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Tous les autres exemplaires originaux sont fiimAs en commenpant par la premldrn page qui comporte une empreinte d'impression ou d'illustration et en terminant par la dernlAre page qui comporte une telle empreinte. Un des symboles suivants apparaitra sur la dernlAre image de cheque microfiche, selon le cas: le symbole — *- signifie "A SUIVRE", le symbols V signifie "FIN". Les cartes, planches, tableaux, etc.. peuvent dtre filmis A des taux de reduction diffirents. Lorsque le document est trop grand pour dtre reproduit en un seul cliche. 11 est film6 d partir de Tangle supirieur gauche, de gauche i droite, et de haut en bas, en prenant le nombre d'images ndcessaire. Les diagrammes suivants illustrent la mdthode. rata 3 telure. 3 32X 1 2 3 1 2 3 4 5 6 fii REPORT -ON- anual Training PRBSENTBD TO THB orofito Public School Board -BY- JAHES L. HUGHES Public School Inspector December 20th, 1900 MWfc*'fii.»rt«'«^-..."-"^fM *■'-"■» ■.*.«....*.- 4(»i.x^..«w-i.',' '...-.-w*3r;-i dk OuplM PreMboard Pamphitt Binder REPORT ON MANUAL TRAINING. To the Chairman and Members of the Public School Board, Gbntlbmen : As instructed I respectfully present the following report and recommendations regarding Manual Training : As the words Manual Training are used to desci'ibe widely different phases of work, I wiph to make the meaning in which I use them clear. I do not mean schools or classes in which pupila are taught any particular trade, or in which they are specially directed towards one occupation more than another. _ While school life should qualify each child for its highest success in practical life, it is clearly not the function of the public schools to teach trades. To do so would be improper for two fundamental reasons. It would influence all children unduly towards one occupation, and it might unjustly affect the condition of those now engaged in the trade or in similar trades by creating an unnatural and unfair competition. Every subject on a school programme has two sets of advan- tages, if it be worthy of a place in the course of study. It may be approved for its educational value, or for its economic or practical value. There should really be no opposition between these values. The most educative subject should be most practical in its influ- ence, and the most practical subject may be made most educative. Manual Training, as its name indicates, includes various kinds of work with the hand. It is really in all its forms a method of expressing the ideas of the child with material things in construc- tion or representation. Whether the child works with paper, or clay, or cardboard, or wood, or any other material, he is aiming to produce something in visible form of which he has a definite plan J m- -T'w-,'7'^' ■mnww 4 in his mind. The plan may be original or it may be the result of the teacher's direction or explanation. His plan or pattern is first drawn accurately to scale and then cut or moulded into the required form. The plan may include a complete article of simple form, or it may represent a single joint or other step in the construction of a complete whole. ,'Ehe sequence of lofjical steps in accurate con- struction may be arranged ks definitely in Manual Tfalil^ng, as the steps in Arithmetic or Euclid or any other subject. Man vial Training is, therefore, in this report, not to be under- stood as a system of trade schools, or as something to be taught chiefly for its economic value, but as a system of definite self- expression with things ; as formative, constructive salf-expression. I The "occupations '* of the Kindergarten Are really a sysi!;em of Manual Training adapted to young children. The child before he goes to school works at making things with every kind of material available inside or outside of the house. He makes mud piei; and is most happy when he is constructing things with dirt, or clay, or wooa, or bricks, or stones, or whatever material he can find. He loves more than anything else to do something to re-constiuct his environment ; to make things ; to transform things. When, too often, he uses material that his parents do not want him to use, he does so simply because he has not been provided with proper materials suited to his stage of development. Even when he is destructive he is acting in response to his divinely implanted tendency to transform things. He should never lose his tendency. He should always desire to improve tilings in harmony with his own conceptions. When children become destructive instead of constructive their parents and the school authorities are to blame. The same powers that make them destructive would make them constructive, and at the same time give them great happiness, if they were supplied with suitable material in sufiicient variety of forms. xFrosbel gave a large variety of materials to the child in the iCindergarten in order that he might continue in a systematic and progressive manner the constructively productive work he loved so well to do before he went to school. A correct system of educative Manual Ti-aining should be logically based on the work done in the Kindergarten, and should bo adapted to the age« of the boys and girls, too, as they grow older. vHNMiiMMBlca£:!;s' 5 The followinK is a summary of the chief reasons for intro- ducing Manual Training into the schools : (a) Educatiye^MOiia-i— - A subject may be educative either because it gives added knowledge or culture, or because it develops the brain itself and gives greater power, especially executive or outgoing power. Manual Training is educative chieily becaui°e of its use in the development of power, and this is the most important function of education. It develops the brain bocjiuse the mind is called into activity in guiding the hand. It cultivates the motor or executive power of the mind because j it necessarily calls upon the mind to create ideals and to guide the j hand in making these ideals in material form. The child does not merely take in knowledge and make it over into new intellectual fonns : he constructs things outside of himself in harmony with his ideals or plans. This is one of the most important kinds of true education. One of the chief reasons why so many pupils are lacking in independent power, when they leave school, is the fact that their work in school has been chiefly the taking in of know- ledge, or at the best, the making over of knowledge into new forms of thought. The working out of knowledge in some practical way is the only sure way to give it real value, and the only sure way, too, to fix it clearly, definitely, and availably in the mind. The average young man has less tendency to achieve his purposes than, the cliild liHS. It is a serious charge against the educational sys- tem of the past that they have made adulthood less effective than it should have been by increasing the tendency to acquire know- ledge but reducing the tendency to use knowledge effectively. The child's tendency to execute his plans should never be lost. Nearly all the school processes have in the past tended to develop a one-power brain. Real education must be gained by "making the inner outer." The complete process of education means \ primarily the enrichment of the inner life of the mind, but the ' circuit of power is completed only when the inner after its | enrichment is wrought out independently in some form. The more \ p >6 r I — moce8BQi3 by whiqh ^he \nuei' may become the outer, i(hA better ; /the broader and raoro con^iplete the training of the mind will [become. Manual Training offers many varieties of opportunity for motor or executive mind training, and it is therefore of vital importance in the training of an independent, original, ^If-reliant race, with power to initiate and accomplish new ideals and plans. Jt ti^in Bi tbeolyBOfyjtfvt j^yirQCfi. .Children loq^ f^fLfj^xuXly and iMe definitely ,on(y wh^n %i}»y axe .Ipoking ox ^xafu^lUJ^e with a clear end iiiter«a;tiu# purp^pe. Tbisy Qbi^erv^ i^pd e;iiLpiii)e most ilofinitely i^^db^n itbe ^lotive is |heir , qwn, , and espeQi,al^ .wlien the complete accompliHliment of their purpose depends on accurate observation. Most of the school processes develop the power of slow >ud partial observation in response to the teacher's ^uggeG^tions. Manual Training aids in definite, independent and purposeful observation. Jt de velops the power of judging in regard to size, form, and ^the relationisnip prparts.to wholes, and on this account it forms the bc^t possible basis for mathematical culture. The developn\ent of apperceptive ;Centi;e8 of. sjze, fo^m, and ralationship in the^ninds pf ,j(he chi,ldimis the true ba.sis ^or mathematical power. lUifi^Pfl te^9J»^ftSS'iCa*e *»^i?fi^!j&e «iOftour .eduqfiti9n wot^d liie yOipjite4- rTtipflie.*^re.,t^e ,duiigst chil^^ten ^s fi. cl^s .^Jbphave Jy^d .]eiii,8t,9j;]^por^ujiity for the ^auufil .work of childhood before t^ey , came ,to.§(;hpol. Manual. ti;aining continues in a systematic wa^y t\48 fame fun^aniental process by which the chij^d's mind,w|^s trained in exiEict Imowledge apd defi.nite thought po)^er b^ fpre i\e went to ^phpol. The middled condition of many ipi^n^s J,esui^|» jna^inly from the lack pf a.clear,a,nd definite body of \^<}^v^i,^&a.\j;^fi lorm^ in qarly life. Manufil Train ing^accompli^ea ijt8,|)e8t,)5rork j)ftforo t^^eftge.pf thirteen. jJiSl§gJSL ^ develqpy eqt ,pf j^he jujjijrpr of |ij^ggji<^, fij^e j^welr to^ye qgit^gglr a^ is .|je bftggsjjf ■^B^ t wf B-i ' . .wtwa wii dtaM in T^" ■?» IP. ff^'Hv A better i lind will (ortunity of vital If- reliant id plans. \iXly and ; with a f)e roost vhen tl^e accurate 1" of slow {ei^tions. irpo^eful >rm, and . ft brms the )n\ent of iiinds pf Dafo4sof as frcujp ihem .or d UQli^^O at bpn^e oi\ld lite ave Jjftd jre il^^y tic w^ Ind ■ Wf<8 efore^l^e all real inielleciual progressx It is hard for young children to glt% aittiUtlun to b00lt8,?rf1orknow lodge of any kind, vh'f n it it com* raunicated as more abstract knoWtedgp. Attcntioti dtlp^nds ofi interest ana young chiUlron are not nattirnlKy int^f6tted in bookf or abstractions. They like to deal >^ith r^:il thingii, dnd th^y liktf best of all to use real thingn for the purpose of ihaking other things they need in carrying out thoir pliuiA. 'fhi^ do^peSt of lill their natural interests is the surest basis of prddnctife att€f)t?on. 86 Manual Training is logically tho beSt sohrfcfe of irt^OrcSt^d attention. Even ^hefi childreri are did enough i6 be inteirfested iil books* Manual Training id of great importaheo in cultivating the power of attention beoauii^ i^ forms such a distinct variety in the #ork oi the ebild, aticf variety 6t woi-k hh\p6 tsbehi]^ in 8tl»t«ihiMg interest. But even real things, however intcresling iii therrieelvts, soon lose their interest, if they are used as object^ to be dnlj^ 6lAmin6d or studied. Appropriate things suitable io thii stk(i^ df & child*A (^evelopment never lose Iheir interest, if the cnild i^ allotl^ed to tisH them in construction or iii carrying out jiis dwri original ^liafill. It increases the opportunities for discovering the speciAi{M>weif of each Individual pupil. The special power of each child is the central Blvruent of his character; and all his true education must be related to this power. Manual Training not only aids in revealing the special ability of the child, but, what is much more important it helps to reveal the child to himself. Mannikl Trait^ing i^ a great k\d in disci|)l[ne. Chlldrlen are attenHve, orderly andliappy when tliey are occupiea at interesting woi-k. Thfey are frequeiitlj' irritable^ testless and disorderly for lack rif iii^i^ftting occupi^tion. They require productive occupa* ttbn to iletfeve tliom iiitlil^ctualiy, and to provide a satisfactory ap))ii(mt!t>n of th\Bir physical energy. Manual Training accom* pliBhei bbth thefte desirable results. ItJielfW to form habits of exactness, do:&niteufi§g.AAiLACiMliifi^SS>^ These are fundamental elements of character, and Manual Training 8 develops them more incidontally aiul more effectively than any other school study, The cliihVs phius and calculations must be exact, his measurements munt be in iiarmony with a fixed scale and made accurately, his work with knife, saw, cliisel or plane must be dofmite in order that his plan m:iy be wrought out into a pro- perly finished product. When a boy forms a good piece of work, he is doing very effective work in forming a good character. The effort to secure accuracy, dc'finiteneHs, exiictnei-s in material pro- ducts, in harmony with a clearly conceived plan, weaves these important elements into the character. Manual Training stores the miiul with definite, clearly con- ceiv^i th'p^gfily understood id«s»fckttiform.khe. basis of accurate thinking, and clear insight in maturer ^'ours.-^Ideals are received into the mind in several ways : — by verbal descriptions orally or from visible language, from illustrations printed or painted, from illustrations made in the child's presence, from a personal inspec- tion of things, or from the use of thi. js under the direction of a teacher, or by expressing and revealing the original conceptions and and plans of the pupil himself. The lust two plans are much more effective than the others— not only in fixing thought, but in making the acquired thought the centre round which new thought will naturally gather in properly comprehended relationship, and in making all thought an element in productive, propulsive character. It^ aids in physical culture*^ The physical exercise in connec- tion witH wcn-k is strengtbening to the muscles and stimulating to the vital organs, but its best influence on the health results from the fact that it provides pleasant and interesting occupation, and thus invigorates the nervous system. It is one of the most perfect tonics for the nervous systems of both children and adults. It develops the muscular sense. Athletics and gymnastics deve'lop physicaTpower and muscular activity. Manual Training gives the finer cultivation of what is called "the muscular sense " which unconsciously informs the mind as to what the muscles are doing, and trains them to respond automatically to the decisions of the mind. This is a very important element in physical training. 9 Dr. Birch-Hirsoh folder, of tho University of TjoiiJ-ic, con.siderf* Manual Training of thu kiKlx^st iinportinco on iiccoiint of it» " hygienic value." He sayu : " InHtruction in ninnuul ilexterily, however, acts in a much lii}(her sunNe upon the uerveit than upon the muscles, and this is very especially to be considered. It works upon the organs of sense, such as siKht. muscular sense, etc., which it brings into continual coinhined activity, and it works upon the peripheral regions of our nervous system. Instruction in manual dexterity is in a higher sense gyjunnstics of the nerves, and just because it is a gymnastic of the nerves, it has an especially unburdening effect upon the bruin, which has boon strained by one sided activity." Manual Training is the best possible change from study and \ mere book work for the direct purpose of giving culture. Book / work continued too long deadens tlie power of the mind to either/ receive or assimilate or use knowlegdc. Varietj- is essential and! Manual Training not onl^' gives variety to school life but variety inj most productive form. Every true hygienic condition demandw alternation of work and rest. For the brain and nerve systenf change is the highest form of rest. I I It makes children happy. They are happiest when using their » highest power. Their highest power is selfhood, ana the highest function of selfhood is original, independent, creative work in constructing something useful. Happiness is a very important clement in character development, and in reforming the character of those children who have been dwarfed or warped bj' lieredity, bad training, or neglect. Manual Training is a leforuiatory agent of beneficient influence Many children are discontnnded and irritable and rebellious becavise they have not proper opportunitien to use their creative powers in designing and producing articles with material suitable for their stage of development. Every wher*- the report is made, that Manual Training makes discipline easy and natural, and therefore effective in true character building. Jt is the only logical basis for a system of technical education in highersclioolg, "~* Manual Training has many advantages in helping to lay a true moral bacis for full character development. It systematizes T f 16' and directs the creative power of the child, and therefoi'e typifies the ideal condition of human life, which is to have the whol^ human race happily engaged in productive work. It gives the child correct ideals in reRard to work. One of the rnost dt'plorahle effects of the imperfect training of the past is the wrong attitude of so large a number of people towards productive work. Work, which should he man's highest source of joy, too often degenerates in drudgery. In the ideal co^nditions of society in the coming time all men shall be happy producers, or workers for the common good. Jft is tfie highest function of the schopls to qualify the race for this condition of happiness in productivity by personal effort. Manual Training will aid in this great aim more effectively than any other school study or school work; It dilifeei \ at develops the virtues of neathesfii, accuracy, diligence, perseverance, order and d,efiniteness, It preserves the tapte iot WQi'k that children have naturally, and increases reispect for horie&t labor. I It increases the proper respect of men and women for their own / powers. More failures in life result from lack of true self-reverent faith thaii f roni any other single cause. It makes men more truly priactical, more, operative, ^lore executive, more determined to act well instead of merely thinking and feeling well, and therefore gives a practical vitality to moral life. It has a direct moral influence. Swedish statisticians claim that since the introduction of Sloyd into the schools of Sweden the people have become more thrifty and ?ess drunken. (6) Economic advantages : Wliiie it does not teach trades, it feives SiVch a trAiill^ €6 n'and and eye acting in harmony with an independent niitid kS vHili best qualify for any trade or occupation. The boy or girl "whose fingers are all tliuriibs," is in this deplorable CoiiditioSn biecau^i^ of indeflniteness of directive and controlling brain power. MSHmmiSiSSm -Ttnr'- 11 It eni^Hes workmen to meet new conditions in the ever progressive evolution of productive machinery. .Trade schools have a tendency to confine to one special occupation. Manual Traininji: qualifiesjor better work in any trade that may be adopted rfrom choice orfron^ tjieforce of new condtions. It gives special training in the powers required by the great majority in making a living. It aids in qualifying all pupils* to reach a higher condition of skill in any trade or occupation th^y may choose. Mere justice to each child demands, as the duty society owes to him, that he shall be qualified for his highest "degree of skill in the occupation he adopts. By increasins; the possibilities of attaining a hik'her degree of, skill. Manual Training lays a broader foundation for inviiyidliaf and^ national wealth. T^ie skilled workman has ^eater j}r6ctu' be prepared for *he fullest development in the later stages of their evolution. It will be introduced into all schools not only to fit men and women for making a living but to qualify them for higher living; not to teach trades but to give more power ; not merely to mould material things but to mould humanity ; not only to give manual dexterity but to lead to creative activity in productive departments of life work; not for the making of things but for the making of better men and women . Manual Training accomplishes its best work in the early years of a child's life. The conditions of spontaneous interest, and susceptibility to developr'.ent of brain and eye in early years make it possible for greatest results, and most permament impressions at this time. The Kindergarten is therefore the ideal basis of a (jourse of Manual Training, as Froebel intended it to be for all kinds of higher development. In order to show the opinion of the leading educators of Europe in regard to Manual Training, I submit a few extracts from the report presented to the Imperial Parliament by the com- missioners on Manual Instruction in the primary schools under the National Board of Education in Ireland, in the year 1898, after taking the evidence of 186 of the leading educators of Europe. " We express our strong conviction that manual and practical instruction ought to be introduced, as far as possible, into all schools where it does not at present exist, and that in those schools where it does exist it ought to be largely developed and extended. We are satisfied that such a change will not involve any detriment to the literary education of the pupils, while it will contribute largely to develop their faculties, to quicken their intelligence and to fit them batter for the work of life." " The present system, which consists largely in the study of books, is of a one sided character : and it leaves some of the most use- ful faculties of the mind absolutely untrained. We think it import- ant that children should be taught not only to take in knowledge from books, but to observo with intelligence the material world around them ; that they should be trained in habits of connect reasoning on the facts ol served; and that tuey should, even at 13 school, acquire some skill in the use of hand and eye to execute the conceptions of the brain. Such training we regard as valuable to all, but especially valuable to those whose lives are to be mainly devoted to industrial arts and occupations." " We have the practical experience of those schools in England, Scotland, and on the Continent of Europe, in which such a system as we recommend has been already introduced and tested. The evidence we have received on this point, is absolutely unanimous and, as we think, entirely conclusive. We have been told over and over again, that the introduction of manual and practical training has contributed greatly to stimulate the intelligence of the pupils, to increase their interest in school work, and to make school life generally brighter and more pleasant." " We cannot but regard it as a strong proof of the usefulness of this branch of school work, that the testimony of those who have thus had an excellent opportunity of practically estimating its usefulness, is altogether to the effect that TiOt only have the hand and eye training exercises been effective in attaining the objects already enumerated as specially aimed at in their intro- duction, but that they have contributed notably to the improve- ment of the work of the school all round." " It makes the children alert ; it makes thorn more intelligent ; ^t is entirely a training of the intelligence, and there is no getting off with guess work ; it cultivates the power of rapid observation ; it makes the children from the very first attach great importance to exactness ; it goes to develop the inventive faculty ; it is a relief to the children by varying the nature of their school work ; refreshed and brightened by it, they have greater zeyt for their book work ; it has been found an effectual check to nervousness ; it gives a dull child the chance of getting onto the same plane with smarter children, and thus gives to dull children a useful incentive to exertion in the other work of the school ; the exercises in it are the most popular with tho pupils." 1:4 „ . recommendations: Throe fundamental principles should guide the Board in Introducing Manual Training; it should be done as economically as possible, the aim should be educational rather than economic ; and the work should be correlated so far as possible with the other work of the schools. The course I recommend as most suitable for Toronto is : 1. The Kindergartens as they already exist, are the most comprehensive, the most logical, and the most practical basis for educational Manual Training. All the Kindergarten occupations and the clay modelling are perfect types of Manual Training for young children. 2. A tho- igh system of drtiwing in all grades. 8. A progressive system of work in cardboard construction for First and Second Book class3s. 4. Above the Second Book the work should be different for girls and boys. ' In the Third Book classes the work fhould be: for girls — sewing ; for boys —knife work with thin wood, and Sloyd work. 5. In Fourth and Fifth Book classes : For Girls — Sewing and Cooking. For Boys— Work in Wood. The work recommended for First, Second and Third Book classes can be done in regular class rooms by the regular teachers, with no apparatus except knives, scissors, and in Third Book classes for Buys, small boards to lay on the desks. For the higher classes it would be necessary to fit up a few rooms with cooking apparatus for girls, and with benches and 15 lard in cally as Lc; and B other sible for e most isis for pations ing for tools for boys. The benches could be constructed under the direction of Mr. Bishop, and the required number of tools is small. The fittintfs and utensils for a room for cooking may be put in for from a hundred dollars to a hundred and fifty. The benches and tools for a boys' room would cost about a hundred and twenty dollars. One room for cooking or wood working would accommodate ten classes each week, giving two hours, one forenoon or one afternoon, to each class. Fifteen classes might be taught in one room by giving each class one hour and a half each week and having two classes each forenoon. If the pupils remained later two classes might meet each afternoon too, and thus twenty classes might receive one hour and a half lessons each week in one room. ion for )r girls girls — srork. Book chers, Book There is no difficulty in recording the attendance of pupils at these classes. I have secured copies of the forms used in other cities for reporting the attendance of pupils to principals of the schools from which they come. For the work as outlined above, the Board should appoint ; one director of Manual Training to direct the work in ail the schools, one director for sewing, one skilled carpenter for each room opened, and one teacher of cooking for each room opened, I recommend that rooms be opened at first for the pupils of Fifth Book classes only. Two rooms for boys and two for girls would be sufficient at first. One for each sex should be in the eastern half, and the other in the western half of the city. Respectfully submitted, JAMES L. HUGHES,. Public School Inspector. a few and