural colored one from the ro]-)e, 
 and go on winding and sewing with it a slicn-t distance, drop again and take the 
 colored one from the rope and wind another inch of color, and so proceed, plan- 
 ning the colored spaces to come at regular intervals. At first it is well to mark 
 with pencil where one will insert the color. Very simple straight lined designs 
 are iouml to be effective when made in one, two or sometii.nes three colors as 
 shown in Fi.f>:. III. 
 
 Fig. II.
 
 RAI'IirV BASKETS. 
 
 75 
 
 One of tlic cliicf cliai'iiis df the basket work is the opportiinitv for variety in 
 original (lesion and for ])lanning as to i)ro[)ortion, form, size, and color. JManv 
 
 If M iiii/i/m iiiiiiiim , ///m 
 M,. ...i §.. 
 
 
 ^-^s^^ / ^ 1 
 
 m% II 
 
 m\ wm mil 
 
 I 
 
 Fig. III. 
 
 # ^* 
 
 V. 
 
 \t 
 
 :/ 
 
 useful lessons may be learned as one plans a basket or a simple design or pattern 
 on the basket. Each wislies liis basket to be a l^eantiful one and the question 
 arises — what constitutes a truly ai'tistic and beautiful basket? First, it must 
 be suited to the purpose for which it is intended, as to shape and size. Xext, 
 as to color or colors, if there he a desian in it haviiii!,' moi-e than one color. Are 
 the colors 1)eautiful in themselves? Are thev harmonious, and will thev har- 
 monize with the furnishings of the desk or room in which the basket is to l)e 
 ])laced and used ? 
 
 While we feel that the work in liasketrv has been both pleasant and helpful 
 for tlie children, yet we know that oidy a first step has l)een taken. The chil- 
 dren nuist now be led to see that to have an artistic value each basket must be 
 made for a definite purpose and sh(iuld be suited to that purpose. 
 
 Variety 
 
 in basketry. 
 
 Beauty of 
 baskets. 
 
 Fig. IV,
 
 A LESSON IN BASKETRY. 
 
 CHAPTER IX. 
 
 RATTAN AXD SPLIXT BASKETS. 
 
 In the preceding ebaptor on l)asketry <»nl_y the ra])liia work was descriLed ; 
 but before any of the coiled raphia baskets were made some work was done with Kattan 
 rattan. This is a kind of pahn which grows in \ho forests of India, banging '^"'^'''*^^^- 
 from the branches of the trees. It sometimes attains to tlie k'nutb of hve 
 hundred feet, though sehloni over an inch in diameter. We liavc found Xos. 
 2, 3, 4, and 5 most practical for school use. 
 
 Js^umbers 1, 0, and 00 are very fine, expensive, and bard foi' inexperienced 
 hands to use. 
 
 The rattan comes in long twists or skeins of several pounds eacb. If each
 
 :s 
 
 INDUSTRIAL -SOCIAL LDrCATTOX 
 
 Fui. 1. 
 
 i)iece ho druwii out from llic loop ond, as it is needed, there is less likelihood of 
 its licconiino- taiiii'lod and hi'okcn. It is verv Itrittlc and ninst ho soaked hefovc 
 usinii'. Usnallv from oiu^ to 
 ofrattan t'^^" 'lours of soakini>' in cold 
 
 water, or a half hour in warm 
 wat(M-, is sntHeient to nuike it 
 pliahle enong-h to Ix'iid casilv 
 without hreakiiiii'. 
 
 The s])okes which arc t(» 
 form the rihs of the hasket 
 should he at least two nnmhers 
 coarser than the material nsed 
 foi' weavini:', except in small 
 haskets or mats, where a ditfer- 
 ence of one mimher is enonji'li. 
 The spokes are cnt into leng'tlis 
 of the reipiired nnmher of incdics, de])eiidiiiu' upon the size of the hasket 
 or mat; they are then soaked. The smallcM- matei'ial, which is woven over and 
 nnder the spokes and nsed as a Hlliiii;', is called a wea\'er. This is wonnd into 
 cir(des of ahont six or seven inches in diameter, the ends heino- twisted in and 
 out several tilings to pre\'(M!t nnwindini!. it is then in a coiivenient foi'm to he 
 ])laeed in water. 
 
 With onr rattan or reeds we first made a mat, then a sin>;fe hasket with few 
 si)okes, then larger l)askets with more spokes. .\fter this l)ei>innin<»' (which is 
 
 Mat made first. ^ ' f^ _ _ ' .... 
 
 the hardest part of a hasket) haxiiiii' hec-n learne(l, a pnpil conld suit himself as 
 to the sha])e, size, and kind of hasket he wished to make. 
 
 Rai-iax Mat. 
 The recpiired material is .\o. '.] rattan for the s])okes and Xo. i' 
 rattan for the weavei'. Fonr spokes are cnt. 
 each fourteen inches in lenji'th, and one, 
 calle<l a half-s])oke, is cnt -eight inches in 
 length. The two vei'tical s])okes are then 
 placed ovei" the two horiz<intal s])okes, at right 
 angles to them and crossing them at the cen- 
 ter. Jjetween the iippei- hahcs of the xcr- 
 tical sp()kes, the half-s])oke is phice(l, as is 
 shown in Fig. I. .\ weaver, ]»revioiisly ^■"'" ^^" 
 
 nnwonnd, is then placed hack of the nppei- vertical spokes, ])arallel \i
 
 ( ) 
 
 () 
 
 KATTA.N AM) SPLINT J5A8KETS. V.) 
 
 the liiiri/(>iil;il niics, with end towiii'd ilic rii^lit. '1 lie wcaN'cr is then 
 hf(>iii;h[ acfoss the tii)])ci' \crtical spokes, iiiulcr tlic horizdiital (Hics <in the riizht 
 ( thus lidhliiii;- the end of the weaver securely), over tlic lower vertical s))()ke and 
 under the hori/.oiiTal ones at the left, as in Fi<:. I. The weaver has now Leen 
 once around; this is repeatecl, inakinu' two rounds, then the spokes are pressed 
 ai)art, or se|)arate(l into ones, and the wea\"iiiu' l»e<;ins. The weaver is ]ilace(I 
 under the first u])per xcrtical spoke, o\-er the next (»ne, under the next, aiul so 
 n, separatiui;- the s})okes as evenly as ])ossihle, so that they resenihle the spokes 
 f a miniature wheel. All the time the weaver is pressed with the forefin_<rer 
 under and ovcu- the spokes as (dose to the center as it is possihle to get it. When 
 there is jitst enongh weaver left to go aronnd once, the binding off is hegun. 
 This is mttch like the process in sewing known as overcasting. The weaver 
 passes nnder one spoke, over another, then under the last row of weaving ]ust 
 before the next spoke. It now goes behind that spoke, in front of the next an<l 
 nnder the last row of weaving bef(u-e the next s])oke. When one row of this 
 binding is com])leted, the nuit is ready for the bordcM'. The spokes are then cut 
 ti> a uniform length with a slanting cut and wet until idialde. Calling any 
 spoke Xo. 1, bend it so as to form a loo]) ami push down beside the next spoke. 
 Spoke Xo. -2 is then bent and ])ushed down beside sjxike Xo. o, and so on, Tiutil 
 the b()r<ler is completed, care being taken that at least an inch of each spoke is 
 pushed below the edge of the mat. 
 
 If the spokes are at least four inches long after the binding off, a much more 
 effective border may be nnide by crossing Xo. 2 with s])oke Xo. 1 and ])nshing it 
 down beside Xo. '■). Xo. i' tb.en crosses Xo. o and is ])ushe(l down beside Xo. -f, 
 and so on around the mat. 
 
 A larger mat was made bv taking longer spokes and two weavers. The 
 joining or splicing of weav(>rs has now to be considcM'cd. The new weaver 
 should cross the old about one \ur]\ from the end, and behind a spoke as in Fig. 
 II. The ends should be held in position wliil(> weaving one row. When the 
 mat is finished, the eiuls wIkm-c the joining took place nmy be cut shorter. 
 
 Our first baskets were small, re(piiring the same number of spokes as the mat. 
 The new ste]) was the turning u]) of the spokes to make the sides of the basket. 
 After a snudl bottom Avas woven, the spokes were thoroughly wet and then 
 turned sharply u]tward, if a basket with straight sides was desired. In doing ^^j**,^ 
 this, care was required not to break a spoke. If curvecl sides were wished, each 
 sr)oke was irraduallv turne(l uit bv l)endinG: se\'eral times over the middle finder. 
 When nio<l(ding the ^i(h's of a basket, the si(h' towar<l the ])(n*s()n weaving is 
 always the outsiik', and the weaving should go from left to right. If a strong, 
 
 Making sides 
 asket.
 
 80 
 
 1^■DLTSTRIAL - SOCIAL EDUCATION'. 
 
 Larger 
 baskets. 
 
 useful basket h to Le made, the finishing oft" is ahnost as important as the begin- 
 ning. The binding off shoidd be done when the spokes are at least four inches 
 long. One common mistake with the children is to keep on weaving until only 
 a short portion of each spoke is left, then the work has to be taken out or a very 
 insecure finish is the result. One strong though sim]ile finish is made by placing 
 spoke Xo. 1 under or inside of ~No. 2, 
 outside of Xo. o, and between the 
 weaver and spoke Xo. 4, ending on 
 the inside. Spoke Xo. 2 is then 
 placed inside Xo. 8, outside of Xo. 4, 
 and l)etween the weaver and spoke Xo. 
 5, and so on until all the spokes have 
 been used. Then the ends on the in- 
 side may be neatly cut, but left long- 
 enough so that they are secure. 
 
 Larger baskets are made l)y using 
 more and longer spokes, ^^'^len eight 
 or more spokes are used, making four 
 or more each way, beside the half one, 
 the weaving is begun in the same way, 
 but after the weaver has been twice 
 around, instead of separating the 
 
 spokes singly, — or in ones, — they are first separated into groups of two or more 
 each, and two rounds are then made with the weaver betw^een these groups. 
 The spokes are then separated into ones and the regular weaving begins. 
 
 The beginning of the rattan basket is sometimes varied by using raphia as 
 a weaver until a good stai't is made, then a rattan weaver is inserted and the 
 working proceeds as in a regular basket. A flat, strong beginning is made of 
 the raphia if the horizontal spokes are slit in the center for al)out half an inch, 
 or just far enough to slip the vertical spokes through them. 
 
 If a large, heavy basket is to be made, and rattan as coarse as Xo. 5 used for 
 spokes, it is hard to make a flat bottom unless the horizontal spokes are slit and 
 the vertical spokes slipped through them. 
 
 Rattan baskets may be varied as to shape and size, and, by introducing a 
 Variations in braid of plain or colored ra])hia or a large reed wound with the same, quite a 
 
 shape and size. ,.™ ^ 
 
 (litterent aspect may be given to the basket. 
 
 I must not neglect to speak of one more way of learning to make baskets. 
 Sometimes one is able to find an Indian or some person in a village wdio knows 
 
 Raphia as 
 a weaver. 
 
 Fig. III.
 
 RATTAX AM) SPLINT BASKETS. 
 
 81 
 
 t he ;irt ;iliil i- 
 
 w 
 
 illiii"' to toaeli it. T 
 
 Fk;. IV 
 
 •jiskcts may not l)o as beaiitifnl a^^ the 
 raphia and rattan oiios, per- 
 haps, l)iit are strong and useful. 
 One of onr teachers succeeded 
 ill making the aecpiaintance of 
 an Indian Avoman in ITyaimis, 
 who gets lier material fi-oiii the 
 woods and makes a idaiii, dur- 3^,;^^ ^^^^.^^^ 
 able basket. Some lessons were 
 taken, as shown in Fig. TIT, and 
 s])lint baskets made from the 
 maple obtained from the woods. 
 Square-bottomed liaskets were 
 ma<le, which were started like 
 the over and under kindergar- 
 Ten weaviiig. Flat splints of 
 maple were used, as shown in 
 Fig. IV. The splints were wet 
 and turned up and weavers of 
 for the sides of the basket. 
 
 narrower splints were used as a Hllin 
 
 A round-bottomed basket was made. To form this the splints were tapered 
 toward the center. 
 
 I have described only a few of the simpler kinds of baskets, but the ingen- 
 ious teacher will enjoy working out modifications in form and design. 
 
 We feel that our work in basketrv has onlv begun, but the children are begin- 
 ning to look about for materials and some simple experiments have been tried, 
 so that we hope in time to be aide to make a practical use of some of the mate- 
 rials found in this locality.
 
 I 
 
 MAKING MELON BASKETS. 
 
 CIIAI^'rEK X. 
 
 ,aii:l()n r.ASKi-rrs. 
 
 Tlic mckai biiekt't when well nuuk' is Ixitli useful aii<l beautiful : ctniseciuently 
 it is salable. It derives its name from its resemblance in sha|)e i<> the half 
 
 ITT I'sel'ul uiitl 
 
 melon. The size of the basket nmy varv according to taste. We usually make beautiful, 
 the smaller ones as here described. We think them more salable, l)eing- 
 more reasonable in j)ri('e, ;iud then tlie childi'en do not tire of nudging them as
 
 84 
 
 INDUSTRIAL - SOCIAL EDUCATION, 
 
 First step in 
 construction. 
 
 Second step. 
 
 Two starting- 
 points. 
 
 Covering 
 the handle. 
 
 quickly as they do the hirger ones. The first step in making one of these baskets 
 is to braid about four yards of raphia, using two pieces of raphia in each strand, 
 leaving one end in readiness for further braiding. It is not advisable to braid 
 more than four yards at first, as a longer braid cannot be well handled. A 
 ffood, even braid mav be obtained bv following directions for braidina; in 
 (liapter VI. 
 
 The next step is to cut the spokes which are used in making the frame. 
 These may be cut from either No. 5 or iSTo. rattan. We consider jNo. 6 pref- 
 erable, it being easier to work with and making a stronger finish. These spokes 
 are of different lengths. One is 20^- inches long, one 18^ inches, and six are 
 Sf inches. Each of the longer spokes are now spliced together and tied securely 
 with raphia, thus forming two rings. These splices may be made -in different 
 ways, two of which are shown in Fig. I and Fig II. The larger ring is then 
 sprung inside of the smaller one, leaving a little more than half of the larger 
 ring for the handle of the basket, as shown in Fig. III. The rings may be more 
 
 Fig. I. 
 
 Fig. II. 
 
 Fig. III. 
 
 firmly secured by making grooves in the smaller ring at the points where tied 
 together. 
 
 Our frame is now completed and the ra})hia, ])reviously braided, is ready 
 fur use. 
 
 There are two starting points in this basket, one at either side of the handle, 
 and our braid is placed back of the handle at one of these points, along the rim 
 spoke with its end to the right. It is now brought forward and diagonally down 
 over both handle and rim spoke at right, then back of rim spoke and diago- 
 nally again over rim and central spoke, then back over central spoke and 
 diagonally again over central and rim spoke at left. This is continued until the 
 corner is of desired size, which may vary according to taste. When well done, 
 this corner is diamond-shaped. 
 
 The braid is now used for covering the handle, which is simply wound firmly 
 to the opposite side in such a way as to cover the rattan entirely and another 
 diamond, corresponding in size to the first, is made.
 
 MELOX BASKETS. 85 
 
 Xext the short spokes are sharpened at both ends and placed in our frame, Placing 
 three on either side of the central spoke. These are arraiiiiCM] in such a way 
 as to form the melon-shaped basket. It is quite necessary to be very careful 
 here in order that the ends of the short spokes may not appear outside of the 
 basket. In order to avoid this difficulty, a needle is threaded with a piece of 
 ra])]iia and the separate braids of the diamond caught together. 
 
 Xow commences the simple over and under weaving, that is, if we have a 
 sufficient length of braid. If not, we must braid a yard or two more, and, as it leaving. 
 is very difficult to work with a long braid, it is desirable to braid a little at a 
 time and braid frequently. This weaving is continued until the spokes are well 
 ("overed. Then the end of the braid is fastened inside of the basket in such a 
 way that it is scarcely noticeable. This may be done in any way that seems Fastening 
 desirable so long as it is a neat finish. We have found the simplest way is to |[|^ ^"^.^"^ 
 taper the braid, wind the end with a thread of raphia and sew a few stitches to 
 prevent raveling. Then fasten this tapered end under one of the braids of 
 the diamond. 
 
 The material required for one of these baskets is as follows : — 
 
 One 20^ inch spoke of Xo. 6 rattan. „ . . , 
 
 - ^ ^ Material 
 
 One 18^ inch spoke of IS^o. 6 rattan. required. 
 
 Six 8f inch spokes of jSTo. 6 rattan. 
 
 One quarter pound of raphia. 
 Very beautiful and various colored baskets may be obtained by using the 
 colored raphia. 
 
 These baskets mav be used for flowers, candies, pins of various kinds, combs, 
 
 US6 OI DSlSKCt'S. 
 
 or fancy work, but they are so beautiful in themselves that they do not need 
 the useful side to recommend them.
 
 KXOT - STITCH BASKET, 
 
 CnAPTEK XT. 
 
 KXOT-STITCIi BASKET. 
 
 This dainty basket illustrates one of the many artistic creations tliat can 
 he designed by the use of the knot stitch. Tlie fascinating knot keeps one's 
 attention riveted td the work, and the finished ]n'odnction compensates for the 
 time spent in its construction. 
 
 Directions. 
 
 I]eain about two inches from the end of a l':>na- X'j. 2 reed and whittle down 
 
 1 11 1 1 o 1 1 • ^ • • Material 
 
 gra<lnally to the end. Soak the reed well in warm water until pliable. After made iiiiubie. 
 the raphia (natural color) has been washed and split, commence the basket by 
 winding the \m\v\ whittled, with a single strand. Then turn the reed back on
 
 J 
 
 88 
 
 INDUSTEIAL- SOCIAL EDUCATION. 
 
 Sewing raphia 
 over reeds. 
 
 Position. 
 
 Knot stitch 
 explained. 
 
 Stitch 
 repeated. 
 
 Directions 
 reviewed. 
 
 Heavier 
 strand 
 introduced. 
 Center. 
 
 (Treen raphia 
 used. 
 
 Pattern for 
 bottom. 
 
 Splicing a 
 new reed. 
 
 itself for a quarter of an inch ; draw the raphia through the loop thus formed 
 and sew over and over. Use j^o. 20 chenille or tapestry needle for sewing. 
 
 Keep the reed to the left and pressed closely against the small loop. Then 
 wind the raphia over the upper reed, holding the work in a vertical position. 
 Pull the raphia down on the hack, under the second reed ; draw needle through 
 and up in front of two reeds, over to back ; draw the needle through between the 
 upi^er reed and the one just below^ it, to the left, then in front of, and to the 
 right of, the long stitch, then through to the back. Pull the strand of raphia 
 tight and wind it around the upper reed once. 
 
 With the unwound part of the 
 reed held firmly in the left hand, con- 
 tinue making one knot stitch and one 
 
 Fig. I. 
 
 Where bottom 
 and side meet. 
 
 plain stitch between, viz. : Wind 
 
 rajihia smoothly over the upper reed ; 
 
 put needle under next lower ; draw 
 
 through and up to form the long 
 
 stitch ; over one reed ; draw needle through, between upper reed and the 
 
 one just below it, to the left, then in front of, and to the right of, the 
 
 lone: stitch, and lastlv throuo'h to the back. Pull tio-ht and wind around the 
 
 up]:»er reed once. 
 
 Unless a very fine basket is desired, a heavier strand of raphia can be used, 
 after a center (the size of a ten cent piece) has been worked. The center should 
 be finer than the rest of the basket. This applies to both the basket and cover. 
 
 Continue wuth the plain color until twelve rows have been made; then thread 
 the needle with green raphia, and, after having laid the end of the old strand 
 flat against the reed, commence making the knot stitch with the new color. 
 Make two rows of green, six of white, three of green, and four of white, before 
 turning up the Ijasket to form the side. 
 
 When a second reed is needed, splice by whittling to a long, flat point, an 
 inch from the upper side of one, and the same from the under side of the new 
 reed, so that the two matched pieces are the size of one reecl. Match carefully 
 and hold firmly with the left hand until bound securely by the knot stitch aud 
 winding. * 
 
 Side of Basket. 
 
 The side should turn at right angles to the bottom of the basket. Continue 
 to work with the same reed as before, holding it flat to the side of the under 
 reed for one row around, instead of on top of it. Make two rows of white all 
 around.
 
 KXOT - STITCir BASKET. 
 
 89 
 
 Stitches 
 
 
 Yui. II. 
 
 Pattern. 
 
 
 
 
 
 1 white 
 
 7 green 
 
 1 white 
 
 
 
 
 all around 
 
 1 white 
 
 7 green 
 
 1 Avhite 
 
 
 
 
 ii 
 
 i i 
 
 8 white 
 
 1 green 
 
 
 
 
 
 u 
 
 ii 
 
 8 white 
 
 1 green 
 
 
 
 
 
 ii 
 
 ii 
 
 8 white 
 
 1 green 
 
 
 
 
 
 ii 
 
 ii 
 
 2 white 
 
 5 green 
 
 1 white 
 
 1 green 
 
 
 
 u 
 
 a 
 
 2 white 
 
 5 green 
 
 1 white 
 
 1 green 
 
 
 
 (< 
 
 i i Oroups of 
 
 nine stitches 
 
 6 white 
 
 1 green 
 
 1 white 
 
 1 green 
 
 
 
 ii 
 
 ii 
 
 6 white 
 
 1 green 
 
 1 white 
 
 1 green 
 
 
 
 ii 
 
 i i 
 
 6 white 
 
 1 green 
 
 1 white 
 
 1 green 
 
 
 
 i i 
 
 ii. 
 
 5 green 
 
 1 white 
 
 1 green 
 
 1 white 
 
 1 
 
 green 
 
 ii 
 
 i . 
 
 5 green 
 
 1 white 
 
 1 green 
 
 1 white 
 
 1 
 
 green 
 
 ii 
 
 •• 
 
 (\Vlien 
 
 finishing these 
 
 last two r(ows, 
 
 the last " 
 
 1 green " will 
 
 join '• 
 
 5 green," 
 
 making it like the rest of the row. ) 
 
 
 
 
 
 
 8 white 
 
 
 
 
 1 
 
 green 
 
 all 
 
 around 
 
 8 white 
 
 
 
 
 1 
 
 green 
 
 ii 
 
 ii 
 
 8 white 
 
 
 
 
 1 
 
 green 
 
 cc 
 
 ii 
 
 7 green 
 
 1 white 
 
 1 green 
 
 
 
 
 ii 
 
 ii 
 
 7 green 
 
 1 white 
 
 1 green 
 
 
 < 
 
 
 a 
 
 a 
 
 (When finishing these last two rows, tlic last "■' 1 green " will join "■' 7 
 green.") 
 
 Two rows of white knot stitches complete the top of the basket. 
 
 When near the end, whittle the reed to a thin strip and finish neatlv. This
 
 90 
 
 I N'DT'STniAl.- SOCIAL EDTT'ATIOX. 
 
 FiiiisliiiiK edge. 
 
 SuRgestioiis. 
 
 Directions 
 for cover. 
 
 Fastening. 
 
 will make twenty-one rows on the side of the basket. Leave the loose end of 
 the i-aphia with which to fasten on the cover. If the number of stitches in the 
 directions do not form the pattern, so that the green lines are symmetrical, 
 add to or subtract from them, so as to make the design complete. Some persons 
 make longer stitches than others; or the raphia may be coarser or finer; possil)ly 
 not worked evenly. 
 
 Cover. 
 
 Make the cover exactly like the bottom of the basket — twelve rows white, 
 two rows green, six rows wliite, three rows green, four rows white. Finish 
 neatlv as l)efore by whittling the reed ami continuing knot stitch to the end. 
 Place this ])art of the cover on the back edge of the basket and fasten securely. 
 
 Splicing 
 handle. 
 
 lUittonhole 
 stitch. 
 
 Fastening 
 cover. 
 
 Shaping clasp 
 
 Finishing 
 double loop. 
 
 Measurement. 
 
 Position of 
 clasp loop. 
 
 Finishing 
 stitches. 
 
 Handlk. 
 
 For the handle ring on the top of the basket, soak well in warm water a 
 small piece of reed; to s})lice this, make a notch near each end, so that when 
 joined it will not sli)). (This splice is like the one described in the chapter on 
 " ]\Ielon Baskets.") Bend the reed carefully to form a circle, and, with a 
 needleful of rajthia, sew over and over from left to right, around the ring. 
 Cover this handle with a buttonhole stitch of the same. Fit it into the small 
 hole in the center of the cover and fasten it secttrely inside. When finished, 
 this ring measures one inch in diameter, three quarters inch for inside meas- 
 urement. 
 
 Cl.ASI'. 
 
 Have a small ])iece of reed well soake(l to render it pliable. Shape to form 
 a donl)le oval, and bind securely where joined. Wind a strand of raphia over 
 and over, around the clasp, then buttonhole the same to match the ring on the 
 cover. Fasten the toji of this double loop to the front edge of the cover. When 
 finished, the clasp shoidd measure one and three quarters inches, counting l)oth 
 loops. 
 
 (*T,ASI' Loo I'. 
 
 Buttimhole a small piece of reed and bend it to a half oval. Push each end 
 through a small hole directly below the clasp, aliout half way between the upi)er 
 and lower edges of the basket, so that the clasp will fasten over it easily but 
 firmly. Bend each end of this half oval Hat against the inside of the basket 
 and scAv with split rajdiia, so that the stitches will not 1)0 noticeable on the 
 outside.
 
 KNOT -STITCH BASKET. 91 
 
 If desired, a small piece of rattan can 1)C slii^ix'd llii-miuli tlio loop to hold 
 
 . . .'.... Added 
 
 (lie cover close. Tliat it may not be lost, a hole is l)iirc(| in this incli ])iece < >f suggestions, 
 rnrtan ;nid it is fastene(l to the hasket hy a hit of ra])hia. Tie one end tlironah 
 the hole in the rattan and tlie other ai'oninl the lower Lm)]). 
 
 Other designs may he used and worked ont hy jdamiing carefully before q^^^j. jjgj,jgjig 
 putting in the new color. Tonnt the niuulx-r of stitches and calculate the size 
 of the design that is to he used. Any harmonious colors may l>e employed. If Heavier 
 a heavier basket slionld be preferre(h use Xo. ?> (»r Xo. 4 reed and do not split 
 the raphia.
 
 CHAPTER XII. 
 
 BRAIDED IfAPHIA HATS. 
 
 As the spring season advances, straw hats are thought of and tlio older chil- 
 dren are interested in making a hat that they will enjoj^ wearing during the 
 summer. 
 
 Our most popular hats are made of a five strand hraid <>f raphia. Unless the 
 raphia is exceptionally wide, ten pieces are used, two ])ieces for each strand. 
 
 Having been previously washed, the raphia is ])lial)le and clean. The ten 
 pieces are tied in a knot at one end. The knot is then fastened to some hook 
 or drawer, or held by some person; then the braiding begins. One should start
 
 U4 
 
 IXDrS'l'IMAL-SOCIAL I'.mCA'IM ON, 
 
 TlU' livo 
 striuid liniiil. 
 
 Amount of 
 
 braid roqiiircii 
 
 The seven 
 strand braid. 
 
 Tlic sc'witif,' 
 of the braid. 
 
 PressinK 
 the crown 
 
 Using the 
 hat block. 
 
 with the rieht hand i^traiul and n<o it as a h^aihM- of \v('a\(M'. Phicc il n\vv the 
 scH'ond strand, nn(hM- the tliird, over the fourlli aiul niidn- ihc lil'lh or hisi. Thu- 
 th(> first strand has gone from right to Itd't and is now ihc liflh. Again hogin 
 with the on(> at the riii'ht and braid as hcfore. So conlinnc, beginning alway- 
 with the riiiht hand strand ami wi^ivino' it over am! nn(h'r nnlil il hccoinc"^ ihc 
 tifth strand at the h^ft. Smootli the braid with the thumb and t'orclingcr, and 
 kee]) it as flat and as even as possible. 
 
 From twelve to eighteen yards of braid will be nee<hMl, aeeording to the size 
 of rlie hat. The s])lieing of the five strand braid is simihir to that of llie three 
 stran<l, described in a prtn-ioiis chapter. 
 
 A seven strand braid is made lik(> the iive stramb only t'onrleen ineces ;ire 
 used instead of ten. two for each strand. It is ;i litlle ]\\nvc ditlicnll but makes 
 a wider braid and is pret'erred by some. 
 
 After the re(inire(l number id' yards has been made, the knot at the end is 
 cut off. The end is then wound neatly with a small |iiece of raphia an<l a few 
 stitehes taken through this end to keei> the braid from raveling. A thin piece 
 of ra])hia is tluMi threaded to a ta])estry or chenille needle ( Xo. LM) or -J 1 sharp 
 points), and the sewing of the hat begins. The center of the crown is the start 
 ing point. The bi-aid is coiled about the small center, keeping the little end 
 ])ieee nndcu'ueath and (Hit of sight, 'idie edges (d' the braid are s(>wed together 
 as a braided rag mat is sewed. The flat side of the braid is always kept face 
 up, and the needle is slanted from one row (d' bi'aid to the next, the stitches job 
 lowing as far as possible a strand iu the braid and not being prominent on either 
 the right or wrong side. This is especially desirable when sewing the bidm, 
 as in trimming the hat one may wish to bend or turn \\\) the brim, in wliicli 
 ease both np])er and under sides should be well tinished. 
 
 In sewing as above (lescribe(l, the edges of the braid just meet, so that I be 
 finished hat has the appearance of a coarse leghorn. 
 
 After enough braid has been sewed to make the top of the crown the desii'cil 
 size, if is dain]iened iiiid pressed Avith a warm iron on tln' wrong side. ('are 
 should be taken that, a cloth is placed between the braid and the iron, as rapliia 
 scorches very easily. In sowing the braid around the top of the crown to make 
 the re(piired d(>pth, a wooden block is nsed. Any carjUMiter will turn one out 
 foi- about twenty-five cents. The ones we use most are about live inches in 
 diameter and six inches dee]). 
 
 The to]) of the crown should be jdaced wrong side up on the block and 
 fastened with a thumb tack. Then as many rows are sewe(l nroiiml the block 
 as one wishes, according as a low or hiiih crown is desire(l. I'xdore reinovinij;
 
 BRAIDED IJAPIIIA HATS. 95 
 
 the LTowii fi'oiii the 1)l<»ck, rlio sides ni'c (l;niipoii('<l aiul pressed on the l)lock. Tf 
 
 is then removed and tni'iieil inside out, as we have been sewing on the wroni;; side. 
 
 With the next row we l)ei>in tlie flat l)i'ini. Care must he used in Imhling 
 
 1 • 1 • T 1 Ml -1 1 1 Ai'i 1 1 • ^ SewiiiK of 
 
 tins braid as nearly as possible at right angles to the crown. When the briiii theitrim. 
 is the desired wi(Uli, a narrow ]iieee of flat wire taste is sewed under ihe last 
 braid. 1dien a bi-aid is ])iit over the wire taste, making a double braid tor the insertion of 
 vil'j^o of the bi'ini. This gives a firm finish to the hat, and the insertion of the 
 wii'e taste enables one to l)end the lu'im into any desired shape. 
 
 Instead of sewing the Ijraids edge to edge, as has been described, the}' may The over- 
 be overlapped lor about a quarter of an inch. This makes a firmer hat and ^^^^"^ ^^^^ 
 one more nearly like the ordinary store straw hat. The back stitch is used in 
 sewing the overlapping braid. 
 
 Still another plan has been tried, the sewing of the wide flat l»raiil over a 
 wire frame. This gives what the milliners term a "made" hat. A pa rticu- wireframe, 
 larly successful one was made of black raphia. Scarlet poppies and scarlet 
 ribbon was a pleasing combination on a natural colored raphia hat. Ijlack 
 \'elvet ribbon and dark purple grapes formed an effective trimming on the hat 
 of one of the older students: 
 
 After the five strand braid has been mastered, from fifteen to twenty strands ^ ^. , ,. 
 
 ' «^ Raphia belt. 
 
 may be used and a useful and attractive raphia l)elt made. These belts are 
 particularly pleasing Avith the summer linen suits. Wide, flat braids — from ^^^^ !^ 
 seven to ten strands — are effective when used as weavers in some of the larger 
 baskets. 
 
 Uses for 
 
 raids.
 
 I 
 
 CHAPTEPt XIII. 
 
 KATTAN FOOTSTOOL. 
 
 One of the most useful articles we have yet made is the rattan footstool. 
 This stool originated with ]\Irs. F. E. Ilutchins of Boston, and the top was 
 •lesigned hx ]\Iiss Grace P. jSTash of Harrington, Maine. 
 
 A Avooden framework is tlie fii 
 
 Tliis consists of a circular 
 
 irst requisite. ...... .........0 ... .. ^^^^^^^ 
 
 wooden top, twelve inches in diaiiictor and ahout one inch in thickness. This foundation, 
 top may be of one or two ])ieces of wood. If two pieces are used, each should 
 be about a half inch in tliickiiess and so riveted toirether that the grain of the 
 Avood is horizontal in one and vertical in tlie other. If arranged in this way, 
 warping is prevented. The top is fastened to four short dowels or legs about 
 four and one half inches in length. About two inches from the top two cross- 
 liars connect the four dowels. On tlie under side of the top there are ten holes 
 between each tAvo doAvels. These holes are three quarters of an inch apart, a
 
 98 
 
 IXDUSTRIAL- SOCIAL EDUCATIOX 
 
 Winding of 
 dowels. 
 
 Winding of 
 crossbars. 
 
 Gluing in 
 the spokes. 
 
 Triple twist. 
 
 quarter of an inch from the edge and the size of Xo. 5 rattan. Through each 
 crossbar, about two and one half inches from the dowel, is a hole three sixteenths 
 of an inch in diameter. The dowels should be at right angles to the top and 
 fastened securely, otherwise the stool Avill not be plumb w^hen placed on the floor. 
 
 About a half bunch of flat winding reed is needed for each stool. Trom tho 
 loop end, select and cut four pieces one and three quarters yards long. Soak 
 these pieces for about ten minutes, then begin to wind the dowels. By making 
 a slant cut on the winding reed, it may be tapered so that the end can be easily 
 concealed. Besin a half inch from the end of the dowels and thus leave room 
 for the hetwells to be put on after the stool is completed. Place the tapered end 
 downward, and, holding it firmlv, wind carefully aroiuid the dowel, concealinc; 
 tlie end and covering the dowel smoothly Avith the reed. Do not overlap tlio 
 reed, luit let each edge just touch the preceding one. Continue winding until 
 the i^lace is readied where the crossbar joins the dowel. The reed is then 
 passed through the hole in the crossbar and back of the dowel, again throudi 
 the crossbar and around the dowel. Three times the reed is passed through 
 the l)ar, being careful not to twist it in any way. The rest of the dowel is then 
 wound and the end fastened to the under side of the top with a double-pointed 
 tack. 
 
 After the four dowels are wound, two ])ieces of the flat reed three and three 
 (|ii:irters yards long are selected and soaked for the crossbars. These are wmrad 
 in a similar way to the dowels, oxcei)t that the winding begins just as closely to 
 the dowel as possible and it is ended with a half hitch. A small two ounce tack 
 is sometimes placed in the half hitch as an extra precaution against slipping. 
 
 The bars and dowels being neatly wound, thirty-two pieces of Xo. 5 rattan 
 three inches long and forty-eight pieces thirteen inches long are next cut. Glue 
 one thirteen inch piece into each hole on either side of the four dowels and a 
 three inch piece into eacli of the remaining holes, making eight thirteen inch 
 pieces and thirty-two three inch jueces. The stool must then be left until the 
 li'hie is drv and hard. 
 
 Xo. 2 rattan is next soaked for about fifteen minutes. Six weavers -ayo 
 sufficient. Three weavers are placed behind three consecutive spokes. Begin 
 with the one farthest back to the left, place it in front of two spokes and back 
 of one; again take the weaver farthest back and place it in front of two and 
 l)ack of one spoke. Continue Aveaving until fonr rows have been made. Tlii- 
 is commonly called the triple twist. To keep this twist even and prevent the 
 spiral appearance which it sometimes has, the weavers should be reverse;l at 
 the end of each row; that is, after the first row is completed, the first or right
 
 RATTAN FOOTSTOOL. 1)9 
 
 hand weaver is placed in front of tAvo and back of one, then the second weaver is 
 placed in front of two and back of one, and lastly, the third or one farthest back, 
 which is usually the leader. This finishes the first row of weaving; then the 
 
 1 . 1 . , , . . r. . 1 Reversing the 
 
 weaver just used is used again, and the weaving continues as at iirst. At the triple twist. 
 end of the second row the weavers are again reversed, and so ou reversing at the 
 end of each row, then continuing as at the beginning. The three extra weavers 
 allow for splicing. Each dowel is counted as one spoke in this weaving. 
 
 To the left of each upright siioke we next place a thirteen inch piece of Xo. 
 
 , . . . . hisertiriK the 
 
 .") rattan, pressing it down into the triple twist until it reaches the wood. An lont? spokes, 
 awl may help in doing this. 
 
 Two rows of pairing are next needed. If a very long piece of Xo. 4 rattan 
 is used, no splicing will be needed. This piece of Xo. 4 should be soaked a half 
 hour. It is then doubled and the loop end placed over one dowel, including a 
 thirteen inch spoke on either side of dowel. ^lake a twist of the rattan around 
 two long spokes taken as a group. After this the spokes are separated, so that 
 a V is made of one long spoke and a short one. Pairing is then made around 
 each group. A long and a short spoke will constitute a grou]) until tlic next 
 dowel is reached, then the dowel and a spoke on either side are counted as one 
 group. Two rows of ])airing should be luade and ends neatly tucked in out 
 
 of sight. 
 
 The footstool must now be soaked until the long thirteen inch spokes are 
 pliable. It will take from one to two hours. The stool should be so fastened 
 or balanced in a tub of water that the spokes may be wet below the pairing, but 
 the wooden top and triple twist kept dry. 
 
 When pliable, the long spokes are woven into a neat finish. First the second 
 long spoke at the right of each dowel is cut, leaving it tlie same height as the 
 three inch spokes. Xext, beginning with any long spoke, place it in front of 
 two groups, back of two, in front of two, and the end put into the pairing just 
 before the next group. Idie next long spoke is then taken and ])laced in front pi„ishing the 
 of two, back of two, in front of two and the end put into the pairing just before lo^'^r part, 
 the next group. So continue with each long spoke. The dowels are )iot counted 
 in this weaving and the spokes are placed either l)'ick or front of the dowels, 
 whichever way makes the neatest finish, being careful, however, that the four 
 are finished alike. 
 
 ^Mien beginning this finish, six small pieces of rattan may be put in the six 
 first places before the first groups to keep these places open for the last six 
 spokes. These last six spokes must be woven carefully, counting the first s])okes 
 as if they were still upright.
 
 KM) IXDUSTKIAL-. SOCIAL EDL' CATION. 
 
 The ends of the thirteen and three inch spokes may now be clipped. ISText 
 the top is woven. The lightest of the winding reed is selected and one hundred 
 and ten pieces twenty inches long are cut. x\n ordinary molding board may be 
 tiietop. "sed in making the top. We have found a board about tw^o feet square to be a 
 
 convenient size. About four inches from one end a horizontal line is drawn, 
 and on this line thirty-seven double-pointed tacks (No. 11) hold in place thirty- 
 seven pieces of the winding reed placed vertically. The nineteenth tack is 
 doubled so that the center piece may be quickly found without counting. 
 
 The following directions are used in weaving the top : — 
 
 First rou — Under three, over two, under two, over two, under two, over 
 three, under two, over two, under two. 
 
 Second roiu— Oxer one, under two, over two, under two, over two, under one, 
 over two, under two, over two, under one, over two. 
 
 Third voir — Over three, under two, over two, under two, over two, under 
 three, over two, under two, over two. 
 
 Fourth row — Under one, over two, under two, over two, under two, over 
 one, under two, over two, under two, over two, under one. 
 
 Fifth rov — Under three, over two, under two, over three, under two, over 
 two, under three, over two, under one. 
 
 Sixtli row — Over one, under two, over two, under one, over two, under two, 
 over one, under two, over two, under one, over two, under one. 
 
 Thirty-seventh row — Under one, over one, under two, over two, under two, 
 over two, under three, over one, under one, over one, under one, over two. 
 
 In weaving the top begin in the center ; '* under three " means under the 
 three center ones of the first row, then over two, under two, over two, etc., are 
 the directions for weaving at the right of the center. Then the same must be 
 repeated at the left of the center. In short, these directions are for the center 
 and one side, and the other side must be woven in the same wav. 
 
 After the sixth row has been completed, a tiny thread may be tied to show 
 that it is the sixth row, then tlie first row is woven again, then the second, and 
 so on, until six more rows ha\'e been wo^en. Continue weaving until six groups 
 of sixes or thirty-six rows have been completed, then the thirty-seventh row is 
 made, and after that the groups are woven backwards ; thus, directly after the 
 thirty-seventh the sixth is made, then the fifth, fourth, tliird, second, first. A 
 tiny thread is again used, this time to mark the first row. Ivext the sixth is 
 again woven, the fifth, and so on, until six grou]is or thirty-six rows have been 
 . woven backw^ards. The material for the top should be damp when working 
 and the pieces kept as nearly liorizontal and vertical as possible.
 
 RATTAX FOOTSTOOL. 101 
 
 A soft padding of sevoial thicknesses of glazed wadding may now be firmly ^^*J^^^^°^ 
 tacked to the wooden top of the stool. 
 
 While damp the center of the woven top is pnt o\'er the center of the wooden Fastening the 
 top and held by a brad unlil tlic top lias been firmly and evenly drawn over the the wooden 
 padding and tacked securely alxmt midway on the edge of the top. *°p- 
 
 The edges are then neatly trimmed, and a three strand braid of Xo. 2 rattan 
 is made to cover the edge of the top and conceal the tacks which hold the woven 
 
 o \ ^ Making the 
 
 top in ])lace. One of the most difficult tasks is the splicing of this three strand rattan braid, 
 braid so that it looks well finished. The braid should be securely tacked with 
 Avire brads Xo. 17. The two ends of the braid are brought together, with sev- 
 eral inches to s])are, and one end of the l)raid is woven or braided into the begin- the'brlw. 
 ning of the braid, the strands in the end overlapping and exactly following the 
 corresponding strands of the beginning. 
 
 Wooden or rattan betwells may be purchased for a few cents, and these are 
 glued to the dowels, after they have been fitted and the stool made plumb. 
 
 The footstool is now readv for tlie finishiu-o; touches. First a fine sandpaper 
 
 11 •• C1I1 11 • 1 111 Finishing 
 
 is used over the entire stool, then it is eareiully brushed, uext singed, and lastly touches, 
 may be shellacked or stained. 
 
 If the top is made a little smaller, the dowels eonsiderablv lengthened and 
 
 J^ . ' Thitabourette. 
 
 the spokes and rattan finish made longer, a very satisfactory tabourette may be 
 made bv usins; these directions.
 
 /5 
 
 w 
 
 Q 
 
 o 
 o 
 w 
 
 o 
 
 3Q
 
 ("II AFTER XIV. 
 
 FIRST YEAK OT SCHOOL (^ARDEX WOEK. 
 
 Seventeen boys and girls carried on our garden. Their ages ranged from 
 twelve to fourteen years, so they were not only old enough to do most of the 
 work and take a real and permanent interest in the garden, but also old enough t(» 
 obtain good results. 
 
 Much of the work of the grade from April to July was based upon the gar- 
 den. Measuring the garden and drawing to scale with examples connected with 
 the work formed the basis for the arithmetic. Xew words used in talking about 
 the garden made part of the s})elling lessons, and watching the growth of the Basis for 
 seeds and young seedlings supplied plenty of nature study. The germinating 
 seeds in different stages suggested artistic w^ater-color sketches, while the his- 
 tories of the plants from the germinating seeds to the well-formed young seed- 
 lings were excellent subjects for written work, 
 
 We began early List spring to plan for the garden. A plot of ground one 
 hundred and eighty feet by fifty feet was selected on the campus in front of Description of 
 the school buildings. The length of the garden extended about north and south, ^^'^ garden, 
 and it was separated from the main part of the campus on the west by a row 
 of willow trees. The position was fairly good, the soil was a sandy loam of 
 good quality, and the ground was nearly, level except that it sloped somewdiat 
 toward the south. Water could easily be obtained from the underground pipes 
 used in watering the campus. In March, horse-dressing was first spread over „ 
 
 o 1 ' o I Preparation 
 
 the ground and plowed in, then peat was added, and the whole harrowed. About of ground, 
 the first of April the pupils began to work in the garden. From this time on, 
 the work, depending upon the weather, the condition and the necessities of the 
 garden, was carried on along two lines. The work out of doors on pleasant days 
 consisted in preparing the gTound, laying out the ground, weeding, thinning, 
 transplanting, hoeing, and raking. The work in the schoolroom on cold and 
 rainy days and when no immediate work in the garden was necessary, consisted 
 of talks on the preparation of the garden, the selection of seeds, the condition 
 of growth, the plan of the garden, the study of the germinal ion of the various
 
 Km; 
 
 I X DrSTEIAL- SOCIAL IvDUCATIOX, 
 
 Tools iifetlfU. 
 
 Measuring 
 the ground. 
 
 Preparatory 
 talks. 
 
 Sending for 
 catalogues. 
 
 ?ee(.ls, aiul Avriting a diarv of what was done each dav. Tlie work indoors 
 depended entirely n])()n the ont-of-door work. 
 
 The ordinary tools that we found the children needed were spades, forks, 
 hoes, rakes, trowels, and a wlieell)arrow. A surveyor's chain or some way of 
 measuring the garden was also necessary. 
 
 The first thing that the children did in the garden was to measure the ground 
 so that they would know where to make the beds. With the surveyor's chain 
 they measured the width at each end, finding that they were unequal, and the 
 length of the garden. The children measured in groups, and the results varied 
 so much after the first measurement that the work had to l)e repeated until the 
 results were satisfactory. Then the larger boys pulled out the sods while tlie 
 others leveled ofi" the "round and raked it over. 
 
 In the meantime, we had commenced the work indoors with talks on the 
 garden. We considered what ])lants needed to make them grow, namely: Food, 
 air, sunshine, and moisture. The sources of food supplies were discussed, and 
 the diiferent kinds of dressing, Avith the advantages of each. Sunshine and a 
 certain amount of moisture were also considered necessary. One of the essen- 
 tials in starting a gooil garden is good seed. The next question to decide was 
 where and what kinds of seeds to buy. The children wrote letters asking for 
 catalogues. The best letters were sent and a good supply of catalogues was 
 o])tained. The kind of seeds to l)e planted was soon decided, for we wished to 
 plant during the first year only the most hardy seeds as peas, beans, corn, squash, 
 radish, lettuce, beets, spinach, an<l cucundjers. 
 
 While the children were still pre]iaring the ground, and before we could 
 plant, it was necessary to make a general p]an of the garden, so that we should 
 not only plant the different seeds in the places best suited to their needs, but 
 also that the plants should not shade one another. We wished to con.ceal on 
 the east side of the garden a tall board fence extendino' the entire length, so we 
 planned to have a row of sweet peas half the length and nasturtiums along the 
 other half of the fence. As the east side of the garden was higher and drier, 
 we decided to plant the early peas in two long rows the entire length of the gar- 
 den just in front of the sweet peas and nasturtiums. Beside the peas we wished 
 to ])lant something that came later and Avould not shade them, and so placed the 
 corn here. Just in front of the corn came the beans. The next section was 
 left for corn, squash, transplanted lettuce, and radish beds. Then the tomato 
 plants extended the entire length of the garden. The last section next to the 
 lawn was reserved for the cucumbers and squashes, with the sunniest corner for 
 the onion, beet, spinach, and lettuce beds. Between the rows and beds, every-
 
 X 
 
 ►J 
 
 Pi
 
 t „„„.,..„. „ „ 
 
 ^■wliero, M'alks were loft. Tliis was our liYMioral yilaii as wo fliscussed il with tlio 
 ^'(•liildnMi, and tli(> one Itv wliioli wo ])laiito(I. Later, oacli child drow to scale apia,j]„a,]e 
 plan of tho gardoii. First, th(^ (•utliiio was drawn, and tlnii as oaoli row of ''J' ^''"''''■'^''^■ 
 seeds was planted, it was indicated in its projx'r place on the plans. 
 
 tWe Avere obliged to wait until nearly the last id" April het'ore llio ground was 
 in proper condition for planting. At last, on tlie Iwonly-third of April, tho 
 peas were soaked, and on the next day a long I'ow was planted. This was followed 
 1)}^ a second row. l>y this time, the lettnce bed was ready, and some of the seeds 
 were Inirried into the ground. The lettuce was planted several times, so that 
 it should be ready for use at different times. On iho seventh (d' May, we were 
 encouraged by the appearance of the peas ])lautod in ilio first row. The i>nion First liiantiiiK. 
 settings, spinach, beet, and radish seeds were soon ])lanto(l. By liio eighth of 
 Alay the first lettuce had appeared, just breaking through the gi-onnd. It was 
 fine weather then, and getting late, so that we had to hasten with the remaining 
 seeds, and the beans, cucumbers, squash, and tomato seeds were soon in the 
 ground. 
 
 Wliile we were planting seeds we were studying in the house the early stages 
 of the sprouting seeds. We studied the dry seed, the soaked seed, and then the 
 very young seedling. We studied the pea first because it came up first in the 
 •garden, and by the time the ])eas were ready to thin in the garden we were 
 ready to studv them. After that we watched their <irowth in the garden. The 
 history of the develo])nient of the radish, bean and corn were studied, and 
 sketches we're made in water-colors. By that time nearly all of the seedlings study of 
 
 1 111- 1 r 1 1 / \ I Ti gt'rminatioii. 
 
 Avere up, and we watclied their growth from day to day. Ono day we studied 
 the lettuce bed. The class formed a line ai'onnd the IxmI and noticed how tall 
 the plants had grown, where the largest plants were, and when ])ossible the best 
 conditions for growth. Tn tliis way we studied the ditferent beds as the seed- 
 lings grew large enough ; the lettuce, the peas, the radish, the bush beans, and 
 the cucumbers. The work indoors at this time consisted partly in keeping a 
 record in diary form of what was seen out of doors. Here is a copy of one page 
 from a child's diary: — 
 
 OUR RADISH BED. 
 
 -lime 11. 
 
 Our largest radishes are live and one half inches higli. Tlit-y liave ti\e leaves besitles the seed- 
 leaves. Our smallest radish plants are one inch high. They have four leaves besides the seed- 
 leaves. The seed-leaves are shaped like a heart. The regular leaves are shaped like an oval. 
 Where the radishes grow thickest the roots are cylin<lrical in form. Wliore tlio radishes grow 
 thinnest the roots are spherical in form.
 
 110 
 
 IXDUSTRIAL- SOCIAL EDUCATIOX. 
 
 ('hilrt'? tiiary. 
 
 Hoeiug ami 
 ueedmg. 
 
 CONDITIONS FOR GOOD GROWTH. 
 
 The plants need to have light, room, sunshine, air, protection, and food. One of the radish 
 roots that was one and one quarter inches long was five eighths of an inch wide. Another that was 
 one and one eighth inches long was one and one eighth inches wide. The plants came up May 7. 
 They are thirty-four days old to-day. We are going to sell twelve bunches of radishes to the 
 Normal School for sixty cents. 
 
 Part of the time, at that period, had to bo devoted to the weeding of the peas 
 and lettuce, the hoeing of the corn and cucumbers, the thinning out of some of 
 the other seedlings, and the transplanting of some of the lettuce. At the last 
 of June the garden was iii a promising condition. The peas had blossomed and 
 the pods had begun to form, some of the lettuce and radishes had been pulled 
 
 PUPILS WEEDING. 
 
 Care during 
 summer. 
 
 and sold, and all of the seedlings were nicely started and the garden was free 
 from weeds. 
 
 During the summer, the garden was in the care of the principal of the school 
 and the gardener, and tlie vegetables were picked as they ripened. When the 
 children returned in the fall, the pea-^ and most of the beans had been picked, 
 although some beans had been left for seed, some of the lettuce was still in good 
 condition, while some had o'one to seed. AVhile most of the radishes had been
 
 FIRST YEAR OF SCirOOL (JARDKX WORK. 
 
 11 
 
 piillod, pai't of tlieiii had been left for seed. The eucuuibers and squashes were 
 ri|)e, and the cucumber-vines had dried, although the sqnash-vines were still in 
 l)loRsom and bore squashes in all stages. The spinach and onions had boon 
 
 PL'PILS TRANSPLAXTIXG. 
 
 pulled, but the corn and tomatoes were still freshly growing and needed pickin, 
 from day to day. The beets were still fresh and gTcen. During the summer 
 turnips had been j^lanted after the early peas were ripe, and these were growing 
 well in September. 
 
 The work in the fall was carried on by the same children, wlin had now 
 l)ecome the eighth grade. The work naturally divided itself along two lines, 
 the harvesting and preparation of the seeds for })lanting, and the studying of 
 the fruits and vegetables. Seeds like the squash, cucumber, and tomato seeds 
 were easily prepared. The ripe squashes were first gathered and taken into the 
 house, then with a stout knife the squashes were opened, the seeds removed, 
 washed, and spread out to dry. After a few days, wlu>n the seeds were thor- 
 oughly dry, they were rubbed apart, i)laced in a dish and labeled. While the 
 radish seeds and some of the beans were shelled by hand, most of the beans were 
 thrashed in a barrel. The corn was cut from the stjlks aiid nart of it husked, 
 while the husks on some of the ears were left and l)raided to<>;ether for hanging 
 
 <>■ F:ill work. 
 
 HarvestiiiK- 
 
 Saving seeds.
 
 s 
 
 112 lynUSTRrAL- SOCIAL EDUCATIOX. 
 
 up. As the fniir was gathered, the phmts were pulled and piled together, and 
 so the garden was gradually cleared up. The beets and the turnips were the 
 last gathered, just before the first frost. 
 
 In the meantime, on certain days of the week, the fruits were studied in 
 connection with the entire plant. These are some of the topics considered, — 
 
 study of fruits. , ., , ,, ,..„ i-ci • i 
 
 the entire plant; tJie growtli antl conditions lor growtli ; size ol large vines; tlie 
 flowers; time of ai)pearaiice and color; the fruit, arrangement; development 
 from the flower ; shajie, size, color, surface, and uses. 
 
 During the season many of the vegetables had been sold, and thirty-one 
 dollars had been realized. For safe keeping this was deposited in the Hyannis 
 
 Bankiiiff bank. One afternoon the, entire class made a tri]) to the bank and each child 
 
 learned how to de])osit money by making out a slip. The class now has a bank 
 and a check book to its crcflit. 
 
 Since the ])i'oper use of money is quite as important as the earning of it, 
 
 Expenditures, the Spending of the money needed careful consideration. It was decided to let 
 the class use some of it for a uood time. During one lesson the class took the 
 form of an informal meeting, elected a chairman, and decided upon the general 
 arrangements. After much discussion, it was voted that each child might 
 invite one friend, and that refreshments, which were not to exceed in expense 
 five dollars, should be served. A committee of three of the girls was elected to 
 arrange for the refreshments and entertainment, together with one of the 
 teachers. The class also voted to invite several of the teachers who had helped 
 them Avitli the garden. The invitations were written in due form as a class 
 exercise, and sent. As a result forty children spent a happy evening playing 
 
 Garden class games iu the school gymnasium. The rest of the money will probably be put 
 to a more i)ractical purpose. The class voted to spend some of the money to 
 buy twine for making hammocks, and at present the children are at work on 
 the hammocks. In spending money, they are taught how to make out correctly 
 all the bills, checks, receipts, and other papers used in the handling of money. 
 If caring for a garden arouses an interest and a love for growing plants, 
 and imparts knowledge enouch to start a home garden, much good has been done.
 
 
 
 It 
 
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 ^ i^;^^ '^'Tj^xL -'.S^^^^^^l 
 
 
 
 
 
 4^ ■'^'v-'. -' 
 
 
 
 
 SECOND GRADE GARDEN - TYPICAL FLOWER BED. 
 
 CHAPTEK XV. 
 
 SECOXD YEAR OF SCHOOL GARDEN WORK. 
 
 This is the second vear that we have had a school warden in connection with 
 the training school. Last year the seventh grade children, seventeen boys and 
 girls, had a vegetable garden. The work of the garden extended through the 
 spring and autumn, and an account of this garden may be found in a preceding 
 chapter. This spring we enlarged the garden, and tlie children of three grades, 
 the eighth, the fourth, and the second grades, sixty-eight in all, are working 
 in the garden. 
 
 The spring work connected with the garden of the eighth grade naturally 
 depends upon the actual work of the garden, and mav be divided into the follow- 
 mg parts : 1. The study of soils. 2. Lessons on the preparation oi the garden, 
 o. The prei)aration of the garden. 4. The selection of seeds. 5. The plan of 
 the garden. 6. Laying out the garden. 7. Planting the seed. 8. Study of 
 the germination of some of the seeds. 9. Care of the young seedlings and the 
 garden. 10. The study of the young seedlings and plants in the garden. Some 
 of the regular lessons in the other subjects — as drawing, language, and arith- 
 metic — are correlated throughout with the garden study. 
 
 An examination of the various kinds of soils available for gardens makes a
 
 Hi IXDUSTRIAL- SOCIAL EDUCATIOX. 
 
 natural introd-action, in This grade, to the work in the early spring. The vari- 
 ous ways in which soils are formed and the agencies at work in their formation 
 may be seen at any time. Since the fertility of the soil depends as well rm the 
 t(^\ture and the amount of moisture contained as upon the actual amount of 
 plant food, the physical characteristics of the soil need to he studied. All the 
 
 Study of soil. I'll- 
 
 Study of soils should lead to the recognition and a l)etter understanding of good 
 garden soil and some of its ]u'ominent characteristics, such as the following: 
 1. It must be quick to work; must not contain too much clay. 2. It must l:»e 
 rich ; contain plenty of ayailiible plant food. 3. It must be easy to keep in 
 good tilth; free from rocks, stumps, etc. 4. It must respond quickly to fer- 
 tilizing materials. If the garden soil is not ideal in every way it may l)e 
 improved, and a lack of plant food is easy to remedy by adding fertilizers. 
 
 With the older children who know something about gardening, it is well to 
 talk over the different ways of preparing the ground before the actual work is 
 done in the garden. Some of the questions that arise may, if necessary, wait 
 for answers until after the actual work in the garden. The gardener plowed 
 Preparation |}^g garden, cartcd the dressing, which was a mixture of horse and cow manure, 
 spread the dressing, and harrowed the garden. The children watched the plow- 
 ing and harrowing. They noticed how the gardener handled the plow, where 
 he began to plow, and how he went back and fcn-th the length of the garden, 
 what the plow did to the land, and the parts of the \Au\y with their uses. They 
 found the depth of the furrows. The children also sketched the plow, and 
 calculated tlie amount of dressing used on the warden. After the garden had 
 been plowed, fertilized, and harrowed, the children raked it. 
 
 In the schoolroom, in the meantime, the kinds of seeds had been discussed 
 and a few selected for planting. The seeds of radish, lettuce, peas, beans, beet, 
 cucumber, corn, with (inion sets, potatoes, and tonuito phiiits were chosen. These 
 Discussion of wore Selected because they were hardy and wonld grow well. Some were 
 to plant. selected for early and some for late planting. Some, as peas, radishes, etc.. 
 
 illustrate planting in drills ; others, as cucumbers and corn, in hills ; while others, 
 as tomatoes and potatoes, give practice in handling young plants. Each child 
 had four kinds of plants, and eacli kind illustrated a different method of plant- 
 ing or cultivation. 
 
 The jilan of the garden depends upon two features. First, we wished the 
 garden, when the plants were well grown, to appear as one garden, like any 
 farmer's well kept garden, and not like a collection of eighteen small gardens. 
 Secondly, we wished each eliild to have a plot of his own. The following dia- 
 gram shows how the two ideas have been carried out, and the illustration will
 
 SECOND YEAR OF SCHOOL (iARDEX WORK. 
 
 11") 
 
 show the unity of the garden in the rows of peas, onions, potatoes, etc. Each 
 
 child lias a plot eighteen by twenty-five feet, and his area of potatoes and cuc\un- 
 
 bers continues with his neighbor's potatoes and cucumbers on either side of him. GarcUn i.ian 
 
 So that potatoes extend the entire length of the garden, as well as the corn, 
 
 cucumbers, tomatoes, and beans. 
 
 The garden is the l)asis for truo nature studv. A warden is a resort for 
 sparrows, goLl finches, purple finches, yellow^ warblers, and other birds. The 
 
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 PLAN OF THE EIGHTH GRADE GARDEN. 
 
 1. Tomatoes. 2. Corn. 3. Peas. 4. Radish. 
 7. Beets. 8. Beans. 9. Potatoes. 
 
 b. Lettuce. C. Onions. 
 10. Cucumbers. 
 
 earthworm, toad, tent caterpillar, June beetle, potato bug and cucumber beetle 
 will sooner or later l)e met, and should be studied, for we need to know whether 
 they are friends or foes. The development of the plants themselves is interest- 
 ing, and we wish to see what l:)ecomes of the s?ed leaves, the new leaves, the 
 effect of sunlight on the plants, and the effect of rain on the appearance of the 
 whole garden. 
 
 The entire garden covers 1 0,080 square feet, and about half of this is culti- 
 vated by the fourth grade and under cultivation for the first time for many 
 years, and is therefore hard to handle. 
 
 The fourth grade is divided into seven groups of three children each, and 
 each group has a plot planted with three different kinds of vegetables. These 
 children have also raked their garden, laid it out, planted the seed, and cared 
 for tlie young plants. They had a special lesson when each kind of seed was 
 planted. The process of planting the peas will illustrate one way of planting. 
 1. ]\rark the drill with stakes and string stretched from stake to stake. 2. Dig 
 the drill with a hoe. 3. Lay the peas about an inch apart each way. 4. Cover 
 the peas by hoeing the soil over them. 5. Press the soil firmly with the back 
 of the hoe. 6. Label the drill with two labels nuirked with the name of the seed 
 and date on one side, and the name of the planter on the other. Place one label 
 at the beginning of the planting and one at the end. 
 
 Garden basis 
 for nature 
 study. 
 
 Work of 
 fourth sirade. 
 
 Process of 
 planting.
 
 110 
 
 liYDL'STEIAL- SOCIAL p]DUCAT10X. 
 
 Fourth grailc 
 diary. 
 
 Flower garden 
 of second 
 grade. 
 
 Each child has kept a diary containing- a record of the work done in the 
 garden. A page from a diary of a fourth-grade chihl will show how this is kept : 
 " May 22. This afternoon Mr. Murray showed ns how to plant melons. First 
 he dng a large romid hole and almost filled it with dressing. Then he mixed 
 the earth with the dressing. Then he sprinkled about ten or twelve seeds on 
 each hill and covered them with about an inch of soil. Then he patted it down 
 with the hoe and built a little ridge around the hill so the water would not run 
 off when the hill was watered. We planted ten hills." 
 
 The children of the second grade have a flower garden. The children of 
 the fourth and second grades have studied the various operations of the garden, 
 although in a simpler way than the children of the eighth grade. The younger 
 cliildren were taught how to do the planting, weeding, etc., in the garden, and 
 afterwards had the talks in the schoolroom. Each child of the second grade has 
 a plot seven by eight feet, and has planted four packages of flower seeds. 
 
 The work with the younger children has been quite different from that with 
 the older children, and needs to be much more carefully planned. The general 
 
 1 
 
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 SECOND CtRADE GARDEX - COSMOS. 
 
 ])lan of the garden should be simple, so that the children may lay it out and draw 
 
 Simple plan. " P^^^^ of it. The plots and the paths should be of a size that may be easily 
 
 measured by the foot rule and the yardstick, and easily reduced to drawing on 
 
 There should be plenty of room for the children to walk about, and 
 
 paper. 
 
 each plot should be narrow enough for the child to easily reach all parts of it.
 
 SECOXD YEAR OF SCHOOL GAEDEX WORK. 117 
 
 Of course only the most liardv Howcr seeds an<l those most easily grown and 
 cared for should be selected. 
 
 We discovered that the children did not know the flowers by names, and so 
 the garden was planned by colors, and the children were allowed to choose the ""'"^^ ^™^- 
 color of the flowers Avhich they would like to jilant. 
 
 The garden is rectangular in shape, and is divided b}' paths running length- 
 wise and across into twenty-eight rectangles arranged in two rows. The seeds 
 of orange-colored flowers were planted in two plots at one of the extreme ends, 
 then came four beds planted with seeds of yellow flowers, then four of white, 
 six of scarlet, two of white, four of pink, four of blue and two of purple flower 
 seeds. The main object was to plant the seeds so that the colors should not 
 clash, and, if possible, should blend one with another. The orange-colored 
 flowers are, marigolds. Prince of Orange, orange ball, dwarf nasturtiums, 
 eschscholtzia or California poppy. The yellow flowers are, marigolds, African 
 double, El Dorado favorite, lemon yellow eschscholtzia or California poppy, 
 calliopsis, gaillardia, sweet sultan, yellow stocks, and canary yellow. The 
 white flowers are, mignonette, zinnia, candytuft, sweet alyssum, lobelia, 
 ageratum, aster, centaurea marguerite, phlox Drummondii, poppy and verbena. 
 The scarlet flowers are, zinnia, poppy, stock, gaillardia, aster, phlox Drum- 
 mondii, salvia, and verbena. The pink flowers are, phlox, pinks, single aster, 
 marguerite carnations, zinnia, poppy, verbena, Chinese pinks and petunia. 
 The blue flowers are, verbena, bachelor's buttons, ageratum, lobelia, phlox, aster, 
 petunia, stock, verbena. The purple flowers are, petunia, stock, larkspur, 
 aster, and zinnia. 
 
 The care of the young plants, the watering, weeding, transplanting, thin- 
 ning, and hoeing have begun and will continue during the summer by the chil- 
 dren and the students of the summer school. The harvesting and selling of the 
 vegetables have also begun ; the radishes, lettuce, and peas form the earlv crop, 
 
 111 1 1 -nil 1-1 • 1C11 Double crops. 
 
 and the plots devoted to them will be planted with turnip seed for the later cro]i. 
 
 The work in the autumn will consist in harvesting the crops of corn, toma- 
 toes, potatoes, gathering and preparing seed for the spring as well as studying 
 the autumn fruits. 
 
 One can hardly obtain an idea of the interest that the children have taken 
 in the garden from a description, or even from photographs, without actually 
 seeing the children at work in the garden. In the eighth grade, although each ^^^^erest of 
 
 1 .-, ■, , . o & & 5 & Children. 
 
 child may do something different, he knows exactly what he is to do, and goes 
 to work with a will. They are always on the alert to find something new in the 
 garden. The children in the second grade need more careful supervision, but
 
 118 IXDUSTRIAL- SOCIAL EDUCATIOX. 
 
 are always busy. Tlioy seem to take a more yital interest eyen than the oMer 
 cliilclren. Some of the children of the fourth grade seem less deyoted than the 
 others. This may be due to seyeral causes. It may be because they "work in 
 fiifferent groups instead of singly or it may be due to the fact that the class contains a 
 
 grades. f^^y pupils who are naturally disinclined to work of any kind. But eyen these 
 
 children think it a hardship if they are deprived of the privilege of \yorking 
 in the garden.
 
 LAYING OUT THE GARDEN. 
 
 CHAPTER XVI. 
 
 COKRELATION OF SCHOOL GARDEX WITH OTHER SUBJECTS. 
 
 The garden, which has been the most important phase of om' inihistrial 
 work in the spring, has formed the l)asis of much of the regnhir school work. 
 The following is a plan of the work for the second and fonrth grades, with some 
 typical lessons showing the correlation with the number and language work. 
 
 General Plan— 1. P]'e[)ai-ation of the ground. 2. Talks on the preparation p,^,j,,f^^.,,^,^ 
 of the oronnd. 3. Layin<»' out the e-arden. 4. Plan of the garden. 5. Select- 
 ing the seeds. G. Planting the seeds. 7. Talks on planting the seeds. 8. Study 
 of the germination of various seeds. D. Study of the condition of growth. 
 10. Care of the seedlings in the bed. 
 
 "What they saw and did in t\w garden and their reasons for doing it gave 
 material for many indoor tnlks in the language period. The work of the second 
 grade began April 11, when the pupils w^atched the gardener plow, fertilize.
 
 120 
 
 IXDUSTRIAL- SOCIAL EDUCATION 
 
 and harrow the garden. They compared the unbroken land with the plowed 
 and with the harrowed land. They named the parts of the plow and harrow, 
 and discovered their uses. Attention was called to the way in Avliich the gar- 
 dener plowed, the effect of plowing, the depth of the furrow, the harrowing, 
 and the necessity of mixing: the fertilizer (plant food) with the soil. Some of 
 
 Obscrvatioq "^ ^ ... 
 
 iind language, the time given to the written language was spent in writing an account of their 
 work in diaries. The following is a quotation from one of them : — 
 
 "April 11. We watched Mr. Murray plow our garden to-day. The horse 
 drew the plow and Mr. Murray held the handles. The plow turns the earth 
 over. Mr. Murray began to plow in the middle of the garden. He named the 
 parts of the plow. They are the handle, the knife, the molding board, the shoe. 
 Child's diary, the toc, the laudsidc, and the beam. Frank found some earthworms. We left 
 them in the garden for they help us. They soften the ground. We are going 
 to plant flower seeds in our garden. 
 
 " April 12. . Mr. Robinson harrowed our garden to make the earth tine and 
 soft. The harrow mixed the dressing with the earth. The dressing is food 
 for the plant. The harrow has three sides. On one side there are five iron 
 teeth. On the other sides there are six teeth. The big stone kept the harrow 
 do"^^^l." 
 
 The new^ words that came up in the language lessons were written on the 
 board and used in spelling lessons. 
 
 Another phase of the language \\ox\ was the oral and written reproduction 
 of stories told about the farmer, his friends and his enemies, seeds, flowers, and 
 gardens. The children's reproduction was sometimes rearranged by the teacher 
 and written upon the board or printed on leaflets for the reading lessons. 
 
 After the talks on the preparation of the soil, the children were told such 
 stories as "The Farmer and the Birds," "The Little Worm that Was Glad to 
 be Alive," in Emilie Poulsson's "In the Child's World" ; "Carl and the Earth- 
 worm," in Wiltse's "Ivindergarten Stories"; "The Contented Earthworm," in 
 "Among the Meadow People." Some of Celia Thaxter's stories and poems on 
 Use of stories, secds, flowers, and her garden at Appledore were used. They are full of life 
 and love for all growing things, and helped the children to enter into the spirit 
 of planting and caring for their seeds. After planting some special kinds of 
 seeds, stories were read like "Clytie" in Flora Cook's "Xature Myths," "The 
 Story of the Morning Glory Seed" in "Li the Child's World," "Amy's Garden" 
 in Wiltse's stories, "Ten Peas in a Pod" in "Boston Collection of Kindergarten 
 Stories." Stories like "What They Did" in "In the Child's World," and ''" Blind 
 Florette" and "The Flower Cluster" in Sheldon's Fourth Peader, helped to
 
 l■UKliELATl()^ OF (iARDEX WITH OTHER SUBJECTS. 121 
 
 awaken a desire to give pleasure to others through their flowers. The children 
 especially enjoyed "Peggy's Garden, and What Grcnv Therein," by Celia 
 Thaxter. It furnished material for nuiny language and reading lessons. 
 
 The number work for nearly a month was based upon the ])reparatiou of 
 the ground, the laying out of the garden, the making of the plan, and the plant- 
 ing of the seeds. The tables of twos, fours, sixes, sevens, eights, and tens were 
 taught. Lessons on finding the area and perimeter of the beds and paths were 
 given. The fractions one half, one fourth, and one eighth were taught and used Number work, 
 in making the plan of the garden. (Scale, one eighth of an inch equals one 
 foot.) The class w^ent into the garden and were told that each child was to 
 have a garden of his own. They were then anxious to begin work in their own 
 plots. It w-as easy then to show the necessity of laying out the garden. In 
 measuring the garden the surveyor's chain was used. As the children had never 
 seen one, a lesson on measuring with the chain was given in the schoolroom. 
 They were led to discover that the chain is made U]) of fifty links, each one foot Surveyor's 
 long; that it is divided by counters into five parts, each ten feet long; that the *^*^*'"* 
 first counter marking the first ten has one point, the second two points, and so 
 on. They counted by tens and wrote the table of tens upon the board, and in 
 the number books for future use. The chain was stretched on the floor and the 
 children were asked to walk tAventy feet, tw^enty-four feet, thirty-five feet, forty- 
 nine feet, and tell how they counted. They measureil the length and width of 
 the schoolroom floor and of the hall floor with the chain, two children working- 
 together. They soon learned to work independently. 
 
 The fourth grade pupils marked the four corners of the second grade garden 
 while laj'ing out their own. The second grade found their corners, and pro- Marking off 
 ceeded to measure the length and Mfidth of the garden. When measuring, the ^'*'''^•^"• 
 children worked in groups of four, two with the chain, one with the mallet, and 
 one with the stakes. 
 
 In the number lessons given the first of May, the children calculated the 
 number of laths and stakes needed for marking off the beds. They found that 
 two two-foot stakes could be sawed from one four-foot lath; that two laths were 
 needed for one bed, four for two, and so on. The table of twos was written Number 
 and copied. Each child needed four stakes for one bed. Eight were needed ^^ ^^" 
 for two, twelve for three. With the definite aim in mind to find the number of 
 stakes needed in the garden, the children counted by fours to 112. The table 
 of fours from one four to ten fours was written and copied. The stakes were 
 sawed by the fourth grade pupils. 
 
 The children decided to lav out the twentv-eight beds in two rows. Thev
 
 l->2 
 
 IXDUSTKIAL- SOCIAL EDUCATIOX, 
 
 An-aiiKemeii 
 of beds. 
 
 wove told that each bed should l)e eight feet long and se\'en feet wide. The 
 long paths and the strips for the two rows were marked off on the sides, AB. 
 CT), Fig. 1. The cord was then stretched from A to C, 1 to 3, 2 to 4, and 
 
 o 
 
 
 tf 
 
 W 
 
 Fig. I. 
 
 ]j ti > D. The short paths and beds were then marked off. One end of the chain 
 was fastened to corner A, Fig. 2, and stretched along the line AB. Stakes 
 were driven along this line, marking oft" two feet for the paths and seven for 
 the beds. The side CD was then nuirked oft" in the same way, and the cord 
 
 B 
 
 ■ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 fi 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1 
 
 1, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 c 
 
 
 ■ 
 
 ■ 
 
 
 
 
 
 
 
 ) 
 
 
 ' 
 
 3 
 
 4 
 
 6 
 
 I'lr,. LI. 
 
 Phiii of bed 
 
 Stretched. Stakes were driven at 1, 2, 3, 4, and so on, to mark the beds. The 
 children then went into the schoolroom and wrote in their diaries. One child 
 wrote the following: ''We measured our garden Avith the chain. It is 128 feet 
 long and twenty feet wide. We marked our l)eds by putting laths at every 
 corner. The paths are two feet wide. Each bed is eight feet long and seven 
 feet wide." 
 
 The number class estimated and measured the aiuount of cord needed to 
 stretch across one bed. Fach child drew a plan of his bed on the board. (Scale, 
 one inch equals one foot, Fig. -'{.) He found the perimeter of his bed and the 
 amount of cord needed, in feet and yards. They decided that eight inches of 
 cord were needed for twisting around one stake, sixteen for two stakes, and so 
 ou. A part of the table of eights was written. Statements like the following 
 were written in the diaries : "' This morning I measured eleven yards of cord 
 for my bed. This afternoon I stretched the cord around the bed. We took u]) 
 the cord we stretched vesterdav."
 
 CORRELATION OF GARDEN WITH OTHER SUBJECTS. 
 
 123 
 
 The children decided to plant their flower seeds in rows. The following 
 is a number lesson in which the children estimated the amount of cord and the 
 number of stakes needed for marking oif the rows. Each cbild drew a plan of 
 
 Fig. III. 
 
 p2. 
 
 i 
 
 -r- 
 
 Fig. IV. 
 
 Number 
 
 his bed and the seven rows on the board. (Scale, one inch equals one foot, Fig. 
 4.) He found the number needed for one row and the number for seven rows, 
 counting by twos. He found that two yards and one foot of cord was needed 
 for marking one row, and sixteen yards and one foot for seven rows. The 
 amount of cord allowed for twisting and tying was then added. The cord was igggoQ 
 measured and wound for the afternoon's work. Tie wrote a record of this work 
 in the diary like the following : '' I measured off eighteen yards of cord for my 
 rows this morning. This afternoon I marked the rows with the stakes and cord. 
 I used two stakes for one row and fourteen for seven rows. The rows are one 
 foot apart." 
 
 The illustration shows the beds as thev looked after the rows were marked. 
 After working in the garden, talking about their experiences, and hearing about 
 Peggy's garden, the children made stories like the following: ''Peggy's Garden. 
 This story is about a little girl. Her name was Peggy. Peggy lived l)y the 
 sea. She was a thouo'htful little eirl. She was kind to others. PeffS'v alwavs 
 helped her mother. She had a little l)rotlier. His name was Willie. Willie Language 
 loved Peggy. Willie and Peggy went to walk by the sea. When spring came Wesson. 
 Peggy had a garden. She planted flowers in her garden. Willie helped water 
 the garden. Soon the seeds came up. Peggy had to weed her garden. The 
 flowers grew very fast. They were pretty and so sweet." Collections of these 
 and similar stories were made into little books for the cliildren in the second 
 irrade to take home. 
 
 Tn the number lessons the pupils answered many of the questions by meas- 
 uring and counting. At the close of each lesson the addition and multiplication 
 tables were written on the board and copied. The number facts used were
 
 lU IXDUSTRTAL-SOriAL EDFCATIOX. 
 
 reviewed by a short drill. Throughout the work each child had a iuoti\'e of his 
 own for doing the work, and was anxious to know the results. 
 
 Connecting the garden work so closely with the regular school work brought 
 New interest, morc life and enthusiasm into the schoolroom. The children were anxious to 
 estimate and measure correctly, for they saw, in the garden, the immediate 
 results of their work. They were eager to talk, for they had something to say, 
 and to write, because they had somethinc: to write about. Peou'v and the chil- 
 dren in the garden stories lived for them, for they, too, were making a garden.
 
 FOURTH ItKADE GAKDEX — FIK>st 8LMMEK SQUASHES. 
 
 rHAPTP:K XVII. 
 
 SO.Ml-: ADVAXTAGES OF .SCHOOL GAEDEXS AXT) SUGGESTIOXS 
 
 REGAin3IXG THEM. 
 
 As has been stated in a previous chapter, the eighth grade ehiklren each 
 had a vegetable garden about 18 x 25 feet and sold the products for the beuetit 
 of the class fund. The fourth grade class raised vegetables, working in groups 
 of three or four and having two or three plots for the Avhole class. Thev sold 
 only about enough to pay for their seeds and took the rest home. The second 
 grade children each had a flower l)ed S x 7 feet and either took tlie flowers home 
 or gave them away. 
 
 I wish that time and space would allow me to tell you some of the stories 
 connected with this^ garden work — of a neighbor's hens which would get out 
 and come over and scratch just at inopportune times, of the opportunities for 
 moral lessons where the children had a very personal interest and were the 
 aggrieved parties. I am quite sure you would be interested in some of the 
 reports taken by our shorthand reporter on the garden talks of the children 
 after their vacation, and in some of the letters which our children have written 
 to and received from the children in the Training School of the Willimantic 
 Xormal School. I shall not, however, take the space for these things, but will
 
 12(; IXDr^STRlAL-SOCIAL EDUCATIOX. 
 
 instead state very briefly some of the advantages whieli the children seem to he 
 gaining from this work, and offer a few snggestions which may possibly prove 
 helpfid to beginners in the school garden work. 
 
 Advantages of Work ix School Gakdexs. 
 
 1. Takes children ont of doors ; therefore tends to break np machinedike 
 
 routine of school v/ork. 
 
 2. Gives children something to do. 
 
 0. Gives children an opportnnity to plan for themselves. 
 
 ■i. Gives children an opportnnity to raise vegetables of valne in the market, 
 therefore connects the child with the world and gives him a feeling of 
 personal power, which is a good foundation for self-respect. 
 
 5. Helps the child to see the life history of several plants. 
 
 6. Helps the child to see the relatif)n of y)lant life to soil, snn and rain, witli 
 
 many variations. 
 
 7. Helps the child to see the relation of ])lnnt life to animal life as to the lif(> 
 
 of insects, birds, man, and so to understand the dependence of man on 
 
 vegetable and animal life. 
 S. Helps the child to see ways in which man works with nature to modify 
 
 and improve vegetable life. 
 9. Enriches the mind of the child in these many ways so that he expresses 
 
 himself througli drawing, number, language, and gains by reading geog-^ 
 
 rapliy and history inany things translated by his garden experiments. 
 
 10. Cultivates a respect for the rights of others. 
 
 11. Cultivates a respect for the ]u*operty of others. 
 
 12. Cultivates a res])ect for the labor of others. 
 
 13. C'ultivates a feeling of kinship with la])orers of all kinds. 
 
 14. Helps to make the scliool life more natural and to connect it with the home 
 
 life and the life of the world. 
 
 15. It broadens and enriches the whole future life of the child. 
 
 Suggestions fob Sen ode Gardens. 
 
 1. Have some kind of a garden for at least two of the nine grades. 
 
 2. Commence as von can. Do not wait luitil evervthine; is to vour mind. 
 
 The way will open u]) as you go. 
 
 3. liead up on the subject and be encouraged. 
 
 4. Pay as vou co.
 
 ADVAXTAGES OF SCHOOL OARDEXS, AXD SUOOESTIOXS. vir 
 
 ."). Show that von can be independoiit. WIkmi you liavc shown your ]»(iwci' 
 
 to go alone, aid will come to yon. 
 (>. ]\lake verv careful plans for your o-arden early in Alarch. 
 7. Encourage the children of rhe up]ier grades to write for see<l catalogues. 
 S. Study these catalogues with the children, and let them tell all they may 
 
 haye learned at home about gardening. 
 !>. Let the children of all grades haye a ]>art in deciding wlial they arc them- 
 
 selyes to plant, and in all similar questions. 
 
 10. Haye the children measure and make a plan of the whole garden. 
 
 11. Plant mostly common yegetables which the fathers and mothers will rec- 
 
 ognize as worth while. Radishes and lettuce are fayorites, as they are 
 ready for use so quickly. 
 1-2. At first make mnch of the practical aspect of gardening. 
 
 13. If possible, consult a good gardener often. 
 
 14. Obserye those people who are struggling for a liyelihood ; study their expe- 
 
 riences and be guided by their successes. 
 
 L5.' Let the work be just as natural as possible. 
 
 16. Do not spend miicli time on artificial experiments, such as cultiyating 
 tropical plants, planting beans in difi'erent kinds of soils, and the lik(\ 
 This is collcii'e work, (^hildren in the o-rades need to learn alioiit thin;^s 
 as they naturally grow, not to import an artificial or foreign envii-on- 
 ment. 
 
 IT. Be quite satisfied if the children are getting what seem to you but com- 
 monplace ideas, so long as the work is ]ierfectly natural ami is furnish- 
 ing a basis for other work in school. 
 
 IS.' Make the best of eyery little incident which may come uji, turning wliat 
 look like disturbing elements into helpful ones. 
 
 10. Be ever hopeful and patient, but persistent, and all will come right. 
 
 20. ITave definite aims and work toward them. 
 
 21. Let the school garden be a starting point for many exj)etlitions to other gar- 
 
 dens, to parks, and to the country. 
 
 22. School garden work is especially appropriate f<ir agricultural conimuui- 
 
 ties, but may be c'iven to advantage in most cities.
 
 CHAPTER XVIIL 
 
 I 
 
 ... 2 
 
 J 1 A .M M U C K - M A K 1 N G. 
 
 Among the industries Aveli a<la])te(l to children in school, haniiiiock-niakiiig 
 takes a high place. This was selected for the eighth grade. After the children 
 had gathered the harvest and made everything ti'iiu and snug for tlie winter, 
 rhej had $;>0 to their credit in the Ilyannis baid-:. We iiiinuMliatelv sought for 
 something for them to do during the winter, and found that hammock-making 
 was well adapted to them. They voted to spend part of their money foi- the 
 twine and other necessities. 
 
 The materials required for making a liaiiniiock arc twine, 
 rings, and tools consisting of a needle, mesh ])in, and stick. The 
 twine that we use is hsh net twine. We ohtain Xo. 28 thread, 
 soft twine in large bundles. The skeins are separated and each 
 one is wound in a large hall from which the twine is used for wind- 
 ing the needle. The i-ings are ordinary galvanized inalleahh^ jjj^jp,.j.jIj, ii^.^.^^, 
 rings, two incdies in diameter, and two are needed f(U- ea(di ham- 
 mock. 
 
 The stick is sinijdy a smooth round stick about twelve inches 
 long and about one inch in diamet(M'. A ])iece a foot long sawed 
 from a broom handle is iust the thinu'. 
 
 The hammocks that we liave made are very long, al)out ten feet 
 in length, and very full and wide. The size of the mesh is four 
 inches. Both the siz(^ of tlie mesh and of the hanunock may vary, 
 but they de])end u])on the size of the pin and ne(Mlle. 'Idle needle 
 must not be broader than the ]un, aiul the mesh is just twice the 
 circumference of the ])in. The ])in and needle may be whittled size of 
 out of wood, or, if car])enters' tools are a\'ailable, nmy be worked ^'*"i"'"^''^'- 
 out in better shape according to the accomj)anying <]iagrams. The mesh ])in is 
 somewhat more difficult to make than the stick. It is nuide oi' wood, either 
 jiine or oak, of seven-eighths inch stock. Select a good, clear ])iece and cnt out 
 a block seven and one fourth inches long ami two inches wide. On both ends 
 mark out an oval as indicated in the ydan, Fig. 1. Then place the block in the 
 
 Fig. ]. 
 The Me.sh Pin
 
 i:50 
 
 TXDFSTRIAL- SOCIAL EDUCATIOX 
 
 Making 
 mesh pin. 
 
 Making needle 
 
 vise or clamp and plane it the entire length to tlic marks. Make a curved line 
 around the pin one and three fourths inches from one end. \Yith a saw make a 
 cut along this line three thirty-seconds of an inch deep and remove with a wood 
 file the layer of wood three thirty-seconds of an inch thick around the block from 
 the curved line to the shorter end. The mesh pin may be left in the natural state 
 or finished by smoothing down T\'itli sandpaper and then oiled ':^ c 
 
 (•r shellacked. 
 
 The needle is the most difficult tool to make, and require- 
 some time and skill. Care should be taken in selecting the 
 wood to ha\'e it tough, close-grained, and free from imperfec- 
 tions. We have found hickory, rock maple, and lignum-vitiv 
 adapted to this purpose. To make the needle, select a good, 
 fine-grained stick three sixteenths of an inch thick, and saw 
 out a piece thirteen and one fourth inches long and one and 
 nine sixteenths inches wide. On one side mark out the needle 
 according to the accompanying diagram, Fig. 2. The fork, 
 F, is made by cutting out a large rectangular piece with a bit 
 and saw. At the base of tlie fork make with a three eighths 
 inch bit three borings tangent to each other, to the base of the 
 fork and to the side lines. The holes should not be bored en- 
 tirely through from one side, but only half way, then the wood 
 turned and finished on the other side. The needle should be 
 held horizontally in a vise to prevent the wood from splitting. 
 "With a rip saw cut along the two lines A and B, and the large 
 piece will drop out of the end, making the fork. In shaping 
 the point, P, of the needle, saAv along the two inclined lines 
 C and J) and file off the corners. To cut out the eye, E, of 
 the needle, make twelve tangent borings with a three eighths 
 inch bit, and remove the pieces of wood. The irregularities 
 may be filed away. All the corners and sharp edges should be smoothed away 
 and the whole needle sandpapered. 
 
 Winding the Needle — The needle should be wound as closely and compactly 
 as possible in order to carry a great deal of twine. After one needleful i- used, 
 the needle is wound again and the ends of the twine tied with a double knot as 
 indicated in a following paragraph. To wind tlie needle, hold it in the left 
 hand and the twine in the right. Make a loop over the tongue on the needle 
 and bring the twine down to the fork. With a motion of the left hand turn the 
 needle over towards the right and then bring the twine up from the fork on the 
 
 -u 
 
 
 Fk;. 2. Thk KeeliLE. 
 
 F, the fork: P. the point: 
 
 E. the eye : T. the 
 
 tongue.
 
 I
 
 < 
 
 o 
 z 
 
 I— ( 
 
 i; 
 
 •-4 
 «5
 
 llAMMOClv MAKIXC. 
 
 1:53 
 
 first mesh. 
 
 ^ 
 
 oilier side of the needle. Take aiiothci' hxtp oxer the tongue, carry the twine Winding 
 <l(>\\ii to the fork, turn the needle, cari'v the twine up on the other side, take a 
 loop o\('i' the tongue, ami i-epeal nnlil the need](> is full. Then cut the cord. 
 ( 'are shonhl he takt'ii to wind the needle eveidy, piling np the cord wav across 
 the fork and not onl\' in one place. 
 
 Startiiuj tlic JJdin iiioc/r — When the needle is tinished and wound, and the Making the 
 }>in is made, one is ready to hegin making the hammock. To make the first 
 mesh, wind the twine twice around the pin and tie in a s(pnire knot. Slip this 
 oft' the pin and the lirst mesh is made. 
 
 Tying ninety mesh knots is the next step. The tirst mesh shonld he slipped 
 o\-er some knol) to hold it while working. Hold the pin in the left hand with 
 the fingers on the uppei' side and the thnmh underneath with the ))ointed edge 
 of the ])in a wav from vou. The needle is worked in the riffht hand. Witli the 
 mesh ovei- the knoh, hring the twine over and aroiuid the pin, Fig. '•), A, and put 
 the needle u]) through the first mesh, Fig. -'>, 15. He sure that the square knot. 
 Fig. 3, C, is midway between the knoh and the ])in. Pull the twine until the' 
 first mesh. Fig. 3, B. conu>s against the o^]g;e of the pin and hold the twine firmly 
 
 against the pin with the forefinger. To tie 
 the knot leave the twine beyond the foi"e- 
 finger loose in a loop. Fig. 3, 1), tliat hangs 
 down over the l)ack of the left hand, and put 
 the needle uj) between the two coils oi' the 
 fii-st mesh and the twine that is around the 
 pin, thus passing through the loose loop. Fig. 
 :>, E. Pull the needle and the tM'ine on it 
 gradually, lifting the forefinger as the knot 
 tightens. Slip the knot ofi" tlu' pin and the 
 second mesh is made. Jh'iuii' the twine o\er 
 the ])in and proceed as before to tie the 
 second mesh knot. In this way tie ninety 
 mesh knots, taking caiv to pull eacdi knot tight and to keej) the meshes 
 all the same size. The boy at tin' i-ight in the picture is tying the innety 
 knots. 
 
 Putting the Meslies on flic Stick — When ninety knots have been tied the 
 hammock is ready to go on the stick. Slip the ninetieth mesh over the stick 
 first, then the eighty-eighth mesh, the eighty-sixth, the eighty-fourth, and every 
 alternate mesh to the beginning. Then there will l)e forty-five loo])s on the stick 
 and the knots Avill be arranged in two i-ows with fortv-five knots in each row and 
 
 Fk). 3. Tyini; a Mksf[ Knot. 
 
 Second stcj)
 
 134 
 
 INDUSTKIAL-SOCIAL KDICATION", 
 
 TIk' (ii-st third 
 (if the 
 hiiiinnocl;. 
 
 I'liiting two 
 ends of twine. 
 
 .Middle third. 
 
 J.uM tiiird. 
 
 I'uttiiif,' on 
 ends. 
 
 llic Iwine at tlic left end. Tlicsc arc llic tirst t\\<i rows of kiH>t> of llic liiiiiiinock, 
 and should look like llic haiiiiiiock lliat the l)oy at the i'i,«ilit is hohliiii;- ii]). 
 
 The stick slioidd he hehl tii'iidy in some phicc, as 
 ])ct\vecii the window sill and the sash. 'I'licii tie thir- 
 teen more rows (»f knots, inakinii' tiftecn rows in all, 
 or one third of the hainniock. Always work frcun the 
 left to the rig'ht, and, when the end of a row is 
 reached, rnrn the stick o\-ei- to hi-iiiii' the twine at the 
 left side aiiain. 
 
 Joiiiiin/ llic Tirhic — When all the twine wonnd 
 the first time on the needle h;is heen nsed, the needle 
 ninst he wonnd ;ii:;iin and the ends tied with a do\d>le 
 knot, so tlnit they will not slip. The donhle knot is 
 tied as in Fii>'. 4. One end is ]dacc<l he-^idc the other 
 so that the Ion"' and short ends shall in each case he 
 toi;-ether, Fii>-. 4, 1. 'I'licn tie a simple knot, pultiii!^- 
 the neodle and a short end np tln'oniih the loop, Fiii'. 
 4, o. Full the knot h;ii-d. pidlinif each end sepa- 
 rately, Fiii'. 4. 
 
 The Middle Third of Ihe IfdiiiiiioeL- — The next 
 fifteen rows aiv nnidc s<dnewhat different to allow for ^""- "i- ^hk ix.i-blk knot. 
 the haooino' of the hanimo(d<. The three meshes at each end of a row ari' made 
 sliii'litly smallei' hy tyino' the knots o\-er the simdl end ><i' the ])in. 'i'lie orlier 
 meshes are made over the lariic end, as in the first fifteen rows. 
 
 The last thii'd of the hammock is nuide hy tyinu' fifteen rows of knots of the 
 large size as in the Hrst third of the hammock, ('are shonld he taken to keej) 
 the rows of knots straioht across ami the meshes <d" the same si/e. 
 
 I'utliiKj on llie Kiids — A\'hen the hammock is i-cady for the rings, tie a ring- 
 to some sn])])ort, as th.e hack of a chair, and |tlace it ahont two feet from the end 
 of the hammock. Pnt the needle heai-ing the twine ii|> throngh the ring, then 
 throngh the iirst mesh and tie a mesh knot. Pass the needle again n]) throngh 
 tlie ring and then n]) throngh the sec((nd and third meshes and tie them together 
 with a mesh knot. Once more pass the needle np through the ring and then no 
 throngh the fonrth, Hftli, and si.xth meshes and tie them together with a mesh 
 knot. In this way go across the width of the hammock, tying ahernatcdy two 
 and three meshes together, nniking a long loop into the i-ing after each knot. 
 Then gathei- all the long strings (dose to the rim:- into the left hand and wind 
 the twine firmly around them ahont twentv-foni- times, ('ut the twine and imll
 
 HAMMOCK MAKIXG. 
 
 1:55 
 
 llu' ('11(1 iiiidcr :i few of llic hist \viii(liii<>s. .Ahikc the (ttlior piid like tlic \\v>t, 
 ami tile liaiiiiiKick is ready lor n<e. 
 
 ilie ditferent stejis iiiav he siiiiniicd ii|) as follows: — 
 
 rt'eparatorij — Ohtaiiiiiiii' Iwiiie aii<l rings; makiiiu' stiek, pin, and needle; 
 winding tlie needle. 
 
 Making tlic Ilaiiunuc/.- — Starting hy tying a s(inare knot ; tying ninety mesh 
 knots; putting on ihe stiek; tying thirteen more rows of mesh knots, nuiking 
 fifteen in all; joining twine with a donhlc knot when neeessaiw ; tying fifteen 
 rows of knots ha\iiig three meshes at each end smaller; tving fifteen rows of 
 large size meshes ; putting on the ends. 
 
 Each of the nineteen ehildi'en in the eighth grade made one hammock for 
 himself and one hammock for the class. A few have nuide a third one. 
 
 Suiiiiiiary 
 
 I
 
 Ll. 
 
 CTIAPTEll XIX. 
 
 SEWIXG. 
 
 One of the lines of industrial work Avliieh comes close to the life of the iiirl 
 in the home is sewing. Xo one doubts that it is practical for a girl to be taught 
 to sew. The question seems to be, will she l>e able to do the common, everyday 
 sewing in the home after she has pursued the school course ? Xot long ago a 
 girl who had taken a course of sewing in school was asked to mend the sleeve of 
 her dress. Her first thought was that she must have a square hole, because that 
 was the wav in which she had been tau2:ht. Therefore, she cut awav the cloth 
 until half of the sleeve was gone and the dress ruined. Whereupon the mother 
 was exceedingly displeased and, luiturally, dissatisfied with the school course. 
 Xor does it seem unreasonable for a mother to expect that the child sliall be able 
 to make practical application of what she has been taught at school. 
 
 It has been our aim in teaehinp- sewino- to have it connect closelv with that 
 
 o o . Ann. 
 
 of the home. We have tried to oet at it in a natural wav so tluit tlun-e iniulit 
 be as much spontaneity as possible. 
 
 In the class there are eighteen girls of the seventh and nintli grades. Those 
 of the ninth had received some instruction in sewing last year, but the others 
 had not. In the beginning, it was somewhat difficult to know what should be 3^^^^^^ 
 taken first. I found, however, that new towels and coffee bags were needed in the work, 
 the dormitory, and ])lanned to use these as a beginning. The class were to 
 receive for the work what any woman would be pai<l for the same. Accordingly 
 each girl cut off a piece of toweling to hem. Those who knew about it went to 
 work without help. The others made an attempt, and as soon as tliey found 
 that they needed to know how, were shown the right way. The beginners 
 naturally took the most interest in the towels. It was found necessary, at th.is sowint; som« 
 point, to chana:e the work for the others, so that as soon as a towel was nicelv '""^ "' "^^ ! 
 
 i ' s " was needed. 
 
 finished, the pupil was allowed to cut out a coffee bag. This was a ste]) in 
 advance, as it called for the use of some other stitches. Our ]dan has been for 
 the girls to get all the stitches used in ordinary sewing, but to get them as they 
 needed to use them in making something useful, not by just "sewing stitches" 
 as the children sav.
 
 138 
 
 I X DrSTRlAL-SOCIAL KDUCATIOX 
 
 Girls furnished 
 tools. 
 
 Work-bag 
 
 iR'eded 
 ami made. 
 
 Freedom in 
 choosing 
 article to be 
 made. 
 
 Kind of gar- 
 ments made. 
 
 Mending. 
 
 Some of the towels have, since the beoinniiig of the garden work, been sold 
 to the eis'hth ffrade, and in this wav we liave been able to connect our work with 
 the work of another grade of the school. 
 
 The girls brought their needles, thind^les, scissors, etc., from home, some of 
 them carrying: them back and forth each time. Soon it seemed necessarv to have 
 a work-bag. They were consulted about it, and seemed to think it a hap]w idea. 
 They decided about the color and kind of material. Each girl brought her own, 
 many choosing plain colors, such as pale green, pale yellow, and old l)lue in 
 some durable wash material. I never, for a moment, doubted the advisability 
 of the work-bags. To say that the girls were interested is putting it mildly. 
 Those who had not iinislied the other things hurried so that they, too, might 
 make their bags, for we made it a rule that we must finish one thing before start- 
 ino- another. The whole secret of such success as we have had was due to the 
 fact that thev were making something which thev needed and desired to uiakf. 
 
 After this the girls were allowed much freedom in choosing what they 
 desired to make, and those who wished made dainty lawn ties, liemstitching the 
 ends, and finishing the sides with the French hem. Others made kitchen aprons 
 for themselves, and one girl partly made a skirt. About this time they were 
 beginning to bring in things without my suggesting them, thus showing an 
 increased interest in tlio work. One girl, the youngest in the class, asked if 
 she might make something for somebody besides herself, and when told that 
 she might, spent many days making an a]>ron for hor grandmother. ITas not 
 sewing meant something more than stitches to her 'i 
 
 At the present time we are working on shirt waists, undergarments, and 
 the like. Most of them have l)een cut out at home, l»ut it is far better to have 
 the girls do that, too, and, in that way, learn how to use the paper patterns so 
 common nowadays. In making the garments, they have basted them and, after 
 having them fitted, have stitched them on the machine in the dormitory. We 
 count the machine stitching valuable, because of its practicability. Let it be- 
 understood that the children are required to have some proficiency in sewing by 
 hand l)efore they are allowed to use the machine They have been intensely 
 interested in this part of the work, because they have been making something 
 which they needed and could wear. 
 
 Our work has not been entirely confined to makiiio; thiuii's. We have done 
 some mending, too. Articles which had been worn and were in need of repair 
 were brought from home and made as nearly whole as possible. 
 
 We stated in the 1)eginning that our aim was a close connection between the 
 life of the home and that of the school. Let us see if this lias, in anv deji'ree,
 
 i 
 
 I 
 
 SEWIXC;. 139 
 
 Ik'Ou realized. I must confess that none of tlie cliiMi-cii liavejjecome seaui- 
 stresses, neither has anyone taken it upon herself to <lo all of tlic faniilv mend- ^ouueition 
 
 • • -1 1 1 1 ' 1 of school 
 
 ing. They have, however, shown a growing interest in the \\<>vk, and have been and home. 
 ('>]ieeially well pleased when they could come to school wcarinu' something 
 wholly, or in part, made by themselves. 
 
 The parents, too, have been kind in expressing their appreciation. One of 
 the mothers showed her attitude in a vorv ]iractical way. Her daughter brought 
 
 ,,,, ' . "^ -, . . , ^" . Attitude of 
 
 a kimono to make for hersell. 1 he rest were interested m it because it was parents, 
 something they, too, could wear, and it was also different from the things they 
 were making. They inquired about the pattern, and the mother, who is a busy 
 dressmaker, took the time to cut one out for them. 
 
 Another wise mother realized that the oidv way to make the work of lasting 
 value was to have some direct application in the home. She suggested to her 
 daughter that, since she had been taught mendiniz;, she had l)etter mend her own 
 stockings. The girl not only assented, but helped the good work on by showing 
 her sister how to mend. 
 
 We have had no definitely planned course this year. Our work has been 
 governed entirely by the needs of the children. While a systematic course, bourse foiiow- 
 looicallv arraiii>ed, mav be verv helpful, there seems to be danger that snch a "'Si "p^'''s of 
 
 O . >_' 7 e I 1 o ^ ^ ^ children. 
 
 course may become so stereotyped as to ]U'event the connection, which is so desir- 
 able, between the work and the life of the children. 
 
 We feel that we have gained a great deal this year. The children's interest 
 in the work has not lagged. They have acquired, besides the knowledge of sew- 
 ing, an appreciation of the amount of work re(piire(l to make a garment, and a 
 desire, on the part of some, to be helpful in sewing at home 
 
 ,
 
 CHILDREN CAKKYiXG HOME PRODUCTS FROM THEIR OWN (lARDENS 
 IN BASKETS MADE BY THEMSELVES. 
 
 CHAPTER XX. 
 
 YACA^J^rOX SCHOOLS. 
 
 Great good has already been accomplished in many cities l)y A'acation schools. 
 But I believe that much as they have accomplished in their «j\vn legitimate field, 
 still more may l)e credited to them in the way of indirect influence upon the 
 regular school curriculum. 
 
 There are several reasons why this has been true. Let me speak of two, 
 viz., the character of the pupils and the character of the teachers. In the first 
 
 - . . Character of 
 
 place, the vacation school has had to deal with children, for the most part, who pupils, 
 would otherwise have been on the street. The attendance has been voluntary. 
 There were rival attractions. It has therefore been necessary to interest the 
 children and to bring about the co-operation of the parents. Tliis has com- 
 pelled consideration of the child's nature and home as well as of his neighborhood 
 and street conditions. In a report on the Boston Vacation Schools, Miss Sarah 
 Louise Arnold says : " The vacation school should afford variety, necessitate 
 activity, be free enough to avoid the elements of tension and strain, should be 
 bright and interesting to serve as a sul)stitute for normal play, which is the 
 inalienable right of childhood, and should admit of irregular nttendanco, which
 
 142 INDUSTRIAL -SOCIAL EDUCATIOX. 
 
 seems inevitable in the vacation school. In other words \ve must drop, during 
 the summer, many of the traditions which determine our work during the regu- 
 lar school year, and must give ourselves, with free minds, to discover what 
 subjects and plans of work will interest, instruct and satisfy the children, wlio 
 make up the clientele of the vacation schools. As in the famous recipe for hare 
 soup, the cook must first catch the hare, so in arranging for vacation schools we 
 must first discover where the children are, how they live, what they need and 
 what they enjoy, before we can hope to plan a curriculum which will justify 
 the existence of the school." 
 
 The leaders of the movement have been broad-minded people who have been 
 wise in the selection of instructors. Many of these instructors have been 
 well trained teachers of experience who have been glad of the opportunity to 
 give some of their best thoughts and energies to this work if only they might be 
 allowed to break away from some of the traditions of the regular schoolroom. 
 Tliev had long believed that a different curriculum, with more emphasis on 
 Teachers of tlioso subjccts wliicli take the children out of doors and give them something to 
 expeneiue. ^^^^ ^y^^. tliemsclves, would be more helpful for the children. The vacation school 
 has given just the kind of an o])portnnity desired. It would be interesting to 
 trace the development of the ideas of these teachers as they appear in the courses 
 of study prescribed from year to year, to note the crude beginnings, the evi- 
 dences of uncertainty, of adjustment and readjustment, of attempts to meet the 
 varving needs and conditions. It lias ovidentlv been slow, tedious work and 
 the end is not yet. .Vnd yet when one glances through from the beginning to the 
 present time he is ini]u-essed with the great strides made. Any student of 
 pedagogy will find it well wortli his time to study somewhat carefully this record 
 of successes and failures. ]\Iiss Arnold bears valuable testimony on this point 
 as follows: " A failure in experiment is not alwavs a mistake. It mav be made 
 more hel]iful than the so-called success. It was necessary in attempting this 
 new work to undertake ex])eriments for the sake of discovering which way the 
 path of wisdom lay. We have learned that certain kinds of work are unsuccess- 
 ful under the vacation school conditions. We have become assured that certain 
 others are profitable. We are lieginning to learn how to adapt ourselves to 
 vacation school conditions, and to make the best use of the facilities at hand." 
 Every teacher of vacation schools and ev^ery person who is interested in their 
 Valuable Organization and maintenance will find it lu-ofitable to read some of the manv 
 
 reports. . 
 
 reports on vacation schools. The following are particularly suggestive: — 
 
 '• Outlines of Work and Occupations in the Vacation Schools in the City 
 of Xew York for July and August, 1902."
 
 (( 
 
 a 
 
 VACATIOX SCHOOLS. 143 
 
 " Second Annual Report of tlie Vacation Schools of the City of TTartfonl. 
 Conn., for the Year of 1902." 
 
 Annual Report of the Massachusetts Civic League for 1002, Boston, Mass."' 
 Report of the Committee on Vacation Schools of Boston, Mass., for 1902." 
 Report of the Committee on Vacation Schools of Providence, R. T.. for 
 1901." 
 
 A few typical programs taken from these reports, and from otlier sources, 
 will be found at the end of this chapter. 
 
 Teacheks for Vacation Scuooes. 
 
 The best teachers for vacation schools are usually those who understaml and 
 sympathize with children, have had some experience and are able to adapt tliciii- 
 selves to new conditions. The mistake is often made of uassinc: bv such a 
 teacher in favor of one technically trained who knows little of children, is not 
 interested in subjects other than his own, and is wedded to the conventional way 
 of presenting this subject. Such a teacher is often the cause of discouragement 
 and failure where success seemed assured. A broad-minded kindergartner or 
 a successful teacher who has been in touch w^ith such schools as the Dewey School 
 of Chicago or the Horace Mann School of New York is almost sure to do good 
 work. 
 
 Schoolroom. 
 
 is 
 
 The idea of using the regular s('hot)l building and equipment for evening 
 schools, vacation schools and play schools is growing in popularity. This 
 arrangement has its advantages and its disadvantages. If no schoolroom is at 
 first available, any room Avith plenty of windows and a good floor will do. It 
 mav be in a church, a vacant house or factorv, or even in a clean barn. 
 
 Furnishings. 
 
 Xo two vacation schoolrooms have ever been furnished in the same way. 
 What the furnishings shall be must depend upon the kinds of work which you 
 expect to do. In any event it should be as simple and inexpensive as possible. 
 If the children are old enouiih creat oain mioht come to them bv allowing' them 
 to help in making the equipment, ^fr. Josepli Lee has recently said on this 
 subject as follows: '' The Committee has felt very strongly that wliat enlists a 
 boy's loyalty is not what you do for him, but what you get him to (ht for you. 
 We have accordin^Iv, besides ijromotini' the athletic contests in which the bovs
 
 U4 INDUSTRIAL -SOCIAL EDUCATION. 
 
 represent tlie grouiKl, got the boys to do a certain amount of work for the ground, 
 picking np the infinite number of papers which are scattered there every night 
 and putting them in barrels, which we have provided for the purpose ; picking 
 up the pieces of glass which seem to take the place of dew in the Xorth End ; 
 painting our rubbish barrels, making our bulletin board, hanging up and taking 
 down the swings and the net which protects the children's corner ; bringing out 
 the trapezes and the standards for the liigh juni]) every morning and taking 
 them back at night; helping to roll ;!nd rake the ground, and other services 
 of the sort." 
 
 At Ifyannis, avcII ventilated an<l Avell lighted rooms, with plenty of black- 
 l)oard space, were very simply furnished for summer work. The third and 
 fourth vear children were given kindergarten chairs and tables and a few 
 movable desks. Two tables, an easel and a few good pictures with fresh flowers 
 each dav completed the furnishings. The eighth year children were furnished 
 with simple laboratory tables and chairs, a few books and such specimens of 
 apparatus as they needed. Very soon both rooms were decorated with the results 
 of the industrial work of the children. This furnished a continued source of 
 interest to the children and to their many visitors. 
 
 Equipmext. 
 
 The Providence playgrounds Avero ]>r()vi(h'(l with swings, climbing ropes, 
 hoops, reins, sand heaps and trowels. The reading rooms were equipped with 
 quiet games of all kinds, pictnre l)()oks, and also with a case of books, loaneil by 
 the Providence Public Library. In some ])laces jumping ropes, bean bags, ring- 
 toss, ninepins, balls, bats, quoits, basket ball and football are furnished. 
 
 Great interest is often aroused by tournaments and contests l)etwcen mem- 
 bers of the same school or between different schools. 
 
 For rainy days provision is often made by furnishing checkers, dominoes, 
 authors, and similar games, with dolls, toys, picture ])ooks, and illustrated chil- 
 dren's books and papers. 
 
 CHAKACTKlf OK THE WoRIv. 
 
 Keep the children out of doors just as nuicli as possible, and, wdiere work 
 must be done in the house, try to arrange your furniture and program so as to 
 have very frequent free exercises. These may consist of physical exercises or 
 of industrial work or of both. This phase of the work is much more important 
 than that which requires the children to be confined in the schoolroom desk^ 
 for the greater part of the morning. If only regular schoolrooms are provided,
 
 I 
 
 A'ACATTOX SCTTOOLS. 145 
 
 luiVL' a parf oi- all of" the desks I'ciiiovcd from the room. .Muscular activity is 
 necessary for upixM- as well as for lower grade eliildreii. 
 
 Subjects 'r.\r(;irr. 
 
 Tlie following lines of work lia\'e been found valuaMc in various vacation 
 schools : — 
 
 1. Moruiii"' e.xeirises. 5. Kinderi>arten work. 
 
 i\ Physical exercises. (>. Common branches. 
 
 ?>. jYature study. 7. Excursions. 
 
 4. ]\Ianual training or industrial woi-k. 8. Reading rooms. 
 
 lender manual training the following subjects have l)een inclmled : Wood 
 work, iron work, caning, cooking, sewing, sweeping, dusting, nursing, care of 
 children, hammock -making, basketry, hat -making, gardening, leather work, 
 dressmaking, millinery, knitting, crocheting, embroidery, flower -making, doll- 
 making, and ])rinting. 
 
 Pkogka.ms of Work. 
 
 Day's program in the Chicago Vacation Schools was divided into four parts, 
 viz. : — 
 
 1. Xature study. 3. Manual work. 
 
 2. Drawing. 4. Musi(? or physical exercises. 
 Providence, P. I., reports the following as the ]n'ogram for 1001 : — 
 
 8.30 to 9.00, general exercises in the school hall. The time from 9 to 12 
 Avas divided into four i)eriods of forty minutes each, (^lasses changed work 
 at the end of each period. Evei-y Wednesday there was an excursion to the 
 country or to the seashore. The outdoor gymnasium was opened for boys of 
 over fourteen. 
 
 ^ew York reports for vacation school work three periods each morning for 
 five davs of the week. 
 
 Typical day's programs for second and third school years are as follows: — • 
 
 Monday. 
 
 1. Draw familiar objects, as bottle, vase forms, etc. 
 
 2. Paint leaves. 
 
 3. ]\Iake dog house. 
 
 Tuesday, 
 
 1. Paint flowers aiid leaves. 
 
 2. Design : Border for a doily or fan. 
 
 3. ]\rake tent.
 
 UO TXDrSTRlAL-SOnAL EDUCATION". 
 
 KiNDEKGAUTEN ExERCISES. 
 
 The snninier work in tlie kindergarten should he characterized l)v spontaneity 
 iind freedom. The play, song, stories, mannal work, and natnre study should 
 center around the vacation time of the year. 
 Time divisions suggested are as follows: — 
 ;>.00 — Opening exercises with songs of greeting and conversati<>n hearing upon 
 
 the special topics selected for the day or week. 
 0.20 — Marching and rhythm exercises, 
 i). 30— First period of tahle work. 
 10.00 — Play and games. If playground is shady or if })ark is adjacent, games 
 
 should often he out of doors. 
 10.40 — Story hour or general exercises l)earing on siuiimer jirograni. 
 11.00 — Second period of table work. 
 11.40 — rdosing circle with songs, review, etc. 
 
 The Hvannis Vacation School arrani>ed programs like the following: — 
 
 FouKTii Grade — ]\roNDAY. 
 
 S.OO — ^lorning exercises. 
 
 S.15 — Arithmetic — -solving ])i-ohlems which arise in garden work. 
 
 8.40 — Garden work. 
 
 9.35 — Uecess — games or socials. 
 
 0.55 — Language — oral or written language lessons based on the garden and 
 other lines of industrial work. 
 10.25 — Reading — material to consist of stories written by the teacher on the 
 board regarding the industrial work and of poems and prose litera- 
 ture related to such work. 
 10.50— Closing song. 
 
 Four t it Ct r a t > e — T u e sd a y. 
 
 S.OO — Morning exercises. 
 
 S.15 — History or geography — work correlated with the industrial work. 
 
 8.40 — Industrial work — weaving basketry or cardboard work. 
 
 0.35 — Recess. 
 
 0.5 5 — Language. 
 10.25— Reading. 
 10.50 — CTosiuo' sonc'.
 
 VACATIOX SCHOOLS. 147 
 
 Ek; iiTir Gi;at>f. — Tuesday. 
 
 8.00 — Morning exercises. 
 
 8.15 — Arithmetic — work based on oar.lcni work. 
 
 8.45 — Gardening. 
 
 0.40 — Eecess — games or Inndi ]»arty. 
 10.00 — Written and oral language. 
 10.45 — Mnsie. 
 1 1 .00 — Dismissal. 
 
 Eighth Grade — Thursday, 
 
 8.00 — Morning exercises. 
 
 8.15 — Printing. 
 
 8.45 — Spelling and dictation. 
 
 0.1 5 — Geography. 
 
 0.40 — Recess. 
 10.00 — Basketry-. 
 1 0.45 — Language. 
 11.00 — Dismissal.
 
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