EDUCATIONAL. MONOGRAPHS 
 
 I'll, f 2 
 
 PUBLISHED BT THE 
 
 New York College for the Training of Teachers 
 
 NICHOLAS MURRAY BUTLER, EDITOR 
 
 Vol. III. No. 3. j j Whole No. 15. 
 
 Manual Training 
 
 IN 
 
 FRANCK 
 
 BY 
 
 A. SALICIS 
 
 Late Inspector General of Manual Training 
 
 Suggestions for the 
 
 Teaching of Color 
 
 BY 
 
 HANNAH JOHNSON CARTER 
 
 Professor of Form Study and Drawing, New York College for the Training of Teachers 
 
 MAY, 1890 
 
 New York : 9 University Place 
 London: Thomas Laurie, 28 Paternoster Row 
 
 Issued Bi-Monthly [$1.00 Pee Annum 
 
 LIBRARY U. OF I. UHSAHj 
 
 
PREFATORY NOTE. 
 
 The manuscript for the paper which follows on Manual 
 Training in France, was placed in the hands of the editor 
 by Gustave Adolphe Salicis but a few weeks before his 
 death in December last. A sketch of M. Salicis’ life and 
 educational activity was published by the New York 
 College for the Training of Teachers as Leaflet No. 51. 
 
 The translation has been carefully made by Benjamin 
 D. Woodward, Instructor in the Romance Languages in 
 Columbia College. 
 
 Copyright, 1889, 
 
 New Yoke College foe the Tkaining of Teachers. 
 
 Entered at Stationers’ Hall. 
 

 c 
 
 I 
 
 Manual Training in France. 
 
 
 Nature wishes that those who work should first be esteemed and rewarded by the 
 measure of their salary. —Confucius. 
 
 I have always noticed that among workmen, good apprentices make good citizens. 
 
 —B. Franklin, 
 
 (Codicil to his testament.) 
 
 We have been created to act and to produce.—C hanning. 
 
 The aim of education should be to prepare us for complete life; therefore education 
 should furnish the individual with the means of providing for his existence. 
 
 —Herbert Spencer. 
 
 There is nothing at all new in the idea of completing 
 man and doubling his value by teaching him at an early 
 age to make use of his hands. We have reason to be 
 astonished at not finding a greater number of manual 
 instructors, and also that no country has thought best to 
 introduce into its public schools the use of the Hand, the 
 simplest, cheapest, most universal, most obedient and 
 most marvelous tool in our possession. 
 
 If we stop to think of the sum of the countless efforts 
 of all kinds that have been spent since the formation 
 of society solely on the unfolding of brain powers, it might 
 prove interesting to consider what would be the present 
 state of the world if the millionth part of this outlay in 
 mind and money had been appropriated to create and 
 make fruitful in successive generations a love for concrete 
 work in all its forms—a love such as would be called 
 forth, fostered and promoted by bringing about an appre¬ 
 ciative cooperation between the taste and the judgment, 
 the eye and the hand. 
 
 * In this connection the following quotation from Chan¬ 
 
 ning is generally known, in the United States at least : 
 * “Manual training is a school where men are put to acquire 
 
 energy of purpose and of character, a conquest which is 
 far more valuable than all the knowledge of the schools.” 
 
88 
 
 Manual Training in France. 
 
 [4 
 
 Not less familiar are the opinions of Pestalozzi, Con- 
 dorcet, Rousseau, Locke, and Montaigne, all of whom 
 would surely agree with the English philosopher in saying, 
 “ since it cannot be hoped that a child will have time and 
 strength to learn everything, the result is that he should 
 be taught especially those branches of which he is most in 
 need, and which will be of greatest and most frequent use 
 to him in the world.” 
 
 Already in his day Seneca complains that this was 
 not the case : and this inconsistency must be strikingly 
 apparent, for Detrouve himself, whose mind was radically 
 different from that of the Seneca, has thought it his duty 
 to say in his Satyr icon : — 
 
 “ Those who are in charge of the studies of young 
 people do not devote sufficient care to make them familiar 
 with what is most intimately connected with every-day 
 life ; thus it happens that when they do breathe the atmos¬ 
 phere of the surroundings among which their destiny calls 
 them, they believe they have been wafted into a different 
 world.” 
 
 For many centuries there has been no great change in 
 the education of those classes whose livelihood depends 
 on the daily work of their hands. It would seem as 
 though the book or the paper were the only things they 
 would have to handle, and as though the pen were the 
 sole tool they would have to make use of. Book, pen, and 
 paper are put into the hands of children from their fifth to 
 their thirteenth year, and they submit during all this time 
 with passive indifference to being saturated with the one 
 taste for literary things. Then, when they have been 
 carefully perverted both intellectually and physically with 
 respect to the future which awaits them and when the gate 
 of life finally stands wide open before them, they are 
 calmly expected to enter it not only unarmed but wholly 
 unprepared. 
 
 Does this mean that the actual primary instruction 
 
5 ] 
 
 Manual Training in France. 
 
 89 
 
 should be slashed to pieces, and that one excess should be 
 substituted for another? What rash voice could formulate 
 such an idea ? By no means, for every nation has its 
 main roots buried in the mass of elementary knowledge. 
 If it be in the nature of things that we children of the 
 same country are called upon to follow different paths, we 
 may at least have the same language, write it in the same 
 way, and share the same history. However, if the intro¬ 
 duction of manual labor become general, let no one scorn 
 the tools, the needles, the scissors, which we all shall have 
 learned to handle. On the contrary let each one esteem 
 modesty and courage in their attempts to lead a creditable 
 and useful life. 
 
 Far then from wishing to weaken primary instruction, 
 I believe it can be conceived of as strengthened, but 
 different: it would be reduced perhaps by half as a time 
 for study, but in return a double harvest would be reaped 
 by thinning out the requirments, very much in the same 
 way as a forest is cleared in order to strengthen its trees. 
 The new departure would consist chiefly in introducing 
 into the new system concrete methods of instruction, 
 revealing such principles as can be assimilated on the spot, 
 and yielding such results as will be useful later on. 
 
 This is in part the aim sought by the Academy of 
 Medicine in the active war it is waging against intellectual 
 over-pressure. This is moreover the tendency, clearly 
 defined nowadays in France, as well among the guardians 
 of public instruction as in the legislative halls and in the 
 general enlightened opinion of the country. 
 
 It was in March, 1882 that the Chamber of Deputies 
 voted in favor of making manual training obligatory for 
 the different grades of primary instruction. Thus was 
 realized in a much larger sense the scheme which Con- 
 dorcet laid before the Convention nearly a century ago, 
 and which the strong heads of the time naturally dubbed 
 
90 
 
 Manual Training in France. 
 
 [6 
 
 Utopia; it was spoken of as Condorcet’s Utopia! Very 
 happily this is the way with a goodly number of Utopias ; 
 to-day they are follies in the sight of barren scepticism, 
 and to-morrow they are fruitfully fulfilled. 
 
 Up to 1882, manual training was not altogether wanting 
 in France ; but where it did exist, it was chiefly in the 
 form of apprenticeship, or rather of undivided prepara¬ 
 tion for one special calling. The institutions offering this 
 training bore the characteristic names of apprentice’s 
 schools, industrial schools, technical schools, schools of 
 arts and trades, and so on. These institutions were private 
 corporations ; their number was very limited and they 
 could not give to their pupils the general stamp which is 
 inherent in a nationally ordered instruction. 
 
 Beginning at the very foundation, and in keeping with 
 the spirit of the law, the State has organized and is still 
 busied in organizing, institutions which are primary above 
 all ; just as are those whose fundamental principles are 
 the book and the pen. The State should no more aim to 
 turn out accomplished workmen after a course in simple 
 manual training, than it claims to graduate thirteen-year 
 old literati and historians on a pen and book instruction. 
 But just as it ought to provide the pupils as far as possible 
 with the knowledge necessary to spell their language cor¬ 
 rectly and also with the elements of a tolerable style, just 
 so in manual courses it can spread a knowledge of the 
 correct use of the principal tools and of the ordinary 
 operations with them. 
 
 Given a child’s nature, nothing else is needed in order 
 to develop there the pre-existent germ which stimulates 
 him to realization : he can then be roused to a taste for 
 work, and this is the inevitable outcome of training an 
 underlying skill. The whole secret is here : underlying 
 skill, disclosure of tendencies, taste for work. 
 
 Far from being well under way in 1882 with this 
 worthy end in view, all preparations for the journey had 
 
Manual Training in France. 
 
 9 i 
 
 7] 
 
 still to be made ; methods, buildings, stock of tools, body 
 of instructors,—all this coupled to the great obstacle that 
 on making the new studies obligatory, it had been for¬ 
 gotten to make any appropriation for them. 
 
 Thanks however to the stand taken by M. Jules Ferry, 
 Minister of Public Instruction, and by M. Buisson, Direc¬ 
 tor of Primary Instruction, a Special Normal School for 
 Manual Training was decided on and was straightway 
 created. Admission by competition was granted to forty- 
 eight young school-teachers, graduates of the Universite 
 de France. They were taught there for one year the 
 following branches:— 
 
 1. Experimental physics and chemistry as illustrated 
 .in simple phenomena, i. e., such experiments as might 
 
 be repeated in elementary schools; the instruction was 
 collective but the students had the privilege of individual 
 manipulation. 
 
 2. Natural history, treated in the same way. 
 
 3. Plane trigonometry, algebra, and elementary me¬ 
 chanics. 
 
 4. Descriptive geometry with direct applications to 
 perspective and to stereotomy. 
 
 5. Drawing, modeling, moulding, and graphic designing. 
 
 6. Treatment of wood at bench and turning-lathe. 
 
 7. Treatment of iron in the smithery, with vice and 
 turning-lathe. 
 
 8. As subordinate studies ; choral music, French liter¬ 
 ature, fencing, and fire practice. 
 
 This programme was to be completed at a later period 
 by a scientific study of various fertilizers in their relation 
 to the nature of the soil and to special productions. 
 Repeated quizzes, competitive reviews, and practical trials 
 kept these young teachers always on^the alert. Although 
 the programme was overcrowded for immediate needs, it 
 was thoroughly carried out, and was satisfactorily assimi¬ 
 lated in all its parts. 
 
92 Manual Training in France . [8 
 
 From an essentially manual point of view it covered 
 about the following ground : 
 
 Stereotomy: Design and construction of a soffit, of a 
 full centre, of a segmental arch, of a stilted arch, of a 
 rampant arch ; development of the same ; stringer of a 
 staircase. 
 
 Drawing and Modeling : Rendering of twelve models 
 selected from the collection of the National School of 
 Fine Arts. No modeling was done, unless preceded or 
 followed by a design of the object. 
 
 Joinery: Besides preliminaries, twenty exercises in 
 joining and ten summaries. 
 
 Smithery : Introductory details, fire-building, striking 
 in presence of one, two, and three smiths, welding, rolling, 
 measuring the calibre, tempering. 
 
 Millwright's work: Practice in flat and half-round 
 files, mortise-chisel, graver, saw. 
 
 Wood turning-lathe : Railings of different styles, Medi- 
 cis vase. 
 
 Metal turning-lathe : Slide cylinder. 
 
 Every object made was to be a material rendering of 
 an off-hand sketch. A memorandum of each sketch was 
 entered in a special workshop note-book, along with the 
 teacher’s private explanations and estimates. 
 
 The close of the year witnessed the establishment of 
 a certificate of proficiency for such as were fit to teach 
 manual work in the normal schools and in the higher 
 primary schools. On examination this certificate was 
 awarded to most of the students in the first promotion : 
 the few backward ones obtained this distinction in the 
 following year, along with twenty-four new students of the 
 second promotion. 
 
 The Special School has thus graduated seventy-two 
 professors of manual training : since then, the normal 
 school in St. Cloud has swelled the list by a few adepts, 
 and some independent teachers have shown themselves 
 
9] 
 
 93 
 
 Manual Training in France. 
 
 so well versed in the several requirements as to pass 
 satisfactory examinations in the same. Thus it is that 
 now, in strict compliance with the law, each one of our 
 ninety normal schools, including Corsica and Algeria, is 
 provided with a competent professor of manual training. 
 On the other hand these schools are fully equipped with 
 laboratories, workshops, and tools : with respect to the 
 new branches, the programme is identical with the one 
 adopted by the Special Normal School, minus the above- 
 mentioned 3rd, 4th, and the latter part of 8th. The course 
 is completed within three years at the rate of four hours 
 per week, a rate which seems very inadequate. 
 
 Still these normal schools are beginning now to gradu¬ 
 ate every year something like 1500 teachers, who are 
 pretty well fitted to introduce the new studies in the 
 numerous continuation schools. The outlook for the 
 elementary schools is also bright, and it may be hoped 
 that they will delay no longer in incorporating special 
 teachers in their body of instructors. Summer schools are 
 even being opened gradually in the normal schools to 
 those teachers in each department who will pledge them¬ 
 selves to regular attendance. These voluntary teachers 
 carry back to their schools a manual knowledge which is 
 sufficient inasmuch as it is primary: their own works are 
 their models and their note-book is their guide. The 
 remainder of their equipment, which in the beginning need 
 be only slight in the way of buildings and tools, will 
 depend altogether on the General Councils and on the 
 Municipalities. 
 
 In fifteen years from now, nearly all our primary high 
 schools and most of our 40,000 elementary schools for 
 boys ought to provide our 2,750,000 male children of the 
 working-classes with the instruction which will fit them 
 completely for the future they have in store. 1 
 
 1 If we do not speak of the girls, it is because they have already to a certain extent a 
 suitable primary manual training, consisting of needlework, cutting out, and dressmaking. 
 
94 Manual Training in France. [io 
 
 This period of expectation would have been shortened, 
 and the standard of manual training would surely have 
 been raised, if the Special Normal School for Manual 
 Training, founded by M. J. Ferry, had been developed 
 instead of suppressed by his second successor; unfortu¬ 
 nately, ministers have this point in common with the 
 days,—they follow upon one another without being alike. 
 
 It is a fact that everywhere, without exception, where 
 the equipment is decent and the professor suitable, manual 
 training is as much of an attraction to the pupils of various 
 ages as to the student-teachers of the normal schools. 
 The recent convention of academical rectors and of gene¬ 
 ral inspectors of primary instruction, presided over by the 
 Minister, was unanimous in favor of the new departure : 
 such was the interest manifested by the students of the 
 normal schools, that at times it had even been necessary 
 to restrict their enthusiasm in workshop matters. We 
 wish it to be always well borne in mind that we are 
 dealing here only with the question of primary manual 
 training, such as is generally given by the State. 
 
 Inasmuch as the variety of private enterprises is as 
 great as the number of individual callings, it is not to be 
 expected that their soul and mechanism should emanate 
 from the government. In this case, it is a matter as we 
 have already stated of regions, departments, cities, indus¬ 
 trial syndicates or private concerns. These special and 
 varied demands have for some time been met in France 
 by a large number of private establishments. The last 
 few years have seen them well started towards rapid 
 enlargement, and the organization of syndicates can only 
 hasten their development. 
 
 Heretofore the State was satisfied with providing a 
 few important typical institutions, such as the National 
 Schools of Arts and Trades which were founded long ago 
 in Chalons, Aix, and Angers. The experiment is to be 
 completed by trial district-schools in Vierzon, Yoiron, and 
 
•1] 
 
 Manual Training in France. 
 
 95 
 
 Armentieres. These schools, like the former ones, will 
 receive boarders and will give instruction from the primary 
 department up to a well-defined idea of the industrial 
 occupations of the country. 
 
 The rapid spread of general manual training is greatly 
 hampered by the lack of space available in primary 
 schools and moreover by a temporary scarcity of the 
 department and communal funds. Great sacrifices have 
 been required and made in view of building local railroads, 
 town-halls and school-houses, and, as is always the case, 
 noble impulses have been followed to the detriment of 
 future welfare. Nevertheless, besides these primary high 
 schools which are being equipped day by day, there is 
 a very large number of elementary schools which have 
 now introduced manual training in various stages. At all 
 events the difficulties have been diminished, in a measure, 
 by the programmes adopted by the High Council of Pub¬ 
 lic Instruction, small classes being assigned such work as 
 requires neither workshop nor special equipment. 
 
 For the time being and awaiting further reforms, manual 
 work enters under the head of physical education. A 
 synopsis of the same is as follows :— 
 
BOYS. 
 
 5—7 Years. 
 
 7—9 Years. 
 
 9—11 Years. 
 
 11—13 Years. 
 
 Easy exercises in 
 plaiting, folding, and 
 ■weaving. 
 
 Cutting out pieces 
 of colored paper and 
 uniting them in geo¬ 
 metric designs. 
 
 Easy basket-work. 
 
 Combinations of 
 colored worsteds on 
 canvas or on paper. 
 
 Development of 
 dexterity. 
 
 Construction o f 
 geometric solids out 
 of paste-board. 
 
 Basket-work, com¬ 
 binations of many 
 colored twigs. 
 
 Modeling. 
 
 Reproduction o f 
 geometric solids and 
 of very simple 
 objects. 
 
 Wooden slips 
 adorned with paint¬ 
 ed pictures and 
 colored paper. 
 
 Easy wire-work; 
 trellis-work. 
 
 Combination of 
 wire and wood-work; 
 cages. 
 
 Modeling simple 
 architectural orna¬ 
 ments. 
 
 Facts about the 
 most common tools. 
 
 Combined exercises 
 in drawing and 
 modeling. 
 
 Objects sketched 
 on a given scale and 
 vice-versa—o b j e c t s 
 reproduced from a 
 sketch on a given 
 scale. 
 
 Chief tools used in 
 wood-work. 
 
 Graduated exer¬ 
 cises. 
 
 Planing, sawing 
 wood, simple joinery. 
 
 Boxes, nailed or put 
 together w i t h o u 
 joints. 
 
 Turning-lathe. 
 
 Turning very sim¬ 
 ple objects. 
 
 Chief tools used in 
 iron-work. 
 
 File exercises, par¬ 
 ing or polishing 
 rough pig-iron an d 
 cast-iron. 
 
 GIBLS. 
 
 5—7 Years. 
 
 7—9 Years. 
 
 9—11 Years. 
 
 11—13 Years. 
 
 Easy Froebel exer- 
 
 Knitting and study 
 
 Knitting and taking 
 
 Knitting skirts. 
 
 cises. 
 
 of the stitch. 
 
 up loose stitches. 
 
 jackets, mittens. 
 
 Plaiting, folding. 
 
 Meshes on the right 
 
 Marking on canvas, 
 
 Marking on linen. 
 
 weaving. 
 
 and wrong sides. 
 
 forward stitch, side 
 
 Stitching, gathers. 
 
 Knitting small arti- 
 
 Ribbed work. 
 
 stitch, back stitch. 
 
 buttonholes. 
 
 cles. 
 
 increasing, diminish¬ 
 ing. 
 
 Making stitch, on 
 
 Overcasting-stitch. 
 Plain seam, hem; 
 double seam. 
 
 Mending garments, 
 darning. 
 
 Elements of cutting 
 
 
 canvas. 
 
 Elements of sewing. 
 
 Hems and overcast¬ 
 ings. 
 
 Manual exercises to 
 develop dexterity. 
 
 Cutting out and 
 joining colored paper. 
 
 Easy trials in 
 
 modeling. 
 
 Overcastings o n 
 
 selvedge. 
 
 Overcastings o n 
 
 turned in folds. 
 
 Towels, napkins, 
 handkerchiefs, 
 aprons, shirts: piec¬ 
 ing. 
 
 and making up very 
 simple garments. 
 
 Elements of domes¬ 
 tic economy in its 
 relation to the kitch¬ 
 en, to washing clothes 
 and keeping them in 
 repair, to the toilet, 
 to household duties, 
 to the garden, and to 
 the poultry-yard. 
 
13] 
 
 Manual Training in France . 
 
 97 
 
 Such is nowadays in France the part which manual 
 training plays in elementary schools. This programme 
 may be altered to meet the wants of any and every school, 
 and in such a way that each school can select a part of the 
 whole in keeping with its means. In any case the Council 
 of every department is vested with a certain authority in 
 matters of changes such as it may seem wise to bring 
 about in local applications of manual training. 
 
 A committee has recently been formed with the mission 
 of studying up the question of agricultural training in 
 normal schools, primary high schools, and elementary 
 schools. 
 
 Personally we do not think that the type of programme 
 shown above should be maintained as a whole, at least as 
 far as the boys are concerned. 
 
 It seems to us that up to the eleventh year there is not 
 a sufficient demand made upon individual thought and 
 judgment, or upon the complete subjection of the hand 
 to an instantaneous decision of eye and will. Moreover, 
 physical strength meets with no means or incentive 
 to develop. Weaving, basket-work, plaiting,—all this is 
 quiet work, where the fingers are trained to move evenly 
 and mechanically, without any intellectual exertion. The 
 proof of this lies in the fact that this kind of work is intro¬ 
 duced with greatest ease in the asylums for the blind and 
 weak-minded. We believe that the true aim of manual 
 training should be to accustom a child at an early age to 
 work standing, and as far as possible, to bring all parts of 
 his body into play. Does he not do this anyway, if left to 
 himself? Is it not a source of continual wonder to see the 
 youngest children stand from morning to night: they are 
 on such a constant go that it is impossible for their 
 parents to keep up with them. And then, thanks to this 
 healthful weariness, when night comes on they fall into a 
 sound sleep from which they arise at early dawn refreshed 
 and ready to begin all over again. 
 
9 8 
 
 Manual Training in France . 
 
 The needs of a child are made evident by his love for 
 hoops, tops, ball-playing in all its phases, and so on. A 
 child must dig ditches, build dams, climb trees, and experi¬ 
 ment with the power of his lungs : he must do all this and 
 in the same day. He will even skip his meals, if he has 
 a chance. 
 
 It is verv true that all this cannot be done in a school : 
 * 
 
 still the natural inclinations of a child should not be 
 tampered with, but this overflow of vital energy should be 
 controlled in such a way as to direct the main course into 
 a channel of future usefulness. 
 
 Thanks to the freedom of scope and means which the 
 Municipal Council of Paris has given us, it is on these 
 lines that we seek to promote manual training in the 
 public school of Rue Tournefort. We lay special stress 
 upon our methods, because this institution realizes a type 
 whose tendency is to spread as a whole or in part. 
 
 There, all children from the ages of six and seven years 
 have a part in active manual work. As soon as they 
 enter school they begin modeling, and they keep up the 
 study during their entire school course. They are also 
 taught to treat soft wood with the saw, the rasp, the 
 chisel, and the mortise-chisel. They are then advanced 
 to the plane, the turning-lathe, and the iron-work includ¬ 
 ing furnace duty. 
 
 At a very early age they begin to sketch on a given 
 scale, all draughting being recorded in a note-book which 
 is never to leave them. These memoranda are chaotic 
 at first, but they assume rapidly a definite shape : the 
 accounts of daily work are tabulated as regards the nature 
 of the work, its material, and the time spent on it. 
 
 The school is made up of five classes, the highest being 
 intended for special or post-graduate work. 
 
 12-14 years Special Class devotes 21 hours a week to manual work. 
 10-12 “ 1st “ “ 8| 
 
 9-11 “ 2nd “ “ 5 
 
 8-10 “ 3rd “ “4 
 
 7-9 “ 4th “ “3 
 
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i5] 
 
 Manual Training in France. 
 
 99 
 
 No attempt is made to specialize before the Special 
 Class. Once there students are given successively finish¬ 
 ing touches in a complete general training, but besides 
 that, they have access to such special branches as will 
 foster more especially an avowed bent. 
 
 The new instruction involves an additional expense of 
 15000 francs a year ; the school receives 260 children, 
 and were it not for its small quarters it could take in 300 
 without its outlay being increased other than by the 
 expenditure for raw material. 
 
 This institution has been in operation now for nearly 
 sixteen years, and the experiment may be considered a 
 success from the triple point of view of hygiene, general 
 instruction, and practical results. The children thrive 
 notwithstanding the fact that their attendance in school 
 is longer by two hours than the usual regulations provide. 
 Their occupations are so varied, in accordance with their 
 mental and physical aptitudes, that there is no sign of 
 weariness after their exertions of mind and body. Ardor 
 pervades them in a characteristic way: their heaviest 
 punishment is to be debarred from the workshop. 
 
 As regards instruction, the annual examination ordeal 
 for the certificate of proficiency in primary studies is a 
 sufficient relative criterion : it proves that the scholars 
 from the Rue Tournefort are among the best off, as far as 
 scholastic knowledge is concerned. Thus, in addition to 
 what their comrades in other schools know, they are 
 indebted to the new instruction for all the manual training 
 they have acquired. The practical results are made mani¬ 
 fest in the facilities for finding good apprenticeships, for 
 reducing their length, and for being sooner compensated. 
 
 Besides choice workmen devoted to their calling, this 
 school has graduated expert accountants, teachers, pro¬ 
 fessors even of higher branches, and artists: one of these, 
 famous when twenty years old for his water-colors, is now 
 much sought after by New York publishing houses. 
 
ioo Manual Training in France. [16 
 
 Of the two hundred boys’ schools in the city of Paris, 
 about one-half are equipped with benches and turning- 
 lathes, at which the older scholars do manual work. The 
 Municipal Council and the Board of Instruction are both 
 endowed with the very best will, and still they have not 
 dared to settle definitely the amount of importance to be 
 attached to primary manual training. As a consequence, 
 this instruction is somewhat subordinate, and up to the 
 present time the results attained are not in proportion to 
 the sacrifices made. Another cause of delay is the lack of 
 teachers well qualified in point of methods and statements. 
 As a matter of necessity workmen are called in : they are 
 good practical men as far as their own work goes ; but 
 when it comes to imparting knowledge, their teaching is 
 decidedly empirical. 
 
 This state of affairs has very happily reached a climax 
 and a sweeping change will take place : the teachers will 
 now be recruited from the ranks of Normal School gradu¬ 
 ates of the department of the Seine. 
 
 We have stated above that nowadays all normal schools 
 give manual instruction : the school at Auteuil especially, 
 (Seine department), has been thoroughly equipped for the 
 past three years and graduates every year some thirty 
 teachers who are well able to fill to some advantage the 
 places of present workmen. 
 
 The case will be the same in other departments in 
 proportion to their population. 
 
 At all events the extension of manual knowledge can 
 only be hastened still more by the decisions of the Higher 
 Council of Public Instruction. Ministerial resolutions, and 
 if need be, special decrees insure to these decisions a legal 
 sanction. 
 
 In accordance with them all, every primary high school 
 must be provided with a workshop, and there shall 
 be awarded certificates of proficiency in higher primary 
 studies, including manual work. These two, three, and 
 
iy\ Manual Training in France. ioi 
 
 four year schools are urgently demanded by the depart¬ 
 ments and cities : they apply to a part of the studying 
 population that has already received the certificate for 
 elementary primary instruction, and that is not compelled 
 to seek directly an apprenticeship. 
 
 Now it happens that the committee intrusted with the 
 revision of the programme desires to retain a general 
 course of study during the first year only in the high 
 schools : this year should be a sort of review. Then from 
 the second year on the studies are to become more and 
 more professional, and are to be based chiefly on the main 
 industries of the country. Manual training will be obliga¬ 
 tory four hours a week during the first year, five hours in 
 the second year, and six hours throughout the third and 
 fourth years. 
 
 If we take into account that the prime elements of this 
 training have had full chance to become assimilated in the 
 elementary school during a minimum period of six years, 
 they will surely bear fruit after an average apprenticeship 
 of four years, or after an additional special training in 
 the high schools. 
 
 The outlook should be a bright one for future genera¬ 
 tions, inasmuch as being better prepared to battle with 
 life they will show greater love for work, and will be all 
 the more happy and honored on that account. 
 
Suggestions for the Teaching of Color. 
 
 As psychology recognizes the important part that color 
 plays in the development of the child’s mind, the delight 
 produced by the color sensation, and the fact that external 
 forms are more readily perceived where it exists, there 
 seems a need of proper and systematic teaching of this 
 subject in our schools. Just what may be done, how 
 much, and the exact value of such teaching we cannot 
 determine at present, but a few suggestions as to ways, 
 means, and possibilities may, I trust, be helpful. The 
 manner of teaching this subject of color will undoubtedly 
 always be more or less individual, and subject to existing 
 conditions in various localities; yet there are certain fun¬ 
 damental laws and principles which certainly should be 
 understood by the teachers in our schools, however little 
 opportunity they may have for using them. We do know 
 to be sure that a keen, sensitive color sense is inborn, a 
 gift to the fortunate individual, like a retentive memory, 
 great power of speech, or a musical voice ; but when we 
 observe how savage even now is the taste of the masses, 
 surely much may be done in quickening and guiding the 
 national taste by judicious training. We never do any¬ 
 thing by halves here in America. Because some “artiste ” 
 in modes in a moment of inspiration throws certain colors 
 together, audacious in combination, possible only when 
 arranged by a master hand, the effect softened here and 
 there by a deft touch, straightway many of our maidens 
 steal the audacity but miss the artistic knowledge or 
 inspiration. Who has not suffered from the bright green 
 
[ 19 Suggestions for the Teaching of Color. 103 
 
 dresses recently worn, when because it was fashionable to 
 wear flowers as a decoration, a bunch of violets or bright 
 crimson roses often became the prominent adornment. K- 
 blonde feels that blue is her color, so with a blind freedom 
 from all restraint as to the harmonious whole of her 
 costume, her dress is one hue of blue, her bonnet another, 
 with here and there several tints and shades all sounding 
 a different key and so out of tune. A walk through any 
 of our shops will reveal quantities of both cheap and 
 expensive trash whose only reason to be is the popular 
 demand for novelty. The uncultured classes both rich 
 and poor live at an extravagant pace, and prefer show and 
 display at the expense of good taste or comfort. Is there 
 anything we can do in the schools to lay the foundation 
 for something better, for lives and purposes honest and 
 true ? It is a solemn thought that the shaping of so many 
 young lives is in our hands, for the mass of the children 
 are in the public schools; these children are to become 
 our citizens and through their childhood and during their 
 school life one important function is not only to educate 
 but in so doing to elevate. 
 
 We are all unconsciously building an American school 
 of art. Purely national it may not be for a long time ; good 
 it will be, if artists, teachers, and industrial workers of all 
 kinds, work for the best and put aside the bad. Let us 
 recognize the humanizing influence of the beautiful, and 
 strive for it, and be not overcome by the strictly useful and 
 practical. 
 
 In our modern methods we reach the child through his 
 senses. A young child springs toward a bright colored 
 ball when such an object without color might pass unno¬ 
 ticed. This physical gladness which young children feel 
 in the presence of color we may use to advantage in the 
 early study of form. The use of color beyond the first 
 years except to acquire a knowledge of its properties and 
 its application in decorative design, must, it seems to me, 
 
104 Suggestions for the Teaching of Color. 20] 
 
 be restricted, on account of the difficulty of handling the 
 medium, and the need of the power to draw, to see light 
 and shade, and to express much in a few telling touches. 
 What needs to go before really artistic expression of color 
 from nature, is good training in drawing and modeling, 
 with a knowledge of light, and shade, all leading up to the 
 intelligent use of color in the really artistic sense. 
 
 There is another and important reason why children 
 should at least know one color from another. We are 
 told on the best of authority that color blindness is alarm- 
 ingly prevalent. I will spare you the statistics which you 
 can easily look up for yourselves, but they are startling. 
 This is significant however, that red and green are the 
 colors which the color blind most readily fail to distinguish; 
 yet it so happens that these are the two colors most used 
 for signals on railroads and ships. The cause of color 
 blindness is in dispute, there being no apparent difference 
 between the eyes of those who readily detect colors and 
 those who are color blind. One thing is evident that the 
 study of color is a possible means of developing a weak 
 or latent color sense. With the little ones there are many 
 ways of making the study delightful and instructive, as 
 matching bits of woolen cloth and skeins of worsted, 
 colored papers, silk and so on, taking great care that the 
 color is taught before the color-name ; as children who 
 are really color blind have been known to associate the 
 name with some special spot on a color chart, or form 
 of material without really recognizing the color by the 
 color sense. In order to have the same sense impressions 
 repeated sufficiently for them to become fixed facts in the 
 mind of the child, it seems well to deal for some time— 
 certainly in their paper folding and cutting—with the 
 primary colors only, and before I suggest certain ways of 
 taking up such exercises let us consider for a little what 
 we mean by primary colors. The scientists and artists 
 sometimes differ in their statements as to what colors 
 
21] Suggestions for the Teaching of Color. 105 
 
 shall be called primary. Some scientists show that red, 
 green, and violet, are the primary colors in the spectrum ; 
 the other colors orange, yellow, and blue being made by 
 their combination. Artists dealing with pigments find 
 that they cannot produce yellow, red, or blue by the union 
 of any other colors and that green, orange, and violet or 
 purple may be made by uniting two of these first named 
 pigments. So they decide that yellow, red, and blue are 
 the primary colors. From these conclusions we are 
 forced to acknowledge a spectrum basis of color, and a 
 pigment basis. Again, there are those who contend that 
 the primary colors are yellow, red, and blue both in the 
 spectrum, and with pigments, and reason the subject out 
 on this basis. In the spectrum or rainbow we see seven 
 colors; violet and indigo being hues of blue, we can 
 reduce the spectrum to violet, blue, green, yellow, orange, 
 and red. As the orange comes midway between yellow 
 and red, the green between yellow and blue, and the 
 violet which is beside the blue partakes of the red, it may 
 be assumed that orange is formed by a combination of 
 red and yellow rays of light, green by rays of yellow and 
 blue, and purple or violet by rays of blue and red. By 
 this reasoning yellow, red, and blue are proved to be pri¬ 
 mary colors even in the spectrum. They are surely so 
 in pigments, and as we cannot imprison the sunbeam or 
 revel in the living colors of the sunset, we must do the 
 best we can with the means we have at hand. 
 
 From the first we shall have to contend with the dis¬ 
 advantage that none of the pigments are perfectly pure, for 
 while the union of the spectrum colors of yellow, red, and 
 blue produces white light, the same combination with 
 paints gives us only gray, light or dark, according to 
 intensity. 
 
 In the school-room, for practical use and dealing with 
 water colors, the best paints to use are gamboge, carmine, 
 and Prussian blue with Payne’s gray or neutral tint, to 
 
io6 Suggestions for the Teaching of Color. [22 
 
 make shades or dulled colors. These paints work freely, 
 mix well and are not expensive. The proportion which 
 the primaries bear to each other is said to be as three of 
 yellow, five of red, and eight of blue, and we see the three 
 primary colors either in their purity or in combination in 
 everything we look at, which accounts in a way for the 
 harmony of complementaries. If we look at a yellow 
 object, such as a yellow vase or yellow drapery, we really 
 see an effect of purple or violet in the surroundings. It 
 is of course delicate and subtile, we may not even be 
 conscious of it. The reason for this is that the retina of 
 the eye becomes weary of one color and the other two 
 primaries, red and blue, are seen in combination as a 
 purple or violet hue which is cast in the shadows of the 
 drapery or on some object adjacent to the vase. This may 
 be proved to children by the coloring of discs and observ¬ 
 ing the halo which finally appears about the disc. In 
 dealing with paints or colored papers, complementaries, 
 such as purple and yellow, red and green, or blue and 
 orange, are too strong in contrast to be put directly 
 together. The effect is too harsh. It is true that they 
 enhance each other, but except in tints or when modified 
 by softening separations and surroundings they should 
 not be placed in juxtaposition. It may be said, the rose 
 is surrounded by green, oranges with their glossy leaves 
 stand out against the deep blue of a tropical sky. This is 
 true, but the rose is not seen as pure red, or the leaves as 
 pure green ; the rose is modified by its light and shade, 
 the influence of its surroundings, and by the gray of the 
 atmosphere. Green leaves are very gray in their high 
 lights and the shadows which are nearest to the strongest 
 green are seen broken by bits of red, invisible perhaps 
 to the untrained eye yet always present to the careful 
 observer. Secondary colors are those derived from the 
 combination of two primaries. This it is well to illustrate 
 before the children with paints and glasses of water, or 
 
23] Suggestions for the Teaching of Color. 107 
 
 better still the children may mix the colors and produce 
 the results themselves. Blue and red for instance will 
 make purple, leaving yellow, which being the remaining 
 primary color is accordingly complementary to purple. 
 Assuming the pigment basis always, orange, green and 
 purple are the secondaries. The tertiaries, citrine, russet 
 and olive (by some called gray) are those produced by the 
 union of any two of the secondaries. Orange and green, 
 for example, make citrine. As orange is composed of the 
 primaries, red and yellow, and green of blue and yellow it 
 follows that in citrine there is an excess of yellow ; con¬ 
 sequently it demands its complementary, purple. There¬ 
 fore purple is complementary to yellow and in strong 
 contrast with it, and also complementary to citrine and in 
 subdued contrast with it. Russet is formed by the mixture 
 of orange and purple and as there is red in both of these 
 secondaries, it follows that there is an excess of red in 
 russet. So that russet is the subdued complementary of 
 green. By the same reasoning, olive (which is so gray 
 in tone as to be called gray by some authorities) har¬ 
 monizes with orange. 
 
 These tertiary colors are the rich dull colors that we 
 enjoy about us in home decorations such as wall-papers, 
 draperies, carpets and the like. A bit of high color how¬ 
 ever here and there is necessary to enliven the general 
 effect. Because tertiary colors are quiet and subdued, it 
 does not follow that their exclusive use is desirable. Dark 
 rooms gain much by light coloring in the decoration, and 
 tints of tertiaries are often preferable to their full strength. 
 An artistic sense of the fitness of things is so essential in 
 house decoration that it is quit^e common at this time for 
 those who feel that they have not had sufficient education 
 in such matters to employ a professional decorator, who 
 takes the matter entirely in charge, and, whether it be a 
 room or the whole furnishing of a house, sees to it that the 
 harmony is perfect throughout. There are those however, 
 
108 Snggestio 7 is for the Teaching of Color. [24 
 
 ready to undertake such matters, who have little sense of 
 beauty or fitness. “Dull colors are the fashion,” they 
 inform the customer. Straightway the change in the house 
 begins. Much of the furniture is ebony, the wall paper is 
 dark and all the fabrics dingy ; a funereal gloom settles 
 upon everything ; the effect in fact is so depressing that 
 the dissatisfied seeker after the aesthetic, while resigned 
 to the situation, does hope that lively colors will be the 
 fashion again soon. 
 
 It is affectation to admire nothing but fade, or dulled 
 colors, and reminds one of the expression of the young 
 woman who undoubtedly pretended to more than she felt 
 when asked “Is not that a lovely sunset?” answered, 
 “ Yes, but the coloring is crude.” It is really much more 
 difficult to make a good decorative design using primaries 
 or even secondaries than to combine the subdued tertiary 
 colors. Faults of proportion are more quickly recognized 
 and the bright colors require great care in distribution and 
 separation. In stained glass we get some lovely softened 
 effects by the aid of the light which shines through. By 
 the juxtaposition of red and blue for example the light 
 softening and yet brightening the colors, a purple bloom 
 results and great richness of effect. The nearer we can 
 use color in its purity the better, but it takes a master hand 
 to make the arrangement artistic and tasteful. Egyptians, 
 Greeks, Arabs, and Moors used primary colors almost 
 entirely during the earliest and best periods of their art. 
 In the periods of decadence, red and green are found side 
 by side where before were red and blue. In Pompeii every 
 variety of shade and tone was employed but the bright 
 colors were different and probably duller than the chemi¬ 
 cal colors of to-day. 
 
 In the High School (if not before) the study of Historic 
 Ornament may include color, not only by the rendering 
 of decorative designs of special periods but also in study¬ 
 ing the people of those periods, their history and their 
 
25] Suggestions for the Teaching of Color. 109 
 
 architecture. The Egyptians expressed color in a con¬ 
 ventional manner. It was usually in flat tints and good 
 examples may now be seen on some of the carefully 
 preserved mummy cases. Many of their colors were very 
 • resinous which in part accounts for their remarkable pres¬ 
 ervation. There is interest and profit in the study of the 
 art of any people, whether it be the efforts of the untutored 
 savage or the expression of high poetic thought, with all 
 the added advantage of technical excellence. 
 
 The perspective of color is sometimes made use of in 
 decoration, so that certain impressions almost of relief 
 may be produced. They are vague to be sure, and thus 
 all the more charming. This is done by bringing forward 
 the advancing colors and placing in the background the 
 retreating. The advancing colors are red, orange, and 
 yellow, and the blues the retreating. The ancients seemed 
 to possess great knowledge of the resources of color and 
 their mutual relations. The Chinese, while showing no 
 real grandeur in any of their treatment, have the richest 
 of coloring. This is also true of Japanese Art, which has 
 more beauty and individuality than the Chinese. 
 
 There is much that we can work out in the theory of 
 color, which is not only delightful and instructive in the 
 doing but also helpful in decorative art and even in fine 
 art, but we must never forget that color, with all its mystic 
 influences, its subtile harmonies, and even discords cannot 
 be sounded by plummet, nor can combinations at once 
 agreeable to the sense and elevating to the mind be 
 reduced to an algebraic formula. We find by experience 
 not only in teaching but in art work generally that some 
 knowledge of theory is of great value, but while accepting 
 certain facts we must not forget that conditions modify 
 them, and that in teaching color, as with many other 
 things, there are exceptions to rules and various influences 
 to be considered. Such are sunlight, light and shade, 
 proximity of other colors, &c. &c., all of which have much 
 
i io Suggestions for the Teaching of Color. [26 
 
 meaning. In our teaching of color in the public schools, 
 water colors are cleaner and more easily handled than 
 other color mediums, and more satisfactory in results. 
 Both water colors and oils are greatly affected by their 
 grinding. In old times every artist ground his own colors, 
 or if he felt his time too precious the colors were ground 
 by a boy in the studio. Many of the greatest artists began 
 in this way as color grinders in some studio. The old 
 masters kept their colors in pots and bladders and it was 
 very hard to keep them fresh, and free from dirt. Oil 
 colors come now prepared for use in compressible tubes 
 of thin metal and so do water colors also, although the 
 latter are more generally used in cakes or in porcelain 
 pans. Moist colors, so called, have been mixed with 
 glycerine. They take water easily, flow readily, and are 
 generally preferred to the dry cakes. 
 
 In the teaching of color to young children and in using 
 paints and colored papers (supplementary to the match¬ 
 ing of colors in wool, silk, and so on) it seems well to 
 begin with the standard primaries. The children thus 
 recognize a standard or normal color as the intense color 
 —as the yellowish yellow, reddish red, or bluish blue. 
 They may then learn tint and shade and combine only 
 tints, standards and shades of the same color. In dealing 
 with water colors the addition of water or white will give 
 a tint, and black or gray added to the standard will give a 
 shade. In the use of paper there is still some difficulty 
 in gettingthe most desirable colors ; but this will be over¬ 
 come doubtless when sufficient demand for harmonious 
 combinations convinces the paper manufacturers of the 
 need of care in reproducing an order exactly as it is 
 given. In using water colors the paper which comes for 
 the purpose is the best “ Whatman’s Rough ” made into 
 pads of convenient size ; but a clear white manila with a 
 rough surface will do, especially for class exercises. Work 
 covering a large area, as a broad treatment of historic 
 
2 7] Suggestions for the Teaching of Color. 111 
 
 ornament or a decorative design, requires water-color 
 paper stretched upon a drawing-board. 
 
 We all admit that the young child is greatly attracted 
 by color but just how far or in what way we can safely use 
 this love of color in education is the question. It would 
 seem best that only in his first efforts should the child 
 express ideas of form from nature with color, for then 
 technical excellence is not expected. He may again use 
 color from nature as a culmination of his powers of expres¬ 
 sion both in artistic spirit and technique, reached after 
 many years drill in drawing, with a knowledge of the 
 theory of color, and practice in light and shade. Color 
 would be present in the intervening period, however, not 
 only as a source of delight but as a means of education, 
 first in the use of colored paper, and later in that of water 
 colors for decorative design. 
 
 Any child can daub green paint on paper and call it a 
 leaf, or red and call it a rose, but true art is not imita¬ 
 tion, even though the daubing be clever for the child’s 
 age. However, some bright and enterprising teachers are 
 experimenting in that direction, and it is interesting to 
 watch the effect. All I have seen makes me doubtful of 
 the safety of such effort (that is, painting from objects and 
 nature) beyond the first or second year of school life until 
 the high school is reached. The old masters required of 
 themselves and their students long and rigid drill in draw¬ 
 ing and in light and shade before color was touched, save 
 in the study of theory and for use in decorative effects. 
 The expression by color was the culmination of this long 
 study. 
 
 There may be educational value in attempting the exact 
 imitation of a leaf or flower from nature rendered in color 
 closely imitating every little part and used for illustration 
 in the study of botany ; or color may aid in showing 
 structure in other scientific studies such as physiology, or 
 physics, but such work, valuable though it may be, is not 
 art. 
 
112 Suggestions for the Teaching of Color. 28] 
 
 The answer which is constantly made to one who pleads 
 for good methods and higher artistic development in our 
 public schools is, that “the school is no place to make an 
 artist.” Neither is it the place to spoil one. We can 
 however excite an interest i*n art, do something toward 
 developing the general taste of the community (which 
 possibility we may hope for through the children) if results 
 in the way of technical excellence are not demanded 
 before it is reasonable to look for them. In no other 
 civilized country in the world has the subject of art educa¬ 
 tion been considered of such minor importance as in the 
 United States. Year after year has gone by and our 
 manufacturers have employed only foreign designers. 
 Young artists have found no proper training short of the 
 foreign schools. A spirit of progress is among us. Art 
 schools are springing up all over the land. Native talent 
 is developing and being recognized. Let the teachers by 
 doing their little and doing it well, help in this movement, 
 which is great in its possibilities, requiring only zeal and 
 effort to insure success. My plea is for the children of the 
 masses ; that some feeling of beauty may enter their lives. 
 It should be their inheritance. Who can measure its 
 power for uplifting ? 
 
1 
 
 > 
 
 » 
 
 
 \ 
 
 
 r 
 
 e Training of the 
 
 The granting of a charter by the Board 
 of Regents to the New York College for 
 the Training of Teachers—the first Ameri¬ 
 can Professional College for Teachers—was 
 referred to in the report of the II. S. Com¬ 
 missioner of Education for 1888 as the 
 “ Event of the year.” 
 
 What the foundation of such a college 
 means for Teachers and Teaching, how it 
 interprets the term Professional Training, 
 and what class of teachers it is especially 
 designed to reach, may be ascertained from 
 the Circular of Information, or by appli¬ 
 cation, in person or by letter, to the Bean. 
 
 TWO FACTS. 
 
 1. To the numerous calls for graduates 
 of this College to fill positions of honor it 
 is absolutely impossible to respond. The 
 demand for professional teachers has come 
 before the supply. 
 
 2. In response to the demands of teach¬ 
 ers of long experience, who are planning to 
 spend a vacation year with us, there is 
 offered for the coming year a special course 
 in Pedagogics and Methodology with priv¬ 
 ilege of wide election of desirable subjects. 
 The plans and provisions of this work will 
 be cheerfully furnished to applicants. 
 
 Address, 
 
 Walter L. Hervey, A.M., Dean , 
 
 9 University Place, New York City. 
 
 I 
 
• 2 
 
 WOMAN’S EXCHANGE. 
 
 TEACHERS’ BUREAU (For both Sexes). 
 
 Supplies Professors, Teachers, Governesses, Musicians, etc., to Colleges, Schools, Familh 
 and Churches, also Bookkeepers, Stenographers, Copyists and Cashiers to 
 Business Firms. Recommends Schools to parents. 
 
 Address, MISS C. L. WERNER, 329 Fifth Avenue, New York. 
 
 KINDERGARTEN 
 
 AND 
 
 SCHOOL 
 
 SUPPLIES 
 
 j. w. 
 
 Schermerhorn & 0 
 3 East 14 th St., 
 New York. 
 
 G-USTAV E. STECHERT, 
 
 —IMPORTER OF— 
 
 Foreign Books and Periodicals 
 
 828 BROADWAY, NEW YORK. 
 
 Catalogues of Second-hand Books will 
 be sent gratis on application. 
 
 English, French and German Monthl 
 Bulletins of New Books, 
 
 BRANCHES 
 
 ■{ 
 
 Leipzig, Hospital Strasse io. 
 
 London, 30 Wellington St., Strand, W. C. 
 
 ESTABLISHED 1848. 
 
 A. EICKHOFF,FINE CUTLERS 
 
 381 BROOME STREET, N. Y. 
 
 Knives for Wood Carving on liand or made to order at short notice. A 1 
 
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 Superior Professors, Teachers, Tutors, Governesses and Speciai 
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 Ihvllirs- 2^L. J. TOUNG-FULTOKT, 
 
 American and Foreign Teachers' Agency, 23 Union Square, New York City 
 
 The Department of Mechanic Arts 
 
 OF THE 
 
 NEW YORK COLLEGE FOR THE TRAINING OF TEACHERS 
 
 is prepared to furnish plans and specifications for improved wood-working benches 
 drawing boards and desk-boards for elementary wood-work, to schools and department! 
 where manual training is taught. Address, 
 
 A. W. CHASE, B. S., 
 
 9 University Place, N. Y. 
 
 J 
 
THE SURVIVAL OF THE FITTEST. 
 
 The Glens Falls Summer School and the National 
 School of Methods Combined. 
 
 SIXTH ANNUAL SESSION AT GLENS FALLS, N. Y., 
 
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 July 29-August 16, 1890. 400 Students Last Year. 
 
 Ths LARGEST, STRONGEST and BEST of all the SUMMER SCHOOLS. 
 
 FACULTY. 
 
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 R. C. METCALF, LANGUAGE, GRAMMAR, and SCHOOL MANAGEMENT. 
 
 PSYCHOLOGY and PEDAGOGICS. 
 
 Supervisor of Schools, Boston, Mass. 
 
 ARITHMETIC. 
 
 GEOGRAPHY. 
 
 DRAWING. 
 
 G. I. ALDRICH, 
 
 Supt. of Schools, Quincy, Mass. 
 
 CHARLES F. KING, 
 
 Prin. Dearborn School, Boston, Mass. 
 
 H. P. SMITH, 
 
 Head Drawing Teacher, Brooklyn, N. Y. 
 
 JOHN F. WOODHULL, ELEMENTARY SCIENCE and HOME-MADE APPARATUS. 
 
 College for the Training of Teachers, New York City. 
 
 W. J. BALLARD, PHYSICAL TRAINING. 
 
 Supt. Schools, Jamaica, N. Y. 
 
 L. D. SMITH, PENMANSHIP. 
 
 Teacher of Penmanship, Hartford, Ct. 
 
 WALTER S. PARKER, HISTORY. 
 
 Prin. Everett School, Boston, Mass. 
 
 MISS SARAH L. ARNOLD, PRIMARY WORK and METHODS. 
 
 Supervisor of Primary Schools, Minneapolis, Minn. 
 
 MISS CAROLINE T. HAVEN, KINDERGARTEN WORK and METHODS. 
 
 Felix Adler’s School, New York. 
 
 MISS W. BERTHA HINTZ, ILLUSTRATIVE DRAWING and PAINTING. 
 
 Boston Normal School. 
 
 L. A. BUTTERFIELD, Ph.D., READING and ELOCUTION. 
 
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 MISS MAY STONE, SENTENCE METHOD IN READING. 
 
 Shawmut Primary School, Chelsea, Mass. 
 
 DR. A. E. WINSHIP, LECTURES. 
 
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 ADVANTAGES. 
 
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 Low rate of Tuition and liberal reductions to clubs. 
 
 Board much cheaper than at any other summer school. 
 
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 SHERMAN WILLIAMS, Glens Falls, N. Y. 
 CHARLES F. KING, Boston Highlands, Mass. 
 
4 
 
 The Prang Course of Instruction 
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 The aim or object of the instruction is different. 
 
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 The Models, Text-books, and materials are on an entirely 
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 %