Time Allowance for Manual Arts in Public Schools F vocational education is to realize its maximum degree of usefulness and service to young people it must become an integral part of a broad scheme of education. Whatever else education may legitimately do, it ought to undertake to prepare every individual to do his share of the world's useful work in an effective manner. Vocational education does not contemplate or demand any sacrifice of culture or of thorough grounding in general education. On the contrary, it can not accomplish its purpose independently of a broad foundation of general education. Discussion of the problems of vocational education has repeatedly emphasized the importance of the manual arts (drawing, manual train-' ing, cooking, sewing, and housework) as a part of this necessary foundation of general education. The importance of the manual arts as a means of assisting young persons to determine vocational aptitudes, and as a foundation upon which to base specific vocational courses, should be clearly recognized also. Attention has been drawn to these principles by the report of a committee on "Time Allowance from the Manual Arts," submitted at the annual convention of the Eastern Arts Association, recently held at Springfield, Massachusetts. The report, which follows, is worthy of careful reading. "In view of the criticisms directed against the subject of manual training, and in the absence of a definite and authoritative statement of the importance and function of manual training and its relation to vocational guidance and vocational training, it seems a duty of this association to express its judgment on these matters. General Statement. "1. This nation is evidence of agreat effort toward democracy in human affairs. The primary purpose of education in this country is conceded to be the preparation of individuals for citizenship in a democracy. The tendency of educational practices before the introduction of the manual arts was strongly against the democratization of education. "2. Manual arts work in the schools, despite its meager time allowance, has been a distinct contribution to the development of the spirit of democracy in education. There is at present a definite recognition of the principle of equal opportunity for all in educational practice. With a mere pittance of the time of the school program the manual arts subjects may claim credit for having established workshops in schools, for creating in schools a place of interest and activity for thousands who otherwise would have found little of interest to them, for developing in other thousandss an appreciation of the value of the fine and fundamental tools as well as an understanding of the wonderful mechanical processes by means of which man has mastered the forces of nature, for having maintained principles and practices of social service, and for having fostered the principles of cooperative effort in human affairs. "3. It is freely admitted that some of the methods used in the past must be discarded. It is time for re-evaluation of practices in the light of new industrial and commercial adjustments in society. It is conceded that adjustments are desirable along these lines: (a) Less formal work purely for development of skill; (b) industrialization of subject matter; (c) greater emphasis upon collective effort, and (d) a keener recognition of the vital relation of manual training to vocational training and guidance. Purpose. "1. The school is recognizing more and more that the fundamental factor in the development of the individual is experience. In the case of the child, experience, to be profitable, must be concrete. Materials must be manipulated in order to learn their properties; appliances have to be used to lear ntheir functions; devices have to be worked to understand their principles. "2. Actual participation in fundamental productive or constructive activities is the most direct path for the child to a real appreciation of his social-industrial environment, and this experience as an interpretive background will enable him to assimilate from books much that would otherwise fail to function in his development. "3. It is the fundamental purpose, therefore, of the manual arts subjects in school life to furnish to the child the opportunity for active constructive experience. The school should be so organized as to include the productive and constructive activities as a vital part of the system. life "4. This purpose expressed in relation to the divisions of school may be stated as follows: "(a) The imperative necessity for providing a motive on the part of the child for acquiring information and knowledge discloses the primary purpose and aim of the manual arts work in grades below the sixth. Experience creates a desire for information. Constructive activity demonstrates a need for the tools of knowledge. The constructive activities of these grades therefore must be considered as a vital part of the system and not as an isolated subject. The time allotted to the manual arts in these grades should not be less than 15 per cent of the entire school time. "(b) The specific purpose of the manual arts subjects in grades six, seven, and eight is to lay a broad foundation of experience and information that will assist each pupil to interpret the social forces at work in his environment, to the end that he may make a wise and intelligent choice of life work, and thus develop into an efficient and loyal citizen. This is the most effective kind of vocational guidance work. "To accomplish this purpose our subject-matter must be reorganized and industrialized so as to provide the possibility of a wide variety of experiences that reflect the vast industrial and social life of our country. Through this means natural aptitudes will be accentu ated; industrial intelligence will be developed. This program will provide an efficient substitute for the activities formerly obtained on the farm by every country boy. Furthermore, this scheme will accomplish all and more than is claimed for the so-called prevocational school, and in addition it forms a logical preparation for the particular pupil who enters the industrial-vocational school. "It can not be asserted too strongly, however, that this is preeminently the work of manual training. The vital relation that it bears to the entire school program distinguishes it from vocational training. It is the right of every pupil to have the opportunities suggested. "Finally, the experience, the training, and the broad sympathy of the manual training teacher combine to point to him as the one to direct this task. This is the plan that this association presents as a justification for its demand for at least 20 per cent of the school time for the manual arts subjects in these grades. "(c) Beginning with the ninth grade or first year of high school it is conceded that the purpose of the manual arts subjects may follow either of two diverging lines. For that large number who have not determined upon their sphere of life work the purpose of the preceding grades continues, while for those who have determined upon an industrial occupation the purpose becomes purely vocational. For the latter group, the time allowance should be at least 50 per cent of the entire school time. Conclusion. "This association expresses its convictions: "(1) That the achievement of the purposes of the manual arts subjects in the school program as set forth in this report is essential to the fullest development of citizenship in an American Commonwealth; "(2) That the greatest obstacle to the accomplishment of these purposes in the past has been an inadequate amount of time, which, according to reliable investigation has been found to average throughout the country less than 90 minutes per week; 66 (3) That one of the most pertinent questions for consideration by educators and laymen alike is that of adequate time which should be accorded the manual arts subjects in the general plan of schoolstudies in order to produce a balanced program of study and activity. "Furthermore, this association challenges a test of the program suggested, especially of that for the development of the purposes of manual training as set forth for grades six, seven, and eight. "Finally, we reiterate our statement of one year ago, 'that the criticisms directed against the manual arts subjects and their effect on the general scheme of education are practically nullified when reduced to terms of time allowance."" The report is signed by: William Noyes, Ernest B. Kent, John C. Brodhead, E. E. MacNary, Fred P. Reagle, William R. Ward, Chairman, Arthur W. Richards, A. W. Garritt, W. R. Gale, Florence O. Bean, Charlotte Herckner. THE TOWNSHIP INSTITUTE FIRST AND SECOND MONTH. 1. Civic Biology. "There was a child went forth every day, And the first object he looked at, that object he became, And that object became a part of him for the day or part of the day, The lilacs became a part of the child," etc. -Walt Whitman. Chapter II starts with a big word, Environment. It takes a lifetime to comprehend its meaning and force. Environment is always present and always changing. It presses upon the individual constantly. It affects the simplest organism and the most complex. It affects men and nations, but as men and nations grow thoughtful and develop ideals they, in a way, make their own surroundings, change their environment. We build homes, make them comfortable, beautify them, make the surroundings healthful and attractive, that we may be comfortable and happy. Improved cattle, horses, flowers, trees and fruits, are the results of changed environment. Music, art, architecture, and nature appeal to our senses, awaken our emotions and create within us new, ideals. The slum begets the slum. Profanity, vulgarity, and indecency be smirch and contaminate whatever they touch, especially the young who are peculiarly susceptible to the objective, the things they see and hear. In the school room, comfort, neatness, good light and air and a teacher with a strong personality and high ideals are powerful factors in forming the motives and character of the child. Incorrect language, bad manners, sloveliness, etc., may constitute the environment of the child. It is the duty of society and the family to make the environment of children as favorable as possible so that they may grow toward the good, physically and spiritually. The discussion on insects is very clear. But how many of these truths will ever get to the children in the schools? The silk worm, and a large number of insects may be studied in the school room, but better in the fields and woods. Here the children may see them in their natural habitats and discover how the feeding of the insect may destroy the crops of the farmer, or help to fertilize his fruits and vegetables and so work with him in making a living. The bumble bee, as it seeks honey in the clover blossom fertilizes the flower and makes clover seed possible. The honey bee seeks its food in the fruit blossoms and helps make possible plums, peaches, peas, apples, etc. These and other honey loving insects help man. The potato beetle lays its eggs on the potato leaf and the young feed upon the leaves, destroying the plant and make the potato impossible. In many plants cross-pollination is effected by gravitation and the winds. In corn the pollen is produced in the tassel and falls to the silk below or is carried to other stalks by the winds. The forest trees bloom early, before the leaves put forth so that the winds may readily carry the pollen from tree to tree. Wheat, rye, timothy, in fact all the grasses, are fertilized by the wind. (The wind fertilized flowers have neither honey, perfume, nor bright colors. Why?) Tissue is a general term applied to any part of the plant. An organ is a part of the plant having a special function, as the leaf and the flower. The cell is the biological unit, the miracle worker of the universe. It is through the work of the cell that all organic matter, whether plant or animal, is produced and reproduced. The cell has the power through its mysterious force to break up inorganic matter and endow it with life. In it are the mysteries of reproduction and heredity. The living active part of the cell is the protoplasm of the nucleus. Here the new cells are formed by the process of division or budding. The higher organisms contain aggregations of cells differentiated to perform special functions. In the brain are eleven thousand million of these cells, each with its own individuality, yet working with groups of others to make possible feeling, vision, hearing and, in the end, thought. It is the business of the teacher to make conditions favorable for the growth and development of these cells and to train them to work together for the well being and joy of the individual to whom they belong. The topics outlined for the first and second institutes are thor oughly discussed in the text. But many of these truths should be brought to the notice of the children. Seed sowing by the plants is a very interesting subject, and children will be delighted to bring specimens of seeds from fields and woods to show how plants sow seeds. In the woods may be found the linden with its winged seeds, the sycamore with its balls of ripened seeds, so light they will float on water, the bladder ash, the wafer ash and many others. In the fields and by the roadside are the dandelion, the milkweed, the ironweed, the golden rod, all but the dandelion having stiff stalks that stand erect and scatter seeds on every wind that blows throughout autumn and winter. Then there are the cockle burr, the burdock, the Spanish needle, beggar's lice and others that hook into the coats of animals and so are scattered everywhere. Any normal child will be interested in these splendid object les sons if he be started in the right direction. Let it be remembered that nature furnishes free to all the greatest laboratory ever produced. She brings to us bud and flower and ripened fruit, seed time and harvest every year, and fortunate and happy are those who are taught to see, appreciate and understand. The leaf is a wonderful organ; it is beautiful; its shade is refreshing. It is the greatest and only starch maker. It is both lungs. and stomach of the plant. The great fields of corn, wheat, oats, rye, barley, rice, potatoes, consist principally of starch manufactured by |