initiative, and private support. Our end is accomplished so far as this subject is concerned when the student can make a simple working-drawing in pencil, can block out roughly any work which he wishes done, and can thoroly understand an ordinary plan when placed in his hands to execute in the shop. The Indian boy's education has not been slighted if he is unable to paint a beautiful picture or make an elaborate architectural sketch rendered in ink and color. Simple colorwork can be taught, and is taught, but the best place for instruction in this is in the classroom.

We have made some progress toward the solution of this problem at Haskell. The drawing-work is divided into sections composed of students from the various trades departments. Each section devotes two periods each week to the work. The carpenters form one section and the other sections are made up of blacksmiths, masons, wheelwrights, painters, engineers, and machinists. The work given each class varies somewhat with the trade the pupils are learning.

In the beginning each section is called together in the drawing-room and class recitations are given. This work comprises an explanation and study of the rule and its use, the difference between a picture and a mechanical drawing, the blocking-out of a wooden block with square corners, then of rectangular and other shapes. The students are gradually led to understand the plan, elevation, and sections, and learn to label and dimension working-drawings. All this work, mind you, is at the blackboard before the eyes of the class and students are called upon to explain what they have done and the work is criticized by the other students. Intense interest is aroused and the students learn to make dimension drawings of simple objects which they have executed in the shop.

The instructor now gathers the pupils around his table and shows them just how to proceed to make a mechanical drawing with instruments by executing one himself. The instruments are brought forward, their correct use shown and the names given. These names are always written on the board and the pupils are required to copy them. This fixes the information more permanently in their minds. The boys are then sent to their individual tables to begin work. This beginning is the crucial time as habits acquired in the early stages may be permanent obstructions to good work later on. The drawings are made from models, each shop using actual work made by the students. From now on our own experience has proved that rapid progress and substantial improvement result.

This instruction in drawing has practically revolutionized our shopwork. New interest has been manifested by the students. They do not complain of the monotony of the work as they once did, and where formerly anxious to hear the sound of the whistle which ushered in the time of rest they now do extra work during their own time. It has also been the means of systematizing and unifying the course of work.

As I said in opening this paper there must be unity and correlation between

the classroom and the shop. Let the literary classes visit the shop with the teacher so that the pupils can see the industries at close range. Let them see the shoeing of a horse, the ironing of a wheel, the processes of furniture-making, stone-cutting, and brick-laying. I believe the day is coming when the workshop will be assigned a place wall to wall with the schoolroom, and rather than detract from the efficiency of either this partnership will lift them both to render greater service in the common cause of educating the children of men.

RELATION OF PRIMITIVE HANDICRAFT TO PRESENT-DAY EDUCATIONAL PROBLEMS

RUBY M. HODGE, TEACHER OF MANUAL TRAINING, PUBLIC SCHOOLS, LOS ANGELES, CAL.

Two years ago at the meeting of this association, Superintendent Maxwell of New York city said that the goal of American education was the ideal of developing the highest individual and social efficiency of each citizen; or, in other words, the making of good citizens of the boys and girls who are intrusted to our care in the public schools. The fundamental basis of good citizenship is a trained intelligence to earn a livelihood, to become a respectable selfsupporting member of society.

Let us look at some of the material from which we, as teachers, are to make good "American citizens." First, the normal American-born childhe is very easily disposed of by the curriculum of the public schools; second, the immigrant from Norway, Sweden, Germany, and the other countries of the northern part of Europe, those from southern Europe, the child from across the border-line of Mexico, the Chinese, Japanese, and Koreans, all members of our public schools; third, the sub-normal child, or the child whose mind has not developed in the same ratio as his body; fourth, the physically deficient; fifth, the feeble-minded or mentally deficient; then the deaf; the children who are obliged to leave school early to earn a living; and, last but not least, the children of nature, the Indians.

Let us consider the immigrants for a moment. The people that come from northern Europe are more easily assimilated than those from the southern part. Their customs and modes of living correspond somewhat to ours. They have considerable freedom in their home government, and readily adapt themselves to our civilization.

The people of southern Europe, illiterate, accustomed to tyranny, low in their standard of living, gather themselves together in our large cities and factory towns under conditions inimical alike to morals, to physical well-being, and to their intellectual advancement.

Closely allied to these in customs and habits are the Mexicans, especially the Cholos. These are our special problem in southern California.

The homes of all of these people are simply places of shelter and, sometimes, not even that. From these homes come the children to the public schools. Fortunately for them, the larger number enter the kindergarten. In some

cities receiving classes are organized. From these, when the children have a vocabulary of a very few words, they are promoted to the kindergarten.

The kindergarten and the school is a strange unknown world to them. The children have no language with which to make their needs and wishes known; their only thoughts are to execute their natural impulses; in fact, they are little savages devoid of all training.

The children's interests are still especially concerned with the use of their muscles and sensory organs. It is thru the training of the motor activities of the hand that the mental capabilities of these children may be increased. Here handicraft plays an important part in the development of their mental activities. The mental capabilities of the children must be considered. The teacher must be trained to understand the home life and environment, the habits of thought, and the prevailing methods employed in that particular locality. What is more pertinent to the foundation of good citizenship than the study of home life thru handicraft and what appeals more to the children than this never-worn-out subject? Thru these means may be taught the first steps in the respect for the rights of others, the basis of all good government.

For these little people handicraft may be in the form of paper-folded models for a dollhouse, cutting and folding of the animal life that surrounds the home, the tearing of paper to represent pictures and animals. Patriotism may be taught thru the cutting and coloring of our flag. For the industrial side, a visit to the regular manual-training room, a carpenter's shop, or any industrial place in the locality in which they live will result in paper-folding to represent tools. The child, with encouragement, will illustrate the industries in his home life and thus forge another link in the chain which should bind the home to the school. Thru the making of these articles, the child begins the building of his vocabulary. Together with the gifts and games, the result will be a stock of ideas and acts which later he will combine in new ways. These little immigrants that entered the kindergarten are now prepared, to a certain extent, to take up the regular work of the grades.

But what of the immigrant child, who enters school for the first time in the United States, too old for the grade, perhaps with no previous schooling, or, at the most, a very meager one, with no knowledge of law and order, and with no language in which to express himself. He is beyond the kindergarten age and must enter the first grade. In the first two grades we have a large number of this class. They are not settled in any place; they may be in this school today and another tomorrow.

Strange to say, these are as interested in the home life in the form of a playhouse as the younger ones. Yet these children require different materials and more complicated exercises than others of the class. The problem becomes, how to carry on the usual work of the grade and provide a suitable supplementary course for them. Some form of handicraft may supply this deficiency. The playhouse should be the center of interest. Additional enthusiasm may be aroused by the introduction of a city, or town, or even a

country home. good citizenship.

Thus the child may be still more imbued with the ideals of

With these as with the others, we must notice his experiences and environments; what materials has he with which to work, what are the methods used in the home and what is the work of the parents. We still have the problem of unity between the home and school to keep in mind.

If the immigrant is in the region of clay, he may build a house of clay, molding the bricks in forms. Wooden boxes may be used if nothing else is available. In all cities, pasteboard boxes are common. Models of furniture may be constructed, for instance, from pasteboard, the patterns being given to the children and the model sewed or pasted according to the mental capabilities and motor activities of the children. Weaving of rugs, bags, blankets, dolls' sweaters and hammocks may be done on looms, these being made in the regular manual-training room, if possible. Very good results are obtained on cardboard looms. The standards for the hammocks should be constructed in the same way. Models such as receptacles for ashes, garbage, paper, and cans may illustrate the local laws. Draperies, table-covers, rugs, carpets, and wall paper may be printed from block designs carved by the older pupils. Stencil patterns is another form of decoration. Framing of the Perry or other standard pictures, selecting suitable ones for the various rooms, may be made a valuable exercise in patriotism as well as an exercise in developing artistic taste and culture. Artistic forms and construction should be given a prominent place in the work. Hallowe'en, Christmas, Thanksgiving, and St. Valentine's Day will be occasions for special lessons. This work should be correlated with

reading, spelling, drawing, and color-work.

Thruout the next two years, or the third and fourth grades, we have the same problems, together with the problem of the boys and girls whose minds have. not developed in the same ratio as the body. During the two former years we have the same problem but it is not so noticeable and may be settled with that of the immigrant. These children are ordinarily two or three years too old for their grade. They are physically stronger than the rest of the class and require more active exercises. They are the tyrants of the class, the ones whose interest is the most difficult to hold.

At this time handicraft of the right nature is necessary for the growth of the character of the child. At this period of his life he is intensely interested in all manual occupations. Learn to do by doing is his watchword. Thru this interest we can infuse a spirit of loyalty to the home, to the school, and from these to his locality and country. We can inculcate a spirit of responsibility and usefulness, as well as habits of good thinking. The extra physical energy will be worked off and the children will gradually gain poise and selfcontrol.

Tools and materials must be used, for these require the closest attention and this form of mental activity leads up to acts of judgment. The materials used must be of greater resistance. What more suitable material than wood,

material produced by nature and used in combination with tools manufactured by man!

The child's experiences must be enlarged. This may be done thru visits to mills, factories, parks, beaches, chambers of commerce, and commercial centers. In these places he will learn the value of community work, the results of law and order, and the outcome of obedience. His ambitions may be aroused, his ideals of life raised. At this period the child begins to realize the commercial value of things, else why does the boy sell newspapers and black shoes and the girl seek a place in a store or factory. Therefore he must be given something useful to construct, something that has a commercial value to him.

Again environment is an important factor. We must make use of the things around him. As yet his experiences are connected with the home, with play, and with games. The construction of dolls' furniture may be made a problem in making types of furniture in miniature. This includes a study of constructive designs and artistic effects, a training of the child in culture and taste. Again the framing of some of the pictures of great men, together with those of historical and literary value may be made interesting features. What pride the boy takes in framing the picture that he has studied in the classroom! With what pride does he point to the picture hung on the wall of his room as he tells his father and mother the story of it and how he made the frame!

If anyone doubts the value of handicraft in connection with games and play he ought to visit our kite contest held in late spring. The children gave more thought to the pros and cons of kite-flying than to any subject in their school curriculum. They learned more of poise, balance, power of the air, etc., than they would have learned in the graderoom in ten times the number of classroom lessons. All forms of handicraft require organized thinking. Organized thinking comes when the individual sets himself a definite task to do and then finds ways and means to do it. Too fine adjustment of motor activities must be guarded against. Thought value must be paramount to technique. Thought should always precede technique, for as soon as the thought value is gone, the work becomes purely mechanical. Thoroness and honesty in construction must be taught. As soon as the child sees the necessity, technique should be more carefully taught but should not be the end and aim of handicraft or of manual arts.

The discipline of these boys and girls in the workroom is still a mooted question. The kind of discipline that may be called good is well established in ordinary subjects but the most desirable kind is by no means established in the handicrafts and manual arts. Happiness is the key-note of all discipline. Let me quote the New View of Discipline-the name of the author I have forgotten:

A discipline that makes happiness first, that knows no repression but rather a guidance of energy from the bad into channels of helpfulness and good. Children are not bad. They only do bad things sometimes. Build up and strengthen the wrong-doer himself. Wrong-doing is the result of ignorance or disease and corrections may only be educative or curative, seeing the wrong only that it may emphasize the right.