medium, applied with brush perhaps―mass expression. As soon as you feel that the child is prepared and anxious, introduce color. It is not necessary that children have a medium in their hands for all art lessons. Color and beauty may be talked of to the child and an enjoyment reached. The appreciation of the world's beautiful and the world beautified is the greatest aim in the art education of children. Kinds of work possible of introduction.-Art and manual training in the rural school is established educationally that it may aid in the all-round development of true, clean individuality in each boy and girl. It should not be introduced with utilization aims to any great extent in the elementary school. For the sake of emphasis, I repeat that all problems should have three general requisites; consistency as to use, geometric basis, and an element of beauty. In almost all rural localities, the following lines of work may be introduced with slight tool equipment; Simple wood construction, with prepared stock and nails, local material. Paper cutting, folding, pasting. Paper construction. Pasteboard construction. Spool knitting, braiding, weaving with twines and string that the children have collected. Textile art work, primary. Constructional needle-work, primary, with material that is furnished by the child. Grammar grades Clay carving, wirework, grass, husk, straw, willow, or other fiber basketry. Design. Knife carving. Heavy whittling. Bench Sloyd. Domestic art, ornamental and constructional. Gardening, primary agriculture. Perhaps at first at home of the child, on small plot. Cooking, primary domestic science. The above is designed to be correlative with all possible subjects of the school. It is not the design that all the course work mentioned be given at one time. The work is selected by the district teacher with reference to possibilities. As many phases of work as possible should be given the child during the elementary-school period, for by this means the hand receives a broader, more sensitive training. Clean hands. The influence of the great, the overwhelming, the aesthetic upon the imitative mind and constructive activities of the human being culminates in a feeling of universal consistency; as consciousness develops, a love is established for harmony with the expressed truth in and thruout the universe. An appreciation of God's creations tends to moral stability. To direct all the expression work of the head and heart and hand to the end of making a moral, refined, and appreciative man and woman is the great end in view. This is the science of the beautiful. MANUAL TRAINING IN THE INDIAN SCHOOLS M. FRIEDMAN, ASSISTANT SUPERINTENDANT, HASKELL INDIAN INSTITUTE, LAWRENCE, KANSAS The development of the hands and the motor activities to their highest powers, and the gradual unfolding of the potential gifts they possess from nature depends in no small degree on the training of the brain to usefulness. The idea seems odd and yet the thought is profoundly true that the purely physically inspired acts of the hand in work are ignoble and attain to true nobility and grandeur only when thought and reasoning and judgment determine them. Take away from the unique and highly valued and tremendously useful products of the hand the incentive and substantial thought furnished by the mind, and those products always slump to the commonplace, and mediocrity stamps their work. Every educational system of shop instruction or industrial training should be co-ordinated with intellectual development. We cannot, tho we often try, attain success with the one without, in some way, making progress with the other. They are inter-dependent, correlative, co-operative. Material development has its root in a high standard of national literacy and education usually prospers when the nation does. I have touched but lightly on the inter-twining necessities of head-training and hand-training because therein, in a most paramount way, depend successful results. There must be, because anything else is fatal to the best interests of both, harmony between the workshop and the classroom. In organizing industrial work our endeavor at Haskell Institute has been to carefully put into practice certain guiding principles-elemental because of their simplicity, but fundamental in importance. In the first place the end and purpose of our work is quickly to arouse the Indian to a material awakening by placing within his grasp opportunities for learning a trade of most usefulness to himself and to his people, and of his own choosing. Careful attention is given to the shop. This should be roomy, well lighted, and ventilated. A high ceiling of from twelve to fifteen feet is desirable, and this and the walls should preferably be finished with brick or wood; or, if plaster is used, it should be a cement plaster. Lime plaster is easily damaged when struck by a piece of iron or timber. A light buff tint with a five-foot border of the same color, intensified by the addition of a little red, has proven a very satisfactory color. It gives a maximum of light and seems to be restful to the eyes. Each student should be supplied with a definite place to work and wherever possible should be given a place, under lock and key, to keep his "kit" of tools. This will create in the student a pride in his equipment and a desire to take care of the tools intrusted to him. The indiscriminate use of the same edge tools by all precludes the probability that they will be taken care of by anyone in particular. In all shopwork a definite course of study and work should be mapped out. No instructor can, with impunity, do his work in a shambling, harum-scarum manner, trusting to fickle chance or the inspiration of the moment that the ultimate result will be satisfactory, and therefore doing no planning for the morrow or the month to come. Every student should have reasonable assurance before commencing on his work of the ground he is expected to cover. This can best be done by the combined use of (1) a printed statement, (2) a series of drawings showing the various steps in the work, and (3) a set of models showing the work itself skilfully and accurately executed. Such a procedure is not only highly important for the immediate information and enlightenment of the student, but, if system is to prevail, and a large number of students are handled, it is really indispensable. Students are too In all work, economy of materials should be insisted on. apt to become careless in this regard, spoiling a large board in order to cut off a small piece, or cutting from a long iron bar, when the necessary material could be had by examining the "scrap pile." Boys get the idea-and in many instances grown-ups do the same-that the government defrays the expenses from its supposedly inexhaustible treasure store, and that consequently it makes no particular difference whether they waste or save. It is an evil habit, and, begun early in life, would be difficult to eradicate later on in maturity. This matter is of especial importance in Indian schools. Indian boys and girls are naturally wasteful and unless curbed in their youth will stick to the unfrugal ways of their fathers. Each industrial department should have a "scrap pile" and students can soon be taught economical ways of using material. When old material is taken out of buildings and is not decayed, use can be made of it on the farm, or for outside improvements. I have taken this up at length because practical lessons in economy are invaluable to anyone, and especially to the Indian. In carrying on industrial instruction in Indian schools two phases of the work must be taken into consideration: (1) In every shop, of every Indian school, productive work with a real market value must be done; repairs on buildings and the school plant cannot be neglected except with great risk and attendant loss; equipment is urgently needed from time to time. We believe that a valuable opportunity in application is presented and a fine lesson is learned by students in being required to do this work themselves. Their education thus rises above the misnomer of a forced gratuity. They have really put forth some legitimate personal effort to gain it. (2) Instruction must be given regularly and systematically so that the students will become something more than imitators and automatons-will in fact become thinking workmen, ever browsing about for the new, elevating themselves and their people. Such men, with careful training, prove a blessing to the craft to which they belong, and raise still higher the honored name and calling of carpenter, blacksmith, machinist, mason, farmer, because of the lives they live and the works they perform. Where mechanics with no previous teaching experience must be employed as instructors and, where instruction and production occupy a place side by side, our plan at Haskell may be of interest and hold something of suggestion. All students work one half-day in the workshop or on the farm and devote the other half-day to classroom exercises. Out of the twenty hours per week in the shop three periods of one and a half hours each are set apart for active instruction. During this time by talks, demonstrations, or individual work, instruction is given in the principles and practices of the trade. A course of study and practice has been evolved which combines by practical exercises the essentials of the trade. We feel that this plan offers all the additional pedagogic advantages presented by a course of manual training in the public school. After the first few exercises in the use of tools, each succeeding exercise presents a new principle to be mastered or something tangible to be done. We do not rest content with teaching the making of a lapjoint, a mortise and tenon joint, a dovetailed joint, a splice joint, et cetera. Rather, we advance a bit farther and take a decisive step. After the pupil is able to make a joint he is immediately taught the application of that knowledge and skill by making a useful article of furniture, a household utensil, or some part of a house. Thus, he is daily receiving practical lessons in home-building. And so with welding, upsetting or bending at the forge, cutting or stitching in the shoeshop, chipping, filing, or turning by the apprentices in the machineshop. When the period of instruction is over and the students are detailed to the regular tasks of productive activity, the instructor keeps in mind the advancement of the pupil. If a boy during the previous lesson has been engaged on an exercise in planing he is later given productive work to surface which will give him experience and training in the use and care of the plane. If, perchance, the boy has been having exercise work in nailing and cross-cut sawing, productive work in laying pine floors, or sheathing the side of the house is given him to do. By the next lesson the students have necessarily made sufficient progress so that with rapidity the next advanced step in the trade is undertaken. Such a course is followed in all trades instruction. By conducting the work along the lines I have mentioned, rapid and substantial progress can be made. This is not a highly colored picture or a silverlined theory of impracticability. The thing is practicable and is worked out each day of the school year at Haskell. Of course I understand that such a procedure would be difficult in public schools where of necessity the time element must be considered, and where no productive work as such is carried on. But even there it would be well to ponder such a course. Is there not right here a possible suggestion for public-school work in the higher grades? Should the motor faculties be trained abstractly, and with no thought whatever to indispensable, practical ends? Is the child of the white less in need of a training in the practical things of life than the offspring of the red? From what I have already said you no doubt gain the central idea I wish to convey. Vitilize the instruction. Let it deal with the real things which the student must know and face when his school days are over. The teaching of principles is vastly important; but by all means, teach their practical application, or they will become meaningless and soon be forgotten. Let down the cumbersome barriers that shut out the practical from view and get down to the bedrock work of instruction. From time to time rather spasmodic attempts have been made in some of the larger non-reservation schools to give instruction in mechanical drawing. From what I have been able to learn the results from these efforts have not been entirely satisfactory. And I believe I know the reason. Students usually enroll in Indian schools for a period of but three years. Local conditions limit the time devoted to drawing-work to two or three hours per week. The education possessed by these students is of a very elementary nature. Their knowledge of arithmetic is exceedingly limited. In many of the schools where drawing has been taught the pupils commenced on instrumental drawing. A period of time was then devoted to rather abstruse problems in geometrical drawing and this was followed by abstract random work in orthographic projection. What had been accomplished? The student had just time to get a smattering of these branches when his term. was up and he left school. What he did learn did not increase the student's practical usefulness. As a bread-winner it did not give him additional equipment. The drawing, for instance, was not applied to his trade and consequently had no real significance to him. I do not wish to intimate that a draftsman need not be familiar with this foundation work, but I must frankly say that it is not our intention to train draftsmen. As with the so-called professions this should be left to individual, |