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Les diagrammes suivants illustrent la mdthode. 1 2 3 4 5 6 MICROCOPY RESOLUTION TEST CHART ANSI and ISO TEST CHART No 2 1.0 I.I 1^ 1" ||2.5 IL w === l« m 2.2 1- m 140 l«Mi 2.0 u 1.8 1.25 1.4 1.6 ^ APP LIED IIVMGE In c ■^~ "btii Ea-st Main -j-'^i^t ^^S Rochester. \e# tq.'v '4509 ■ I'iA '-^ i''6) 48; - C30C - Phone ^^ ; ""6' 288 - 598'i - f"a. Macdonald Manual Training Schools in Canada ILl^UiSTRATfiD m ■'^' i^-^*^:r;;Sv^'3MP9?^T:-:; Manual Traimng The Macdonald Manual Training Schools By Jas. W. Robertson The Ottawa Manual Training School By Albert H. Leake Reprinted from the April Canadian Magazine TORONTO. 1901 ..^il"' ~IK \\ ll.l.l AM I . MAC IH'V Ml) Sir William C. MacJoiKikl is a native ot IViiuc lid ward Island. For over forty years he has heen a resident ot the eit\ oi Montreal. He has j^ivon large- ly of his time, thought and wealth to the ;id\aneemenl of etlucation in Canada. His gifts have been hestowetl with careful ^lisceriinient. Since the real bene- factor is he who leads the people to exert themselves in right directions, thrice happy in his maimer of loving and helping his country is he who leads its youth to seek knowledge, ability and wisilom, and at the same time provides oppor- tunities whereby they are enabled to do so successfully. In iS()(), Sir William and Professor Robertson agreed upon a scheme, whereby it was hoped that Manual Training might be introduced into the public schools ot all the provinces of Canada. Sir William provided the necessary funds ; and Professor Robertson undertook to carry out the plan. WM^^^i^M^jm:^ 1 "^^yi" a«i^ " jL l"-^^ . THH MACDONALD MANUAL TF^AINING SCHOOLS. Diiirviii'' for (.'ii'iiiiii. / \IM\1R I TMI li:sror 1,'rcat -rv>utli ^ ' .irc ('pciiiiiL; lip \o C .iii.i».li,iii«. ill all dircL'tions. I Ikti.' arc wow rtioro pci'ple ill tiK' IViiniiiioii tli.ii! there were in the riiileil States at the be- i^iiiiiiiis,' Ol tile last eelltur\. What aiul how shall it he with L'ana>.la a luiiKlreil years heiiee .-' The ilireetioii aiul rate o\ proi,'ress u ill ikpeiul larj^^e- l\- upon the quality ot ciliuatioii Lri\e'ii ill the puhlie sehools. Ahilitv to see the eomiii!,' needs and piissibilities, and earnest labour in sympathy with these, are the talents whieh ^'■i>oil men have put at the service ot' their fellows in the past. They have not always been understood and welcomed in their day, but they cannot be dispeiisei.1 with ex- cept at the cost o\ stai^^nation and deca\' in the nation's lite. In its real nature a system of eiluca- tion is somethin;,^ i^reater and deeper and broader and hii^her than books and schools and etiuipments. These are only some ot its beloni,'ini,'s. If one takes the old Scottish p.irish schools as an instance : their merit and their power lay not so much in books and ret,''ulations as in the per- sonidity of the teachers aiul the prv>di- s,'ious enthusiasm oi the people in their appreciation of education. It is on such an intant^^ible social spirit in the community th;it every system oi eel - cation must rely for its vitality, vii,'our and etliciency. liniCAIION MOKI-: niAN IMOKMAIION. Schools, as we all kiu>w, are amont,' the means which mankind have used for conserving and passinj^ on the in- tellectual wealth of the past. Thev have the two-fcild use of impartini,' in- formation and training; the powers of the pupils. Knowledge is certainly t:v^C — ^' y . '■"-•'" *.::t .I'^LJ u irilll^ C" IL cm hardly he counted the main purpose of education unless that be .ils.> the ihief end ol lite. I'.ii be it trom me, si< c\.list espect liillv , ot kiu'u- leil^'e, or iil tlu' happiness u liu li the pursuit oi it briin,'s. lint at its I >t it can !ie only .i means \o an eiul L;t-- iter than itselt. The leariiiiis^'^ ol aii\ m'od thiiij,' reall) Uell. and endear o'lriiii,' to apply it carcUillv to thoui,Mit and con- duct, have a tine etfect upon character, liiey refine and streni,'^then it. I he point is that the learnint,' ami tlie ap- plyiiii,"- should i,'o hand in haiul. .Much has been said about the danger o\ over-educating tlie rural population .and thereby leading them to leave the larms. I do not think it is possible to over-educate anybods . On the other h.iiid, it is e.'isily possible and has been quite common \.o luerloail bo\ s .and girls as well as grown people with in- formation. It has been said, ;ilso, th.it the schools where book stuilies are the only or chief ones turn the children from contentment with occupations in which bodily labour pl.i>s an important part, .and incline them to leave rural homes tor cities antl clerical and professional pursuits. Doubtless, one of the many causes which have lielped to bring about .1 distaste tor m.inual and bodiiv labour has been the tiio exclusivciv book and language studies of the com- mon schools. I R AIMNC, IN St IIOvH s. Education begins with the child's life ; and although the sclu>ol \ears may be short it does not end w ith them. It seems unnecessary and wholly un- desirable that the school period should be different from the years which go before and follow it, in its intluence on ,.r:e vie » cioptitcijL oi some or trie niost important faculties. Before the child VAX {'A/. TRA/X/XC S(7/()(>/.S ^'Di's ti> scliiuil it is r iToiv iiif,' mosi ot its iiitu .ilioii In its sciisfs hrin^iri^,' it into iiiiisiKuis tcl;itiiii)sliip \sitli the m.itiTi.il WDtlil .iri)u!ulil, .iikI h\ iloini/ thii)i,'s wiili itsli.iiiils. Alti'i lioss ,iiij 1,'irls Ic.iVf stluHil most nt tiKin .irc rc- i|iiiri'il to ilo tliinijs with tlu'ir h.iiuls, ;iiul to r«.'Ci'i,'ni/i.- .mil lOiitri'l their rchi- lioiiships to the thiiiL,"' .ihoiit them. Surelv it is not l(io iniieli \o expeel that sehooliiit,', while imparting' inlor- m.ition ami iie\ eloplni; the i,'ei)eral in- tcUiijjnee, shoiikl alsii cultivate their senses lobe keen and alert, trainini; them tii repi'irt aeenrately and tully on what lies all aroimil thetii. None the less shi>uld their hands and eyes he disciplineii to obey readily and skil- fiillv the ilecisions of the mind. The systematic traiiiinj;' of the senses, of the hands and eyes, aiul obviously of the mind throiij.;h them, are some of the iibjects iif practical and maiuial in- struction. M.tnual Traininj^ is a means o\ developini,' mental, more than mus- cular, power; ,inil is not ;i short cut or a lon^ step towards learnin{.j a trade. I'l KI'Osl. O) I in lAIIOV. .A chikl is one ant! indivisible, .'ilthoui,''h in seekiui,'' clearness cif cx- pl.inatiou we speak ot the ln>dy, the emotions, tlie intellect ;uul the will. Sound eiluc.ition implies proi,'^ress in intellii,'ence, in practical ability, and in tlesire and capacity to work with iMhers for the f^'ood ci all. It involves the trainini; of the body and its senses, the trainiui,' oi the intellect, and the train- ing; ot the mor.il nature .also. .Manual Tr.iiniiii; fittinj^ly finds its place in such an eiiucation. it is a me.ins in the development o" moral as well as men- tal power. Hooks are only ;it,'encies ; ami there .are others no less suitable, indeed some o( us think that materials toi Is and exercises with them, plants instruments and exercises with them, are much more useful than books alone can be, particularlv durint; the public school aije of children. I'd cultiv.ite the emotions into an intellii^ent outi^oint; towards noble cniis, lO oc\'Civ^p iHc miCiicct in iis spiritual outreach and ijfrasp of verities. to li.ive these oper.itin^ in a soiiiiil bvHiy tr.iiiieil to obe\ the d>.i.isions ot the uill. itsiit (.piickened to sust.iineii ellort by lo\e ot the truth .and by tailh ir) the I'nscen F'luver which maketh ti r rii,'hteousiiess ; to brin^' about these nothini; lower, nothini; less is the purpose ot wortln education. II Mill Ks .WD I III IK' oi I u I . i'he le.icher is the prime power out- siile the pupils that makes tor j,'rowti» by leadinj, out their acti\ities in rij^ht (.lirections. Me uses metluids, proces- ses .iiid tlcvices ; but these are onK' means whereby he makes available ideas and ideals to stimulate, direct and 'lourish their minds. ideas and ideals for children are ijotten fn^n thinj,'s and from life more than frcim symbols, words and books. Iltlkiency in the all-round development of tlie child-iife is wh;>t we .ill want, and not the taking; up of a burdensome multitude of subjects to qualify lor pas- sinj; examinations. Consequently the school courses and methods shouKi be adapted for use in tr.iininj; the whole child harmoniously, it is claimed bv thcise who have had much experience th.it what is known as Manu.il TrainiuLT can supple'neiit book studies ;ind other influences in th.it tiirection. On the other hand, there is a d.ini^er nowa- days that too much may be made ot it and expected from it. .Any p.'irt oi education, which has been nej.;lected, by and by i;ets its inninj^s with a like- lihood of t.oo much .attention for a time. That may account for the enfeeblini; bookishness so manifest in recent ye.irs. Love of the t.isk put before the pupi' sets the p.ace tor his proijress. \n awakenini; of interest is the first step. Should not, therefore, the exercises and subjects for schools be selected ani.1 ;irran<;ed from those which children naturally love, or which in themselves arouse interef.t and awaken love f Surely school lessons and studies are incomplete or ill-fitting when a child may be punished for misdemeanour bv "cm*; ' Kcpr ii'i to Cv'iitiniic Tins" oric vm them. .Are thinj^s any more whole- "^m^ '"S^ff ^?S^-)^^!c5 '■^:^^ =f*r-- s .u.ixr.u. TKA/.y/xa scv/ools SOUK' vslicii tlicv arc distasiehil •' In (lie Manual iiaiiiinu: classes, punish- tnciit is Iclt uhci) a lac! is ]-iic\ cnletl from ucoiii^' on with his work. Is it not time tn ahaiulon the notion that discipline -intellectual, moral and phy- sical is tvi he s^aineil only throu<,di doint; what is disliked or hy rotVainiui; from tlo'ni,"^ what is at,Teeahle ? Ivxpen- ditures ot love h\ the teacln.-rs ow the pu]iils, h\- the pupils on their work, by the parents on the results of the joint elForls of" both, are the most precious as ihev are the most pi'tent ot all tactois and forces \or atlvancem iit. That is the more excellent was in education \o which the liquid of M.mual Trainint,'^ points. '\inderi,'-arten takes its name from two (.ierman words sii^nifyint,'' a chil- dren's i^'arden. It has come to indicate the method o\ te.ichini,'- and trainini,-- .and alsii the place where these are car- ried on. A i,'ardener does not turnish plants with leaves and fruit to be attached to them. lie does everythin*,' necessary that they may i^row. Since the virder o( mental s,'rowth is Desire, Action, Sensation, 'rhoui,'ht, the desire oi the child must be tjuickened towards an action or series ol' actions, hasinj.; an educational value. Thus mental i^rowth bet^ins and power is s^Mined. NOl 1 K.VIM SCHOOLS. Manual and piactical instruction (under the name oi schools oi industry) was athoc.itcd a cenlursai^n mainly as .1 means to fit the children o\ artisans to earn their own iixinj;' successtully. These schools w ere more i^-^enerally pro- mised in Ciermam' than elsewhere and weie v.o\ cducationaliv' a success. .Manual and pi.iciical instruction is now recommeiuled as an educational means for developing,' intellec'ual and moral .juiilii ies of his^h value in all children. without particular rei^ard to the ticcu- pations they are \o follow afterwards. It is not technical education, althouL;h it i^ives, dairint,"^ the porioil of i^eneral education, the necessary preparation wherehv anvone niav derive the full measure oi benefit from technical in- struction at a later ai,'e. |)1iii;i{i;ni i ko\i .\1'im than 51) schools. It is estimated that in iqoo the Manual Training cen- '^m^m'^^^m^t M'.;^ m i I lo .UAXr.l/. TKA/\/.\(i SC//00/.S trc". in l-lni,'l;iiul pro\ idcd ior tlic boys (Voiit .ibiMit 5,i)(i(^ sL'liools. At ;; t\pic;il mIiooI whitli I visited, tlic riunii was titti.-J with some twenty heU'.hes, e.ieli provided with about a dozen wouilworkini^^ tools. There was also ,1 suppK ot ^'en-ral tools tor the room in aiitiition to the partiiular IihMs on each bench. One instrnetor took cliari,'e of the twenty boys. I-iach boy atteiuleil lialt a day per week. Conse- t|iiently, the .Manual Traininj,' room in that instance provided tacililies for joo bo\s, there beinic ten lialf da\s for school in every week. iii:\i His .WD Momii.s. The benches are oi convenient heii^'ht and size, anti each one is fitted with a rack for the holdiiij,'' oi tools, and also with tools. Si>me of them are .also fit- ted with ;i simple tlevice for the holdini; oi the drawint,'-s, so th.it the work with the tools may proceci.1 w ith the drawint;;- in full \iew .ill the time. General class instruction with the aid oi ;i blackboard is i;i\en by some teachers in ;i liftoen iiiMuites' talk, befi^re the bench work of the halt-d;iy bei^ins ; and instruction is t^i\eii also to each oi the pupils in- *.li\idually as the work at the benches proceeds. .\ series of articles technically called " models " are made by the boys. The thinj,'s are articles of use, and are known to be such by the pupils, l-lacii one is wholly made by the pupil. When the teacher needs to ^ive practical de- monstration, he t;i\es it on another piece ot wood, and not on the piece on which the bov is uorkini,^. "It is not much le;'riiini,', but much iiUerferini;, which makes anvbod\ mad. ' v A I IK'I o\ 1 111 \I01>1 i.s. The pujiils make '.Ir.iw inj^^s of the models tiiim measurements, aiul make the vibjects Uon\ the ihawiui^s. In v.^-»Ml.j >..j| .i-tt>lw t !u' tu st obit'i"! !:> h.;' :^l;:i!;* is a wedt^e or tlower sij^k or plant label. riu'se iiui>lve I i ) cuttini,' to an ex.ict lenu;lh Ij) reducini,'- tii the pr>iper thickness aiKi width, and (^ makinj,' the same aui^les .is those ot the model. In other schools a small pointer is the lirst mod;' .md in others some object equally easily made. The first article is easily made ; the second introduces some slii^htly ditferent use of a tool or the use of some different tool ; and so they follow, arousing, traininj.^ and L^ratityiiii.;- the child as he makes all oi each one himself. ii.\m>-.\M)-i:m: i uaimm.. The .NIanual Training,' includes prac- tically as much drawinij \\ ith a pencil on paper as it does woodwork by the use of tools. It is really hand-and-eye training-. It is not in the nature of a new subject or study to be .added to an already over-burdened school course. It does not offer an unprofitable kiiow- leili^e of f.icts, but it does furnish nour- ishini,'' ideas. It is in the hif^hest sense a recre.itiiin for the nient.il powers ot the boys. Its purpose is to tr.iin the child with system and care to observe, to interpret, to construct and thus to express his thoutjhts. TIIH ItliVs I.IKK I r. The course of instruction lasts for three years, and each boy i^ives half a day per week to it. In some cases the Manual Training rooms are in the ordinary school build- inf,' ; in other instances, the Manual Trainiiii^ is carried on in a separate buildiiif.j-, which serves as " a centre "' for the boys from two, three, or more schools in the locality. I learned th.it the attendance of the boys at the Manual Trainiiii,'^ was more res,'ul;ir than at any of the other classes durinjj^ the week, and that discipline was luit hard to m;.intain. I observed that the children were deepU interested in what the% were doini^'. A casual i,flance o\ observa- tion w;is all they i^^ave to visitors. .\ spirit of earnestness, selt-reliaiice, care- tulness ill little thini^'s and pcrsever- I .. „,_.'.. ,1, .1,. . .1 1.- The teachers toKi me that in accuracy ot obser\ation and clearness ;md ex- actness of expression there was a noticeable improxement in the chiklren alter they had i^^oiie thi>'Ui^h the .Man- ual rr;ii:'inj^ course. A/AXCAL TRAIX/XG SCHOOLS 1 1 y 4 THK KHFORM IS FAR-REAi IIINO. This Manual Traininjj move- ment is only part ot the edu- cational reform which is mak- inj;f headway in Cireat Britain and other Kuropean countries. In i8()7, a Royal Commission was appointed to determine how far and in what form man- ual and practical instruction should be included in the edu- cational system of the primary schools under the Board ot National Education in Ireland. The report of that Commission is a most instructive document, in which they point out certain changes in other parts of the system oi national education which they think will become necessary with a view to the development of manual and practical instruction. The order in which they consider these changes, is as follows : Kindergarten, Kduca- tional Handwork, Drawing, Hlement- ary Science, Agriculture, and some others. IT UIl.l. .MlKi'T ALKKLLTlRi:. The Kindergarten system has already been quite generally adopted in many of the Canadian schools, and Manual Training is intended to include Educa- tional Handwork and Drawing. Ele- mentary Science is finding a place in many of the Canadian schools under the name ol "nature studies." Re- garding .Agriculture, the report of the Commission savs : M\M \1. IKAIMM; HKNUI IIMK \IKW MANIAI. TRAINlNi; BKNL 11^ F RO.S T VIKW " W'l- ilo iu>t think lli.it .i^ruiiluiro .is ,iii an, thai is to sa) pr.uliial l.irminj^, is a stib- ji'vl that proporly l)t'KMi^;s ti> I'li'mfiil.iry t-Uii- laliiMi. .-\l pifsiMil Itu- sIikIn lit svli.it is lallt'd thf theory ol .i^riiiihuii- is ii>iii|>iilsory tor hm s ill all nir.il sihiiuls, .iiul is liiiilily i-ii- ioiirai;i'il l)v iV-fs. But I'lir iMii|uiT\' h. is shown ih.il tills sillily lOiisists, lor tin- most part, in lommiltlnij .i loxt-biiok to mcinory ; aiui we have loiiu- to the i-oiKliisioii that it h.is litiie I'lliii'.ttional or praitiial v.iUu'. Wo roiom- iiUMid iiisti-ail liiat tlii> lOiirsc of |-"ltMmMit:iry Scii'iui- to be t;iii_;ht in rural sihooN should be so tranieil ;ts lo illiisir.ite the more simple siieiititie prineiples that umlerlie the art and iniiiistrv ot a^riiulture. We also reeoiiimeiiii the m- inteiiance .tiul extension ot school ^iir- ilens, as a means bv whiili these siientitic priiK'iples niav be illustrated and made iiiter- estin>j to the pupils.' The gift of $10,000 by Sir William C. Macdonald to provide prizes for boys and girls in the seed-grain com- petition is in accord with the recom- mendations oi these Illustra- tion School (lardens. The Progressive .Agriculture Branch of the .Macdon.dd Man- ual Training Fund has great poss'bilities of usefulness. Over i,5iK) boys and girls have entered the competition ; and there is no saying whereimto its educational influence may gruv. . KOVAI. lOMMISsjON ON THE SUEiJlA 1. The following are extracts from the fourth and final re- 1 2 MANUAL TRAIN IXG SCHOOLS port oi the Royal Commission already referred to. It was submitted on 25th June, iHc)8 : " In i-.irrvmi; out lhi> task iiiiposi-il upon us by M'ur Kxifllfiu y's lominission of January JS'li. '^'»7. Wf havf hail ninily-llirn- nu'ot- injjs, of whiili titty-st'MMi witi- siliiii^s lor llu- ri-ieivin^ n- sidi'ml ipialilicJ to ^\\c infortnalion on tin- niattiTS subniitteil to us, aiul we have visitoil c II) siliools, in iTii>st of wliiili we liavi- bail an I'pporlunitv of si'i'inj; Manual and Pracli- tal Instruction aitually icivfn. " " With a view to asiorlain tbi- i-xistini; fai-ts with ri-ijaril to Matnial aiul I'ractiial In- struition in Cicrrnany, IVanii', Swilzorlaml, and Holland, wi- i-inployi'd as our assistants to visit Ibi'si- countries, Messrs. Purser, Kol- li'ston. Hon.iparle \V\se, and llucbes-Powl- inj;. 1 Ik" reports of llu'se j^entlenu-n will be found in Appendix H. We have h.id the ad- vant.i^e, toii, of the assist.iiu'e ot Mr. M. I".. .Sadler, Director o^ Speci.il hupiiries and Re- ports to the CoinTniltee oi t'ouiuil on Kduca- tion. who w.-is kind iMiouijb \o furnish us with ;i inenioranduin on .Manual Tr.iininj^ for boys in I'riin.irv Sihoi'ls in forei).;ii countries. 1-or our iiiforniiition le^.irdiiitr sihools in the I'nileil Stales, we are indi'bted to the very complete .iml exli.iustive ri-poits issued by the L'niti-ii Sl.ites Bureau oi Kducalion. \\ <■ h.ave also had tlii' betu-(it I't the experience oi one oi our collea^iues, Piofessoi Kit/ijer.dtl, who took the occ.ision oi .1 \ isit to .Anu-rica, in the autumn of last \eai', to sei' some ot the prun.uv sclu>ols in that i-ounlry." KIsUI.I 01 INOLIKV. " .\ ft eic. ireful lousi, ler.it ion ol lliee\ idence laid before us. and ol the f.icts w liicli we h.ive seen fiir ourseKes, we now proci'i'd to report, in aciin slu'uUI be iiu Uuled in the sN'siem oi piimirv ediic,ili>>n v.iirietl out bv llu- .N.ition.i! I'.ducalioii Board in Ire- land. We m.i\ .11 oui c expiess our stroni; comiition that .M.mu.il ,ind Pr.utical Instruc- tion oiii;ht to bi' iuti oduced, as far as possible, into .ill -.chooN where il doi's m'l at picseiit exisi. aiul 111, it. ill ihos,- schools wluTe it does exisl, il out;lil lo be lonely ile\elopcd .iiul cMi'iulcJ. \\ f .lie s.itislicd lli.il siuh ,i ih.iui^e will not iinol\<- .iii\- dciiiiuciu lo the lilei.n\ eitucilioii ol the piipiU. while il will com rii>iu c i.ir^ei \ u> oevt-it-p liicu i.iiulins, to i|iilckcii llieir iiilcllii;eiue, ,iiul lo lil iheni bcllei lor I hi'ir w oik :n lite. Wmi . riie ( "oiiiniissiiMU't s \isiu-ii schools in liiiaiiJ. I'.Mul.uul, Nell. Old. Sweden .uul Pi mii.uk. KKASONS. " The considerations b\ which we have been led to the ^-enerai conclusions above set out, will be fully discussed in the seciuul part of this report, under the several heads ot M.inual and Praitic.il Instruction. But we think it will be for your Kxcellency's convetii- iMice, that the fjeneral sunmiary ot i>ur con- clusions should be here followed b\ a i;eneral summ.irv oi the jjroimds i>ii which they are b.ised. REASONS MAIM.V KDICATIONAI.. 1. •' First, then, there are reasons founded on eiluc.itional principles. The present sys- tem, which consists larj;ely m the study ot books, is oiu--siiled in its ch.ir.ii ter ; and it leaves some of the most useful f.iculties of the nmul absoliiti'ly untrained. We think it im- portant that children should be taught not merelv to take in knowledge from books, but to observe with intelli)4:eMce the material world aroimil them ; that ihe> shouUI be Ir.iined in habits oi correct reasimini; on the facts observed ; and tli.it tliev should even at school .iciiuire sonu- skill in the use oi li.ind • ind eye to execute the loiueptions ot the br.iin. Such a traininjj wi" rei.j,irdas valuable to .'ill, but especiallv v.iluable to those whose lives are to be mainly devoted lo industrial •arts and occupations. The j^ii'at bulk of the pupils .ittenilinjj primary schools under the National Board will have to earn their breail by the work of their hands ; it is then-fore impiirtant th.it they should In- I r.iined, from the bej;inmn.i:. '»^ use their hands with dex- terilv .ukI intellivjence. ki;aso.\s I kom i;xi'i:kh:ni k. 2. " .\exl, we h.i\e the piavticil experience of thost- schools in I'.ntfl.iiii!, Sii>liaiu.l, and o\\ the ciuiliiK-nt of l''.uro|ie, in which such a sys- lem .IS wi' lecomnu-nd h.is beiii .ilieatly in- tioduci-d and tested. The i-videnci- we have rcceivcil lUi this point, is .ibsolutely unani- mous aiul, .IS we think, entirely cotulusive. We have bi-en told, over and over a^jain, that tlu- introiluctiiiii of ni.inii.il ,ind prai tii.il Ir.iin- ini; has contributed greatly to stimulate the intelliifence of the pupils, to incn-asc their interest in school work. ;ind to m.ike siiuH>l lite j.;ener.illv brighler .and more ple.is.mt. .\s ,1 i-onsei|uenci- the sihool atteiulance is im- proveil ; the ihiUlrcn ri-Miaiii ,il school to .i more adv.inceil .ii;i' ; .uul iniu h I nc is ijf.iineil lor llic pur|)osi' ol educ.ilion. '• We iiu|iiirei.l parlicul.ii ly whelher llu- lil er.irv side of sihool stiidii-s re.idini;. writing, arithme'ic. i.;rainmar, and i;i-iii;r.iphy h.id suttercii an\' loss iiv tiie ciiaiik;!.' ; .imi liic .m- swer w.is iinitorin, that no siuii loss h;ul bei-n obsei\eil. In some iMses wc were .issurt-il ih.il llic lilcr.iiN' sludies h.id been posiii\e'y improved bv the inUiHluction of m.mu.il liain- inc. This ri'sult was acii'unti'il foi , partly In the incrc.iseil inlellii;ence of the ihildi en, parth bv the constant ch.inije and x.iiiety ot sm^ ^;r^.i^m^£i^ AfAXUA/. TKAIX/XG SCHOOLS «3 tlu'ir oci-iipations, many ot" llif most u>i-lul ext'ri;iso> bi'iii>{ only a kind of orK«nizi'il pl^v, and partly by llu-ir increast'd interi-st in tlu-ir work. "We roffard it aUo as a vory si^'nitk-ant testinionv to the valiu' of manual trainini;, thai wluMfVpr it has been once iiitrodiiied, it has, with hardly an exception, been lontinned and extendeil. There has been praitieally no disposition to \io baek to the old system, whieh made primary education a'.most exclus- ively literary in its character ; and after an experience exlend'njc over some years, there is a general consensus oi manairers ot schools, inspectors, and parents, that the yalue ot primary education has been jjreatly enhanced by the ch.in^e. A BASIS NEEDED FOR TECHNICAL KDLl ATiON. 3. " Lastly, there is a consideration of a practical character, which seems to us de- serving of no little weifjlit. A sironjj ilesire exisis throughout this country, and it is grow- ing stronger every day, l\>r the introduction of a general system of Technical Education. It is thought that a goi>d system of Technical Educ.ttion wo\ild contribute largely towards the development of arts and industries in Ire- land ; and in this opinion we entirely concur. But the present system of primary education is so one-sided in its character thai it leaves the pupils quite unprepareil for Technical F^ducation. The clever boys trained in the NatiiMial Schools, if the\ are ilisposed to seek for ;i higher education, in.iy pass with advant- age into Internit-diate Schools of the kind now geni-ral in Ireland ; but they are not fit to enter a Technical School, even if they h.td such ;i school , It iln'ir doors. .Now it seems 10 us the changes wi- revMuuiienil would go far to remeilv this ilefi'cl. The system ot .National Kducation, modified as we proposi', woukl give an all-roiiiul training to the f.icul- ties of the children, ;unl would thus lay a solid fouiulation for .anv system ot higlu-r eilucation — literary, siientitic or techiiic.il which might .ifterw.irds be found suitable to their l.ilenis and their t ircumsl.uices. ' TIIK (.MANGE TO UK t.KADlAL. " We think that the ihanges recomm.'iul.'il ought to be iiUrodiiced. lun all ii oiue. but gradually and tenl.uively. Thi-> should he tried first in tin' large centres, and afterwaids extended to more remote districts. It would bi- iiei-essarv, at the outset, lo engage llu' services ol experts, trom outside the piesent -.ijitV ;i>" the \;;!:0!!:;! K JucalioHii! Hoard. who>.e diit\- it wouKl be lo orvi.oii/e the clas- ses, .md 10 aid the liMchers with their counsel and instruction. Hut ue ha\enodi>ubt that this WiirU, .itler .i lUtK' time, could be taken up In tin- onlin.o y st.dV of the Hoard, .\gain, it is obviously impoitant th.it .ill teaclu rs should be trained in the new subji'Cts ; aiul the progr.imme ol the training Ciilleges must be frameil lo this end. •vith as little delay as possible.' CONlLlSION. " In presenting this report to yviur Kxcel- lencv, we ventuie to I'xpress our conviction that, if our recommendations b.- .iilopted, the system of edui atii>n carried out in the primary schools i>f Irel.tnd can be made, within a few- years, ver\ thorough and complete. .At pre- sent, no doubt, It is excellent in some respects ; but in other respects it seems to us seriously deficient. Insisting too much, as it does, on the study of bot>ks, it leaves the fai'ulty of observatiiin and other impoitant faculties comp.iralivelv uncultivateil ; and it neglects almost entirely th.it training i>f the hand and eye which would be so uselul to the children ill their after life, and which is now regarded both in Kngl.uid and on the Continent of Europe as an elenu-nl of gre.il impiirtance in primary education. "The development of Manual and Prac- tical Insiructii'ii, on the lines we have pointed out, will remedy these defects, and will not, we are satisfied, inflict any injury on the liter- ary education which is now given. It will quicken the intelligence of the children, brighten the tone o\' school life, and make school-work generally more interesting and attr.ictive. Willi the system of National Edu- cation modified as we propose, the children will be t.iught not by means vif books only, but also bv the more simple and elTeclive agency of things ; .iiid they will be better prepared for their work in life, which, \or the great bulk ol Ihem, must consist m.iinly of m.iiuial oecu|iatioiis. "Il is h.-irilly necessary to s.iy that the changes we have n-commeniled cannot be car- ried out witlunil aconsidi-rable expenditure til money. Hut we feel confident that the State, uhich so largeU maint.iins and controls the system of Natuii.il Educ.itioii m Irel.uid, will not hesitate to pnnide the iiecess.irv tunds lor improv iiig that system within reasonable limits. The progress of the people in wealth and material prosperity must largely ilep.-nd on the I'ducation given in the primary sihools; and to in.iUe that eilucation thoroiighl\ erti- cienl ;ind lit lor its purpose is a task, we sub- mit, wlilili may well be undertaken, in the Inghesi Interesis iif the Suite, whatever the iiecessar\ cost Tii.iy be." I liave quoted freely from that Re- port. I am t,'reatlv imJehted to it. I • • ■ ' • " _ - P r coiisiviei li pecrlCss >.\c!i aiiio!;^ . .t.- liamentary Blue Hooks f.-r the thor- ou^'hnessof its information. It.s state- ments are clear as sunshine, stronjj with words of wisdom, and conviiicini; as truth itself. ■wm .MODKI.S Oi nil-. IIKSl \1..\K^ ClUKSK I. Window WrJ^r,. H,-,ssw.-..d. J. Koiiiul riowcr Sti.k - l*itu'. i S,|iiarf Ivuli-r Piiu-. -(. Kouiul ixiilir Piru or M.iiu'j^ain . s. Siinari' l-'lowtT 'Mu k— I'ini-. -. l-ish l.iiu- WiTul.r Hinli. S. K.'iH- Sir, l.l'-r Hinli .T MapU-. ,,. Marl.li' H...irJ H.l^^^w•o,!. ii". FapiT knitc— Biri ii. IMK I'l.AN lOK l\\AI>.\. Tlie plan wliich the <;^enerosity of Sir William C Maotloiialtl o\ Montreal made it possible for me to adopt for in- troducinj^' Manual Training' into the public schools o\' Canada, was based very largely on the information and re- commendations of tliat Report. The purpose was tofuriush an object lesson ot Manual Trauiing in the public schools of at least one town or cit\- in cver\' province in Canada for a period oi' three years. Sir William provided a fund fully adeipiate for that scheme, inchKling the equipments o( benches aiul tools, the necessarv imjirovement ,i' .1,., _ . ,,,,^ ,1... ^ I.;,.;.- .-.f !!-..= ;;-.. structors and the expenses of mainten- ance tor three \ ears. The tinui is also sutlicieiit to permit the teachers in training at one Normal School in every province to receive instruction by tluMoughlv qualified instructors. rm: n.Ai ks in canapa. in choosing the places to recei\e the offer of these Maiiual Training schools consideration has been given to the advantages of selecting centres from which the movement could spread most readily throughout each Province, and most quickly and elVectively benefit its school system and its children. .Altogether, provision has been made for about 0,000 boys in the public schools and the teachers attending the Normal Schools to receive Manual Training during three ye.irs. Cnder the Macdonald Manual Train- ing l''und, 1 was able to arrange for .1.', .„ ..,: w \T.. I 'r,-'., :.,:.■,.» school at l-"redericton, N.H,, in .\pril of moo. The school authorities provided .i room. All the other expenses were borne by the Macdonald Manual Train- ing l-'und. A Saturday torenoon class 14 "-*"" i"y^ ' . ,^._.i^.^j^^:^'^,_. ^^W^-i^^i;^. MODKI.S OF TUK SKCXVND YKAR S CDl KSI, KlowiT Pol Cross — Pine. Hr.ukil-H.isswoiJ. Sm.til ilox- I*int'. Pin Uo»l- Mir.h. Knife i»r Hrrad lK\ird Pint* Soap Box — Pintr. Pt-n Tr.i\. or SpOi»n Hirch. |-'lo«tT Pot St.itiJ Pini-. HammiT Sh.itt -Uir. Ii or Maple Tr> Nqviarf Het'ih. for teacliers was also provided. It was taken advantag'e of and hiijlily appre- ciated by them. A Manual Training school was also opened in April, igoo, in Brockville, Out. The School Hoard arran^^ed tor a coinmodioiis room, and, as in Fred- ericton, the expenses were met from the Macdonald Manual Traininf.j I''und. .\ summer ci'iurse for teachers was pro\ idei! during the >ummer holidays at Brockville, Ont., and l-'redericton, N.H. On Saturday ioreiuiOM>, I'r ai some Other convenient time every week, classes are arra-ii^ed for the teachers from u hose schools the hoys t^o to the Manual Traininj^ centres. In Ottasva these clashes are attended by over 90, ;ind in Montreal bv over 100 teachers. Aijreements h.ive been made with the school authorities at the tollowinfj places ; and in them Manual Traininj,' has been made part of the public school course : — In Ontario, — Ottawa, Brockville and Toronto ;* In Quebec, — Westmount, The Model School, Montreal ; Waterloo, Knowl- ton, and Bedford ; In New Brunswick, — l-'redericton ; In Nova Scotia, — Truro ; In Prince I'.dward Island, — Char- k)lteltn\ii and Suimiit.-is.iiic, In Manitoba, — Winnipei,' ; In \. W. Territories, — Rei,'ina and Cali,'ary ; In British Columbia, X'ictoria ;ind X'ancouver. *In Turonui. 4 ii'iiitos ,>iil\. ^^:^- m^' i6 .U.l.Vr.l/. rRA/X/\G SC/fOOLS TIAl MIKs 1 KlVM AHKOAl). To introiluce this improvement into the school system of the various Pro- vinces of Canada, with a chance for the best possible results, it has been neces- sary to enj,Mj,'e teachers who have been trained specially and who have had experience elsewhere. At this date twenty-four teachers have been brou),'ht from (ireat Britain. Two in- structors have been enf,'ajjed from the United .States, and onu from Sweden. A few more will complete the number of teachers of experience required to bef,Mn the work in the various Mac- donald Manual Traininjj Schools. Sev- eral assistant teachers have been en- },'a>,'ed in Canada, wiio will have an opportunity to become proficient as full instructors. Special courses are also provided at Ottawa, Ont., and Truro, N..S., to train Canadian teach- ers to carry on the system efficiently and lhorouj,'hIy in all the Provinces, in M I Hh I illKli \ I AK s V iM K-.I. -•1. V>\f.M.l li.inu H.i-~«, .,■>!. .•-•. Kl.-ur S.-.v.p l!,r>li. -•,■ Slooi I'll.,. J 1 l."i\tl SlisjH-llillT l>irt ll, .■, I!.',-; l.i.k Hi,,i .., M.,pli-. .- Ax. II. i:., I,. 0.,1> ,r .\-h. .■:, i :,'!!.. ~ l\.i. k I'l'if. .•S. li.'.'i. Mi, ■:»>■> I'liH'. J,,, knil. |i,v I'm,-, ;,,. (N\'! si;,M\rll. I!.,,.k Sl.liui I 'ul 4s3i;-*r?iii;l^feSsv ". ii^'Ii '"-■;; ^Id MA.\L'AL TRA/.V/Xa SCHOOLS '7 tlie se.eral towns and citii.'-> where it w ill be taken up. Tlu' iiistriKtors appv>iiii jd as Direc- tors of Macdoiiald Manual TraininuT Schools in the dilVerent IVvninces, have proven themselves to be t'.ie ri;,'hl men in the rii^jht places ; and tiuir assist- ants also, by their character, their en- thusiasm, their ijualitications and their skill, have won nu^re than a continua- tion ot the tirst warm welcome which was extentleil to them alike by the pupils, the sehool teachers, the in- spectors and the p.irents. \\\ j^rati- tutle ,uid appreciation <,'0 out to all concerned in this most deliijfhttui ob- ject lessiin ol intellectual and social hospitality, mutually ollered and ac- ceptetl. row IK 111 oxiKcoMi: oi'.si aci.i-s. Manual Trainini.f de\eli''ps in chil- dren habits of industr) , and leads them thiHit^htfully to adjust their acts to desired ends. It begets a sense o^ responsibility, in respimse to which the child rises tc> the exercise of its powers in sustained etl'orts suited to its streiif^th and intellit,'ence. It brins^s about the mental habit ot appreciatiiii,' i^ood work for its own sake, and is quite ditTerent from th.it sort of education which c. isists in informinj^ the pupils about the f.icts within ;i ilefinite area oi knowledi,'e in order that they mav be ,d>le to pass examinations on the subjects mcluded within it. The so- called dull boys, who ,ire not quick ;it book-studies, have in many cases been found to show i,'reat aptness in the Manual Traininif part of education. It prevents them from beinic diseourai^'ed with school life, ,ind from feeliui; any sense <^^ inferiority to the quick children. It i^ives them h.abits M carefulness and makes them self-re- liant, hopeful and courajjeous. All of these are manifestly tnost desirable ctiucatuiil.il icsLiils. il IS also a sueitil- iii>;- and stren^'thenini,'- corrective to the quick and excitable children who be- come over-anxious about examinations on book-subjects. The glow oi satisfaction, from h.iv- ing done something well with one's h.iiuls, has certain stimulat- ind sirengthetiing ctTccts. Is o\v n ing it not the same as that which is revealed bv the sacred historian when he wrote: ".\iul liod saw every- thing th.it He had made, and, behold, it was very gin tL-* " It is a good thing to let boys and girls become par- takers oi this di\ ine joy in their own work. The happiness which springs irom the consciousness oi h.iving be- gun and finished ;i piece oi good, use- tul Wiirk by one's own labour, is more tli.ui a mental and physical tonic. In l.irge measure it .illies the worker v\ ith the Power that m.iketh for righteous- ness. It gives power to overcome ob- stacles ; ami the power to overcome obstacles in the path of material, men- tal, moral and spiritual progress is perh.ips the most desir.ible quality which can "ne acquired through educa- tion, " Tr-tii)i up a child in the way he should go : .mil when he is old, he will not depart from it.' si pi'i.Kvii \ r.vKv Mvri:s. 7/ic E'luipiiit'nt. A room lor .i siiii;!.' iciilri' to ,ieiominoil;«to twt'Tily lioys at on,- limo sliouiil In- not siiwilU-r lli.it (x)<) sijiiaro li'i-l ot tloor an-.i ; aiul 750 sini.irf I'eol is ,i Itctlor si/,-. || ^luuilii bo spi-i-i;illy well lij^liliHl. A , lo.ik room and Dtlll-r lOIUlMiioK tor o\i-rv twi-nly hi'iuh ri>OMi, ha\i- h,-i-n turnis|n-kl , is slated on tlu' lollowini; lists. Tho rooms h.ivo also lu-cii filtoi.! uilli luphoanls, loo! racks, and other Ct^n\'oiii('iii OS noio^s.ii v in stuh p!.iv fs. I'unl; i.ir Ell, Il !l,>nli. 1 l\iilo. I I •r.iwini.; Kiilo. I Slo\d Knilo. I Ci.lllUi". 1 1 r\ Si) U.I re. I j.nk I'lano. 1 Kirnior i liisol, eaih '4, '., 1. I Hotuh Hook. I I'oiu il I. onipass. , Ha; !; Sa^v I Marking Au I. I Hiau ini,'' Kii. I Hriish iiiul I look. 7"'ii-/., tiir the Rwin. 5 Smooth I'l.inrs. ', Fore I'laiK-s. S .Mallets. /I IS I/./.\7'J/. T/iA/.\/\(i S(//OOLS I l>i.i\\ Knit.-. I Mill.' Mox. .' Il \ *>.jn.it !■•.. 1 III.- (.'.U.K. S Si I ,-u I >i n i-i », siii.iil. J S. r .w I 'i u ,1 -.. I. II y f. I " I ^i|u.ir .'. I .1. Il ; .111.1 ; . S I- I. It I il.-N, s . S II. ill K, .1111. 1 I il, .,, s . -• S. I . III.-, , .,,,.! ,.n.- h. 111,11,-. J I- la! I .1.-^ .,.,,1 ,,,,.- !i 111.11.-, ( l>I,l. fs. :; H.-v.ls. ;; X.-iiI N.-ts. N W.....I.-II S|.,.U. Mi.n.'s. ( 1 1^11. 1 S, I .'W ^. ro Hr.i.l.iw Is, ..>%,. 1 1,-, I, liin.ll.-.j. J .!../. -11 Hi.i.l.iuU. 11, .1 h.iiull.-,!. J Slips I, If li,>,n;.-s. S S. r.ip.'is. 4 M.ii I isr ll.iuLji-s. 4 U iii^; Div ul.i s, ^ . 4 I'liu-iis. I t'llllill^ I'jilTs, 5 '. 1 I-lal IMi.Ts. 5 . 1 KoiMkI ll.lscJ l*lll-ls. -■ kW t.'.iiis. .'C'fiilrf Hils, .-a, h ', , -y, '_•, I.I'.. I .\u^.-r Uil . i-.uli ". . \ , > ,, I . , 4 l>nll Kits. -• S, 1 ,-U Ml i\ ,1 jilts. -• \\ .'O.I l'..lllll.-l sinks. I Iti'ii i.'.>iiiil.-i Sink, s l^il Stoiu-s. I K.ilih.'I i'l.inc. 1.1 I l.imiiUTs. J l-'ll IIU-I ( i.illl^.-s, .Mill I., ^, lu-\ . Illslii,.. -• l-'n ni.-i r.,.iiL;.-s, .M.-h ' .. i . i i^ , |h-\ . ,.ul- si.l.-. J C'lllsi-ls. ,' . ) |-'iriii.T I'lns.-ls. ' ,. J M.Mils,. ihis.-'s, ,.,i,-li ', iiul -,. I ll.-U.l ■ •. i I'.i.l s,«. 1 I'iiiii.l Si, Mil'. 4 Ki|i S.ius .tiui ) l'|-,iss. Ml Saws. i.s. I'. r,>iks. -' Spi;. I>i\i.l,rs. ,', t'lilliiii; 1'i.iul;.-s. 5 l"iiinl,-ls. I T.l.ll I'.l illlliT. -• H.-iil U.-iiim's. \.>. 1^, .Mi-li -. ,iiul 1. J Hl.uklio.-inl I .'ni|i,iss,.s. Tlie tollinx iiii;- is iho fvirm of iii^rec- mciil which li;is Hclmi used, with slii^ri,t moiiiticalioiis to meet local eoiuiitions : Tills At. Ki.i Nil- N 1 in.iilc til.' il,i\ ot . . iiin.Mi'i-n liuiulri-il H.i\\ .-.-11 Tlu' i;..,,i.l .-.I . . , . I'l thi- l-'lrsl I'.irt ami jatiu's W. K.i1h'iIs,\ii. ,.|' th,- Citv i>f l'*ll,i\v,-i. r<'in,'seiilini; ilu- .M.u-il.'ii.iKl Mamial iV.iiiiinii; '■ii"'l. ,ot tlu' Sei.->iul I'.irt. '.\ limp \s III.- s.u.l |v-irt\ ,.| III,, s.., ,.n,! ^,,^,x_ .-.. iini; ..n l.,-li.,l( ..| i|„. \|,,, ,|,,ii,,|J Mniin.,! 1 laniiiii,' I- in. I. Ii.is i.-,|ii, -:, ,1 tl,.- s,,ul U,,.,,,| ti> i-sl.ililisli ,1 i,.iiii,-,,r , ,-iiir.-s ..I .-.ill, .III,. n "illi 'II.- I'I'l.'i ' .'I v^iMiii.; II. 111.- I'lipils .■! . .Ill .\\ Iiiimi.>Ki ilus .\t;i,-.-iii.-iit \Miiu-ss. .Ill 'III' III . ■•lisi.l.-iali.'ii ..f 111,- pi, .Mils, s .iii-.l "• 'III' iiiiiln.il . ..\..|i.iiiis li I.,- us,-i| .IS .1 iii.iiiii.il li.iiiuii),' sill,.,, I |,n- 111,- I, -1111 ,•! tiir,',' \,-,irs. I,, li,. , ,>inpiit,'il tioiii J. 111.- s.iul p.irtN ,.t 111,- s,', ,.n,l p., II sli.,11 al Ins ,.\Mi ,-xp,-iis,- fi|iiip Ilu- sai,l i-,...in ..r r.>,>ms Willi .,11 n,-.-.-ss.,|-y mat, -rial ami app.u- .iliis .-IS to him shall s,-,-iti riijlit t.ir tlu- piiip.-s,- .-I su. li m.imi.il tiaiiiiiijj, ami .it the ,-\pii ,ii u>ii i>i .-llu-r ,l,-t,-rmiii.-itiiin nC this a^r,-,-im-iii, siu h niati-ii.il ami .ippaiiitus sli.ill l),-l,.iiv; t.» .iiul Ih- .It 111,- ,lisp,is,il ,>t tlu- s.iiil p.irly ,>l llu- s,-,-,>ml p.irt, IT Ills siu,-,-ss,.r as r,-pr,-s,-iit- iiik,' tlu- s.iiil .M,ml,iii,il,l .\l.-iiiii.il 'li-,-iiniiiir l-iiiul. ;,. Tlu- s.ii.l p.irt-.- ,.| tlu- s.-,-.,|ul p.iit sli..ll .1' Ills .nui ,-\p,-iis,- p.iy ,-ill ,-,.sts, . ll.irii,-s ;iiul • •\p,-iis,-s in ,-,timi-i-tiiiii with ti-.i, li.-rs' s.-il,ni,-s .111,1 ,-Np.-iis,-s ,i| ,-,|iiipm,-nt. 111, tint, -M.-iiUf i-t i-i|iiipiii.-in. ,111,1 111, It. -II, lis r,>i- lis,- ,.t piipiis. 4. Ill ..IS,- ilu-i,- h,- II, >t .-, 1,1, -III ,11 mollis in 111.- pr,-niis,.s ,.| tlu- s.iul M.1,11-,1 sintahl,- l.ir in.inu.il ti. lining, when tlu- s;iii| M,i,-iiil pr,,- \ iili-s .1 1.1,1111 ..i- I,... Ills iu>l in thi-ii- pr,-mis,-s. tlu- s.iul p.ti'v ..| llu- s,-. .,iul p., II shall i)ay tlu- ,-\p.-iis,-s ..( till- i.iiiii.n .'I- ,.tlii-r I .in-t.iki-r .iml .It li>,'liliilj,-- .m.l lii-atiiii,-- tlu- s,i:,l r...'.iii .-r r.ioms ; lull ulii-ii .1 r.i.-iii nr r.>.ims in tlu- pn-iiiisi-s lit till- s.iiil liii.ii-,l ,,!,- puniiU'il U-^v iii;iin.;il tf.iiiiiiiif tlu-n tlu- s.iid Uinnl sh,-ill p,i\ tlu- >'xp,-iis.-s of till- j.initur ,i|- nihi-i lari-t.-ili-r .iml .>t iii;htini,'- ,iml lu-.itini; nt' tlu- s.iiil iihiiii or rooms. 5. rill- pupils ill -.-nil m.inu.il tr.iininc ii-nirt' .11,- 1,1 hi- iiiuit-r till- lOiilrol of tlu- Siliool Ivi.iiil .IS to ,ilt,-iul.inii-. ilisi-ipliiif, .-mil .ill ,Mlii-r iii.ilti-rs, .IS in tin- onliii.irN s, lio,il r.v'ins. i>. I'lu- eourse of iiistriu-lioii sh.ill In- ,-ii-i-,-pi- ■ ihli- to till- Sihool H.i.inl. 7. In i-,-is,- .-.f .-.iiy (iiil'oii'si-i-n iiit1iiull\ orilit- t.'i,-n. .- .irlsiiii;; hi-twi-i-n the ,lirfi-l..rs or iti- stiiu-ioi-s in m.iiHi.-il traiiiin^r ami llu- Sihool .\iillu>rilu-s, it sh.ill hi- r,-t'err,-il to.i Coiiumtti-i' . ..iiip.is,-il ^^i (lu- ii-pr,-s,-nl,iti\,- of llu- .\lae- lioii.iiii M.inii.-ii Tr.iiniiin ImiiuI ami two iiu-m- hi-rs .ipp,iiiit,-il by the Hoanl. I.N WllMss WiilKioi till- s.iiil no.inl .^'i li.iN I- lu-n-unto si-t ihi-ir c'.ir- p.'i.il.- S,-.il \nul,-i tlu- li.iml of tlii-ir C'li.iirm.tn ami Si-i-n-l.iry. ,iiul llu- s,ii,l p.irtv A tlu- s,-i.iiul p.irt h.is lu-ri-iiiilo si-t Ins liaiul .iiiil seal. )^^mk^ -ig.' mm -;^OJr- MANUAL TRAINING IN OTTANXA. /.'r .;//', // //. /.,,/ D.'lll/.'r :'l til, .1/,/. ,/.■////,',/ .\/,l)ll Si /iiiii/s I II (.)ll III I I ', In, \[\\r\l. Ii;iiiilii- Sclu'.'K u.tl- *'^ l>Mtii,tlly opoiuJ ill l.>li,i\\,t. OcX. jjlh, MMHi. by tiu'ir i ',\i flU'iu ii.> tlu- I ii>\ ri iii'r-( iciu r.il aiul llic LiMiiiUss nt Miiilo. M.iiiii:il I r.imiii;^ vi.'ntr>.'s .iri- iun\ litl vi.1 tip III I 1k' I ii\ .IS ti'lKnv s :- I hi\'f piil-'lic -mIuh'K All liibald Sli\ii, Ciiiihi iili^o St red ,iikI (ii.M;,'!.' Strait h,i\i.' i.u li a room tor i\viiii\ l->o\s. Tlu' Moi.k'1 School is |Mo\ikki.l uiih tlic saiiK- .u i iMiinioilatioii, .iiul an oiilsitlo icnlri' is liitcil tor s:\iy Inns in iIk' Oliawa Anialour Atlik'tii- Assvicia- tion rooms, as hciiit,' oasv ol aiwss for tliosv parts o! the iil\ not otherwise pro\ iileil tor. The l->i\\s are ilr.itteil trom the pub- lic sehiH'ls ill classes aiui alteiul either i>iie torenoiMi or one .itteriioon [ler Week. The cl.iss^ atleiKlini; llie leiilre on Moiulay forenoon will .illeiKJ the tollouini; week <^\\ the same ilav and at the s.mu' time, aiul so on throui^'h the ten halt-tl.iv sessions ol the week \ov c\ery class .it teiuliiii,'-. The bo\ s in some cases proceei.1 to the .Manu.il TrainiiiLT room Llirectly trom theii homos, iM, what seems the better plan, march from the school uiKler the iharj^'e ot a teacher or the lapl.ain \vho is electeil b\ the biiys t hemseU es. The c.i]itain leads the boys intii liie riHim, ari.iiiLres ihem in bench order and marches them to their .issii^Mieil bench in the ri'om, which bench 's ke|it lhroiii,'lunit a boy's attendance at the chiss. 1 his method 1.1I procedure iiiiiuces a spirit which is beneficial to the lio\ s and iielpliii to the work. •rK./.llOrnl!!- ■.;■-.si;^:l !:i--I-- :•.■.-.:'.'. .• -;: to ii.j;o, aiul till' attornoon session trom I . ",0 to /vj;o. .\cconimo«.l.ition is proviiled in the city tor i ,400 bo\s to receive one lesson per weelv. K.icili- ties .ire pro\ ided for e\ery boy from Junior 111. upwards to receive this ir.iiiinii,', :md it is hoped that liebTe m.iii\ moiilhs h.ivi.' elapsed a pielimin- .ir_\ ci'urse will be arr.iiit^ed tor the _\ouii-et boss. Alrv.,idy c.ises li.i\e .iriseii wheie .1 ilass when i.;i\en ihe opti>>ii o\ t.ikiiii,' a h.ill lu'lidav or at- teiidiiiL^ the .Manu.il Tf, liiiiii^'^ cl.iss, h.is almost un.iiiinunisly ciuiseii the Manual I'rainiii-. The .it tend.inc.' h.is been u;i .'til\ ill-, .iiid the I'liiicipals ,^f the schools li.i\e expressed the opinion that the attendance at the oidiii.irv scluHiJ work h.is been materialK im- proved I'win 10 the .ittraitioiis ottered b_\ this tr.iiiiiiiL,'. A reconi oi the .ittend.ince aiul work ot each boy is kept, sii that an\ time the prot,'ress ot an\ individual in.iy be seen. I'iach bov is provided with an .idjust.iiile bench and a com- plete set ol bench tools, placed in a rack at its back, while rtMind the room are .irrans^-^ed the tools not so fre- quently rei|uireil. In .idilition .1 separ- .ile pii^eoii hole or locker is iriveii \o each pupil in which to keep, from week to Week, his apron, his drawini,'^s nul his work, and tor the neatness and tidiness, oi which he alone is respoiis. ible. At the close i^t ever\ lesson e.ich l'i\\ sweeps down his bench and re- places in its proper position everv ti>ol he h.is iiseil. The rrinciples of construction and complexity oi too! operations. I-;\erv model is made from a fully dimensioned drawint,' previously prepared by the 20 — t: 7 f. * -t I/JAV.J/. Th'.\/.\/\G SC//l)U/.S hoy liimsvlt, tir-^t to tull -^\/x- and latiT on to ;; Ni ale. .\i (.'iirai\ ot U'riii anil mc'asiin.'mciit i-~ iiisistctl on tVom t lu' iomiiuni\ MKiit, and it is surprisiiii; to tind liow soiiM a iail becomes dissatis- fied with anytliinL,' jiiii tlie best he can piiuiiue. N'li work is accept- eil that a biiy does not conscien- tiously believe al tlie time to be bis best ; and wiien a lad has maiie, sav model ^, he olten asks to be allow- eti to make miHJel J (uer MLTain, ha\ inj,' tliscovered liuiiiii,'- the makii.j,'- of num- ber ^, laiiils in number ^ o\' uhicii he was niM belore aware. 1 he llrst lessiM) necessarih' consists ot an expl.mation v^t the rule and its divisions, wlKthei ,,.etric or l-lni^Hish, practive in i.lr.i\\ iui,' iiiH's of L;iven leni,Mh, tirsi witluMi' the rule and after- wards with, .and the iirawintr .also o'i simple element. iry tiijures to i,M\en ili- mensions. .\lier this the bo\s aie taui^ht b\ an >.\.imination ot the motlel itsell and the iiisirnctions vit' tile teachei' to |-ire|>.ire a simple workini; tira\\ini,^ Line by line the model is dr.iwii upon the blackboard, the bcu s pointiiii,-- out as tiie work proceeds tlie actual line ol the moile! represented bv the line ^'iw the board, so tliat when the lirawin^,' is finished the boys have a clear mental picture ot the iibiect they are required first to draw and then to make. .No mere copyiii}.,'- oi draw- in^-^s is allowed, and to prevent this and also to test the elliciency of the instruc- tion, the drawiiii,"- is erased and the dimensions oi the \;irious parts <,ri\en, anil from these .uid an examination oi the model itself the hoys are expected to produce a diawin<;, fully dimension- eii, trom which the model can he maiic. At otiier times they are allowed to measure the model t\ir themselves and make tlieir drawini,'s froin their own measurements. In addition to the models compris- ini,' the ditlerent courses, suitable object lessons are i,Mven on the j,'ro\vth, de- tects and ch.ir.icter oi the ditTerent timbers used and tlie construction of the tools employed, and in the .e lessons care is taketi that the boy has an actual specimen o\' the wood, or tlie actual todl in his hand, so that upon it he may exercise his cvn observation aiui iudu,Miient. I he loursi'v, are .irrant^eil as tollow s ^10Il| I.. I. We.le''. KiMiiul II. "An Sink. ;. Si|n.iir Kiil.T. ). Kduiiil Iviiifi-. 5. St|n.in' I l.iu v\ Mil U. (I. Ii;.m\ I'me. I^.issw lUui. Hircli. I'ilH-. iMreli. HK AW l.vc. Simple e' vations. \\ (irkinij tirawinijs of ilitferent sl,ti;es. l-.onu"trie priijeilioii. Pirtei'onl staj^-i's. I'l.uis and ele\alii.iis. Pl.llls .liul lOoV.ltiiMls. I'l.ins aiul eli'vatiotis. Klevation, plan ami ciul eiov.ilinn. Pl.ui .iiul flev.ilioii. Hireli or M;ilu->^,in\-. ('leoinrlneal const i-uet ion. //;, Srro'ii! Y,,tr. Moil.U aiv. Klouei Pol Cross, Wall Bnuket, Small Hox, Pin Howl, Kmte .1 Sl,v\,- Poai.l, So.ip Hox, Pen Tr.iy or Spoo.i, Flower Pot Stand, Hammer Haiulle ■ uul 'I'|-\ .Sijiiare. /'/.■(■ /'//(>,/ Y,„rs Models .ire, Oxford Frame. I'loiir Seoop, S,ool. Co.it Suspender, iieol jaek, Kook Maiuk (.lollies K.uk, ,\x,-li,iiKile, Hook Sliehes, and Knite Hox. .Althouoh It IS loo soon to speak o{ yet the absorbin^^ interest displayed e pe: .-iLiiie;;; e;:e.;:- cr inc trainii'ii;, ii_v iiie l'i>_\s, w iio are lakinj; to the 24 MANUAL THAI XING SCHOOLS wiirk in a m.ir\cllou'.l\ intollii,^i;iU in;in- has been toi> lonj,' nef,'lected. The ner, and the iin.iniiiKuis apprinal oC hope ma\ he expressed that in the tile I'ublie Silunil I'rineipaN. point tii near future everv hov in the Province the taet that lliis ^■c^urs^.• ot trainint,' will lia\e an opportunitx afTorded to (niu to (."anada alone) is appealing,' to him of reapiiiij the benetits which this thai side of a '\\\ 's de\ i lopinent uiiich practical education can yi\e. M^^JM M^S