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MICROCOPY RISOIUT.ON T£ST CMA.T
'ANSI and ISO TEST CHART No 2,
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^ ^^PF JED IIVHGE
- 1653 Las! Ma '^.treet'
r^ (716) «82 - 030,' - pj„t -"^
'■'"' 288 ~ 5989 - Fa,
Learning How to Do
At tlic PUBLIC SCHOOL OF
INDUSTRIAL ART,
PHILADELPHIA, PA.
AND
Learning by Doing
At tbc HAMPTON NORMAL
AND AGRICULTURAL
INSTITUTE, HAMPTON, Va.
BY
THOMAS BENGOUGH, C.S.R.
TORONTO
"^
>\
m
"Sdencc and Art aie littk by Uttk identifring aU Labor with Culture,
thereby robbing it of the repuliiveness which it was the chief aim of that
arch-mob and Philistine, Satan, to bring about."— Qua. G. Leland, AM,,
FM.GJS.
i -£Siuta^ii :. -
^he Ideal Education
TTN chlldhoocl .H.d in the ..,rli..>t |HMi.,cl of cd.uation.
y li.ao more care tor the hoallh o\ ll,c H,.dy than for Ihe
mind, and tor ihe moral char.uler than for iho
intellectual. Let .unhinK- hase or servile, vul^.-ir or
Uisi,'raceful, meet the eve or assail the ear ,^( the vonnj,^ ;
for Irom words to actions is hut .> step. Let their earliest
at)d first impressions of .ill thinj,'s be the best. Let them
be t.-.i.^rh, n.iiy all the essential eleme<,ts of education, .and
;is much o\- what is useful i„ a merelv meehanical point of
view as will have the effect of renderinjr the hodv, Ihe
soul, and the intellectual powers cap,.ble of arriving,/.!! the
hi^Miest excellence of their respective natures. The merely
useful, or absolutely necessary, matters of education are
not the only ones that deserve attention, but to these
should be added such as exalt and e::p.ind the mind .uul
convey a sense of what is beautiful and noble. For to be
lookin- everywhere to the merely useful, is little luted to
form an elevated ch.ir.icler, or a liberal mind.- ArisMlc.
Learning How to jJo
AT THE
PUBLIC SCHOOL OF INDUSTRIAL ART. PHILADELPHIA. PA
AND
Learning by Doin
g
AT THE
HAMPTON NORMAL AND AGRICULTURAL
INSTITUTE, HAMPTON, VA.
{Th« first institution! founded in the Un.f.J «. . i i c .
An Investigation and Illustration of the Methods «-m«Io„.4 • .c
By THOMAS BENGOUGH, C.S.R.
TORONTO
WITt
JS ENGRAVINGS FROM PHOTOGRAPHS.
PobUshed by Authority of the Education Department of Ontario,
TORONTO:
Printed and published by L. K. CAMERON,
Printer to the King's Most Excellent Majeshr.
J 902.
THE VALUE OF DESIGN.
(Fretn V^attai Crtnt't "CUimiol D«cor<(ivc Arl."l
CMK it'iil Ri'i'i'ft iif ( 'niiliiifiitiil tiitlni'ni I- ill ili'Miyii )i|Hiii IIH JH III)
ilmilil til U' fiiiinil III lilt' furl lliiit till' xi'viriiiiii' iif lilt' iirtn Hiiil
liiinilli iiifit litiH iicvi'i U'l'ii itiiMliiM)( likit HI (.'iiiiimIi'Ii' III lllll^l'
K^llll|M•^ll iiiiiiilrii'x iiK 111 iiiilimlrial Knt'lnnil. I'm tirvnX liiiliiialiiiil
riviil, Aniriirn, niinwa tin- niiiii< whiiI nf iirJKinHtin^' |Nint>r in itrtixtji'
ilcnil^li, till* wtllit' tt'iiilt'iHX , lull ill II Miiiri' iiiaikrij ili'^rt'i'. to iivall
hi'i'M'lf iif I'liriHiiiii iiiimIi'h In aii. lliiHiiri' ili'){iiii|i'i| iliftHNtv iif
till' (li'ni^jiit'r, iir ililww'il ill lv|H- tlif ili«i)<ii, llii- Kniicli m tlir
Itfiliaii ili'nifjiK'i' ii'iiiiiiiii'il tlii>i'uii^lil\ III tiiiirli with lUt' i raflxiiiaii.
anil mull istiHHJ ilii< IiiIimjiuI riinihliniiH of the Work lliniinittlih . >ii
lliat IllN Hlirkill^ lllllWlliyi Wnlllil lir |M'lfritlv rtdaptl'll to lllr
iiit'lliiHl of iiiaiiiifai lull'. \Vt' lia\i' licii'. at aiiv rati', mii' ifanon
hIiv our niaiiufai liii'i'rH linvi' ^Imii |iri'fi'ri'iii'i' to Kii'IhIi ilcniuMs.
ami lunr Ihtii no iiiiiiIi In tlii' liiilut of i rosnlii^' ilii Hiilcr foi ni'»
Sll|l|lll<'X.
\
INDEX TO CONTENTS.
" Leai'NINi; How to D«>." Public S-hool of Induhtriiil Art,
Pliiladelphia ------ 7
" LEAKNiNfi iiY l)f)iNO." Hampton Normal ami Agricultural
Institute -'■--- 60
THE VALUE OF ART.
(From ths "Art Intcrchangi," }n'.y, 1''02.)
CHKKK art' inai v uho sjiy, " We know nothing alwiut art." Tliin
ii [illcH that tlicy know littlt' al.imt life, rimt Ib, in its roiiniU'd
^ellM('. 'I lirii lit UK ailvim' siiili to ii.^r the t'vt's IIihI lias ^ixtn
llit'TT. til look hIkiuI tlii-ni, to look at tlii' tirst iniitlii'r ami 1 liilil tliev
nu'ft, on tilt' daily round, and tlu'ii at a plmtof^ri-pli of the Drendi'ii
.Madonna, and -«'e how art inter]iietH that first wonian's fate
upturnisl in the eestasy of prayer, and tliei at the faie of the
Mil i'liini of the " Aasiimptiiiii," and see how Titian interprets the
rel, HIM of man to (ioil.
Many of us, iHirii in lilies, learn to love lieautiful nature throin;li
iK'aiitiful pietures, iinil to uiidristand the heaiity of Ihe human form
only through the artist's Iomuj; apiiieii.il ion of it. Do not consider
it too I iirioiisly, or tiouhle yourself with the i ults and isms of art,
(ait use your eonmioii sense and iissume liravely your responsitiilitv
in the matter. If you liml in the Dresden Madonna sometliiii^' more
than mere paint, accept art as an interpreti'r of true religion. The
fault is in ourselves if we an not reieiving the consolation and
inspiration of art. I would advise evervone to live ( cinstaiitly in the
light of some tii'.at masterpiece, let it lie hut a small photograph of
the Dresden NIadonna or the " Assumiition," and try its effect upon
his life. Vou will find in this eompaniiaiship .soiiiething greater
than you have yet imagined.
WARWICK BROS 4 UUTTER, Prihtirs,
TORONTO.
[2
^jHto.|(i-.»'
I J":
\
FORi:\\()|<l)
'T'lllS imiiiphlet is II »,u...I,I,. (,ut h ,n.- t .ffort to ivunite Utility
Willi Art. In t!.." i-iirly .lays of tlif nic- tl.isu two w.tp joiti.'.!,
aiul produc.l thono lovely an-l lasti..fr t-HecU. wliicl. to tl.is .iay ar..
a.l.i.ir.-.| an.l cupi..,! hy tl.v who!.- wori-l ISul i>. tl„.s.. j.itt.-r '.lav>
rtihty, will, bmwny iirins, Ih so laisy anhfm^ t\>v hivu,! ,i„.l i,„,t",.r
in tlR. laistlin^ nmrket-plaw lluit 1... ' i,, littl.. li,,,.. or inclin.iti,.M for
the cultivation of ..stliKio ta.stt., an.l tliUH lu- Iom,.s tlu- reHnin« intlu-
crices of Art ; whili. Art, .h-privc.l of tl„- slur.ly. ni.isculin.! .■leiiM-nt
of Utility, .its (law.llinjr ov.-r 1..t .lileftaiite fript.. ly un.l l.ric A l.nic.
Our .vfrv.lay Imn.licniff has well u\nh lost the spontan.-ous art of
the potttT, the w<.avt'r. the nia.son, which is U-in;,' crush- , I out .,f
cxistene.- I.y the factory system, with its .livision of l:iU)r awl consc-
(juent lad: of interest taken by the wo'-ker in his work.
The institiitionH herein reviewed may be taken to represent the
two prinie factors in all human lif.- an.l e.lucation Hampton bears
ui every lineament of its varied life the stamp of Utility, while Art
permeates the atmosphere and pre<lominates in all the work of the
Public School „f InduHtrial Art Hecause love for and appreciation
of beauty re.|uire .special cultiv,itioii in a young country like Canada
where the ten.lency is necessarily towards the practical and utilitarian!
I have Kiven greater prominence to the latter institution.
It is interesting to note that since this pamphlet was written the
Hampton authorities ha-e, through their a.lmirable monthly (Sow^/i^rn
Wo7-/-7«an, July, 1902), given their opinion of the Ta.ld method.s in
relation to their own as follows: —
"fiitheiu days when manual traininK and industn.il courses <.f all kindi are
UuKht. Miall we keep ,,ur manual traininR c,.ur.e. entirely H«|.ar»te fron the
Irunv ■* "I"^ '"«!«-''"« 'hat already have their ,>lace in nu«t o our cur".. ..f
with- /h.f.f T '""a^ '""■ >"""« «""•"'« '" '"«''« "-""f"'. «»eM if ugly thin J
Tint* ' OrThlll ""'* "'?■'"' °"' "^ '"'■""" '" "h"' i« reco^nizid';/,, na
K f i •^"•."hall we coiiihine art wif .,dw..rk in such a way ».s to brina alK)Ut
»vhat the Society of Arts and Cr.ftH n .-s a. one of the re.ult/at which t*'a,^ ,7
the developing' of individual chanvcter ,n connection with arti.tic T, rk " n„
one perhaps, are these .,ueHtion« more fully answered than l,y Prof Tadd in hi.
mr laclila th< light that we shouhl first discover capacity and then educate it
instead of g,v,„K to all pupils alike the same kind of traini,..- ,Z we nrotest
« loJd^hHt ; \l f * "'■k *" ""'"!■"'• ">" '""'>'''■ '" 'imt« right in condemning
flojd that pUces stress on the number tools used »nd the number of mcxlels
made instead of upon the devel. pme.,t of character in the pu,,i I. A d mos
important ,,f all. we believe, u the union that he i >si.t. u,, jn cf irt and skill the
handwork While we are aware that the inHuenco of the Art Department on the
other handwork at Hampton is not „, much felt as we hope it'^ill b" n he
future, we heartily approve of Mr. Tadd'. position in this ma ter. aiTd recon mend
^ therbj'ct ■ ^" '""''»""""•' P"""P5=« °f education to all who are „"e ted
* FOREVuRD.
It will 1.0 ....... tn.M. il.is ..vtrHcl that tin Ha,n,.t..„ u„l TmM
'",";, "'," '■";,"l;'""""»«rv . 1... tlM.r..H.|..r...f,lHs,.,.n.,.l,l.., „ill
'"••• '«''li 1.1,., ,,t till' »<lii.i.|. '
A. t,. tl... vHlu.. of Ma.M.a! M. th..,!, i,. K.lu..uio,, ..vM..,,,... is eon.
Htuntly a^..,.n.nl,.tin,^ Tl,.. .S„uth..,n IMu.-ati.,,,,.! (•nnf..r..,.,v. o,,.,-
I.OS...1 „l |..,„h,.,, ..,|„,,ai.,„i,t, .,,. „.., ,.„i^..^ ^,,^,_,^ ,^^ ,.„„v..,.ti..,.
ant April ,|..,.|ar...| ' it. ..tiM convirti.,,. ,|.a, tl,. tnm.i, f the
"""' ;•"' '"I"*! vah... w,th tin. tminin;:,,!- tl,.- ..1, a,.,| ''ut .1...
t«o slM.i.l.i u„ ,,,...,1,..,. i,. ,.„,,|i, ,,,„„., ^^,,„.^. ,,,,„^ ^^ ^^ ^_^^,^^^ _^.
.I.S.IP ,„.. a.i.l a, a mutt..,- „f pi..,,a,ati,.,. l„r all ,|,.,s.. ir..h,.,r that
are .•'•l-t.-l t.. th- „at.,ial ,....,„o,„i, .|..v..|„,„n..,.t „f the ,....,,,1.. ' Tl,,.
I rain,,,, .ays •• W.. hav h-..,. ear..!..,, i,...xuct, li.tl-ss l,.,v, a„,l
f."''- V'T ' '"'" '•'"'•^^''"' ""•' l"'i"-tHki„;; st,..|..„t, l..,-...|v
''t..,.Kh .l„ir nmn.ial trai„i„, , a„.| ,„., ..„lv hau- th.-s.. a.tril,m..s
I'."" sl...w„ u. this ,,.„■, inilar st.„lv, la.t in all thnr w.-rk W.. hav..
M.n yui.nir ,„.,.,,|,. .....^.j,,^, „,.„.,. j,.,,,,^^,^, ,^^^. l,,. .ju. n,„n. ,,..,.He.
;"''"',- ''i '"""-^^ "'"' i^ i-^ '"li-v.'.i th.u tlu-s;. ,.han,a.s ar. ,h,..
'J'X'ly ,,. ,1... ,,,,lM..nc.. ,.r ,l,,.ir wurk." Th- r.r,.nt 1 k l,v Mr
Ma..t,a-,1 ll..„,|..rs.,n, ■ Krlur-ati,,,, an,| tl.,. |,ar,..r I,if... ha; this
s nkin,^ t..H,„.,ony: '• Tho littK. cmfts,„..|. who are just 1 i„„in.
H.ir ha,„hv.,rk are m, nianitVstly h..|,.|..,., it is ah t pitiful to s^e
tl.,' lack ., CO onlii.at.on anion;: thdr fa,.dti..s, iW nhsrucr „f „„v
•■'" '■:"!"•"' "' '• ^'""i-" ^V'-n' tl,..,e is Huythi... hk.. J^
''""•'"' •" -„,k on tl... ,.han.c. is inarvvllous. (-....tr,.! ,ak,.s th.'
-hic-e ot lack ot control sh,..isl,n..ss ,iv..s piacv to al..r,n...s. awU-
vanitu-ss to ,U.xt.rity. I, is not too mndi to .s,iv ,ha. the worK of
v""'";. '"'T"'": '^«"'"^ "" '■'••"" -'"y to day an,! betor.. o>i..s
\r'> ^^!'\ ^"""' '""^''^-''^k ha.l I uiploye.! for the l„.;,....,„..„t
'.t .l.t,cient human ...at.ri„i-the fc.el.ie.nun.h..] ami the cri. .nal-
thechan;,,.s..e,„s ev..,, n.o,.. marvvlous. The p-^isonal sta,e„„.nts of
e s.ip.n„t,.n,|ent,s ol the home at Khvy,,, iV, .„, ., ,,o refonnatorv
at Kin i.a. N.\ .. .), .^ that, ,n the o.ie. n.anual training,, is most l,i..hry
al„e.l as a mental restorative, a.ul in the other as a moral tor.ic''
..".n,^ ■;:"••--••..<■_ we have th,. following very stro.i. te.sti.nonv
«)nt.)Collej,,., the pioneer manual traini.iir ^ nool i,, Canada There
H.nin^. take a higher average standing in the regular coll,.,.e course
haa do ..thef students. This year (1902) has not h.en an ;.eept ,
n that respect, lu- winners of the Goveinor-denerai's n.edar i.d
the Henry Moyle medal, the two highe.st awanls for proH,.iencv in h.
hnal year, were both graduates of the Manual Training Department
Simtlarly, the winners of the scholarships for tirst ra .k in ..ne ai
:%A:
FOREWORD. 5
prutici.nry in tl... ,,th.r v.mm «.,« „|| ,„„niial trninin,' >(ii.l,.nt.
f\c.-pt on... Tlii, l,.ai>* out tl..' i"..!!!..!.!!..!, (Imt ii Ih.v ,^,i. h,.tt. i
foil 1 1.. I of all his mental (,., .Itu-H U-ciiim.. of this pr/i.tintl traii.ii.jj,"
Siicli Miui,,- „n,| ^^ftikiriK' t.-iimuiiirs us th.. tUw.vi.- whirh p,,iil,l |„.
in.l-tinit.lv mi'iti|.lio.|- sh.Mil.l s.-iv.. an a t..i.ic t) ll.o-.. whu niv
liKlitiiiu' l'..i tl.r -.n.nil intrtMliiction ..f th..,.. |iiuj{r.-«M\r m. tli.»|., in
iiin --rliMulH.
Til. l..-t points ,.f h.,tl. tl.c l'l.ila.l.lpl„, an.l ilaniptcn m.'tho.ls
iiiiirlit 1m- pl.-,iM,i„tlv nn-l m.noMiUMlly incr)r|..,niti.,| info our (Intaiio
P.ii.Uc a.i,l Hij(l. SchnolH, which .voui.l thi.nby I..- «n-a(, ..nrich.-l
Th.. l,..lan.lTa.l.i nirtho,|s shotiM W: (.|nploy...l for ih.. fnn.lainmtal
w.ik of Fn.lmn.l Urawin- |).si-nin«, M<M|,.llin;: an.l Carvin- t..
In i;.Iloui.l l,y-,,r run concurr.M.tly with sh.yd ( fM,|. work) irf the
Pul.lic Schooln. thr Hampton concntr ni.-tho.K . mj? ut\\\/r,l as
liirjrolyas possil.l,., ,.,p,.cially in t.a.hin- mH, MiLji-cts as Arithnutic
nn>l FMiy-ic-i
Sloy.l, as at prfs.nt oprrat.-.l in Chnio. lacks tl... foini.hition,-.!
trainin;; of the faciiliics. which wouhi sccun.l hv th.' Ldan.l-Ta.M
in.tho,|s The sloy,l ,yst..n. W..U1.I then 1,.- calU.'i upon to furnish
tools only to liinsr who had hem |>r"parc.l to use rhem with irrcut.',t
ailvantii-'' lo th.-nisdvcs an.l cr.-Iit t.. the systoni. At prcsen"t niiirli
of th.' value .if sloyd w..ik is lost.
The plan ahov.. (intlinci wouhl thoroiij;hly pr.pare Public an.l
Hi-h Sch....l students for lahoratory an.l technical work, f..r the
School g: Practical Science, an.) the various schools .,f ..n«ineerinu,
nniiin;,' an.l oth.^r industrial sciences, in n.l.liti..n to ,1,'ivin;: the-i a
fun.laiM.'iital traminj,' that is invalual.le.
My thanks are du.^ t.) the H.,n .1 Harcurt. Minister ..f E.lucn-
tu.n, tor many tokens of his p. isonal interest in th.' preparation an.l
pul.lication ..f this paniphl.t, whieli has bt^on conipile.l in compliance
with iiis otficial onl.-rs,
r may !,.■ permitte.l t.. ad.l that I shall be happy to be of any
possible service t.. t.achers, insp.-ct.ms an.l others who" are int.'rest.'.J
in the introducti.ai of any of the methods herein .letaile.l.
Citv Mall. Toronto.
Thos, liKXCiOrriH.
Nmtk.
Til.
I«- imnl...- |,ru.,f,, „C ,;,i. |,i„„|,l,|,., l,„v,. |,..,.„ ,,.vi„,,l |,^ „„. ,„ Saia.n..
S,,, , s I, " "';■ T'' '■'""■!, '"'• ' '"?•■ '"■'" •"'•■"•'ii".' •■'..*. n.cl.ls .\,liruM,la, k
,m Vv^ •'■ 'm'" '"■' '■","■"' '"- '"'■"■'xl-- I" "i.v HHi.-th v..a.-. a,„l «,tl,.
|).-Hi,li' wh(. Lav.' iM'eii hIihImiii; anil iisjiij; ilirs.. iii.tli.«l» .,1 " ' i.-i .> .iii).
wiiiif f.ir a» iiiiiiiy mmi« ; ami in
f lli.-iii till- six iniiiitliH,
16)
''Learning HoJ^ to T>o''
(At Philadelphia.
THE GENIUS AND GENESIS OF THE WORK.
;HK nii;ri„ of tlif {•iiMic Scliool of Industrial Art in Ptiilii-
ilt'lphiii is most iiitiTestinj,'ly tolii Ky Mr. Clmrk's (1.
Loliiiiil, A.M.,* tlif iittenitctiranil art tc-iclirr. It was
in Ciiir... iind at .Miss Wiiatcly's School." lie writes. • tliat
tlu>ro eaiiie to nic iis liy inspiration, llic solution of a
problem wliicli I liad l.een seekini,' for years. This was the possiJ.ility
of trainint,' ciiildreii of hoth .se.\es, while yet in .school, to harn how to
make a livinj;, or at least to teach them to use th.ir hands That this
was allied to developing,' ipiickness of perception, or cleverness in ;;. n-
eivil, I ai.so helievecl, several ;,rreat writers lon^' a-o holdinj; that 'this
mi<i;ht he true.
" The first and most natural thou-jht to a praetieal mind would he
to teach ■ trades '— shoe-makiui;, carpentering', printinij, and filin<rine*al.
Hut I found on iu.piiry tiiat the practical ni.'u had tried all these in
.schools, and in vain. .Such work re(|uired too much muscle and hrain
and time, and thoui,di they mii,dit succued with sturdy hoys, what were
the weak ones to do '-and ahove all what could l.eOne for the ;,rirls'
• • '" tl'i'< school I saw chiiilren, almost btbes.workini,' vis a-vis
with a frame between them, the most beautiful double .'inbroidery out
of tht'ir heads,' without patterns. Subsei|ueutly I saw this in the Im-
zaars, where I aI>o saw small boys with toolsas rude as Knijlish tird<ers
makin<,rex(|ui.site jewellery. I juul before in Switzerland, Havaria, the
Tyrol, and in Italy foun.l children quite as younj,' carvinj,' wood with
e.\(|uisite skill. I learned that it was the s-ame as reganled papier
niachie in Tersi;!, pottery in Spain, and .soapstoiie and varnish work in
In(ba. Children coul.i ai.so set mobiles and iiday wood. In fact, 1
found that all the dec()iati\ e arts, such as make a louse beautiful, were
all within the power of women an<l children and the weak— all those
who in this life are ^'enerally mere idle dependents. "
Mr. Leiand couceiv.d the id,.a that mimy of the ' minor arts '.com-
monly practiced durin.^' the middle a^'es in proJueinj; the profu.se orna-
ments in vogue at that period, which have in our day been either super-
ceded by machine-made products or numbered among the ' lost arts,'
migh t be succe.ssfuHy re-discovered, and through the medium of children
il«iliri< »illi .Ur. Kcliira noil ;iMc 'hi .KDiiliv Hi r iM-il hi.. il..Lrr f l \l I, i„„ i i ■ ■ . '"""
mnu'Mi.ioh ,.f hi.wnlii,«,;.Kui,i», Sl,uj>.' II. ;,",.« iK.loi.s ■^■"- """ """'"' ' '""■"'"•^- "■
! 7 !
* LEARNING HOW TO DO
popularized. He put his theories into practice in Philadelphia bv
gather.ng a class of children under his persona .supervision Tht ex
by some as only one of the vaj^aries of an enthusiastic wealthy amat-ur
Pullic Seh T T'':' " ^° «^^ '"-^ ^•^^'°^'' '^^"P^-1 - P-t of the
Public School systen. of his native city (Philadelphia)
All pup, Is are obliged to draw their own patterns here." he writes
or : «:•„?"■;", "f ^ ^''-'r'' '^^ ^'^•^^ •->• ^« -"-^ ^'^ni:;.::
tTefir r ^ " f """'°'^- ^^ '^ '"^^ '^'^' i" -"""ntain passes
the astest mules are d.e surest footed, and tho,e who draw most rapidly
are the most exact. The ,levelop.„e„t of sin.ple outline from snirail
and w,ves ,nto lines of construction, and .so on' n.dellins Zr I
Renaissance Arabe.sques. forn. the first step, and from the bedn inl
pcilt li V •,••••••■ ^' " r' """^"'' ^°'' *'"-' f "?■'« *^ ""^"ife^t a
A th I to de.s,,,n, even before they can draw lines respectably.
t«M r T' ^'■"''' *''''"'■ ^^''y "^" '^^ advanced, st.p by step to
echno ogy or the most practical mechanical ,>ursuits. Even i a i.ov
reformeistt'F! 'l"''/^"? '^ f g--^'^* i<npression among the educational
retorme .s in England as to education in cookery, art. farmin^r There
IS one clear pnncple in all practical or manual education- 1 hit is tlmt
design, o" a .system, underlies it all, and that this should becarri d ou
by teaching children in simple form the theory of any callin. or oceupa
h: T; iS ^^^^^V"f ^^'''^^""^^"^ '^^ and'compr^hend Zy
t, !' . . "^'^ *'''''""° y"" "'^^ "■'^'^^ '^^"^ think of agricui-
pmc'tice. "'"'' " '"''""' ''^ ' "'"''' "^' '^'^^'^^'^^ '""^^y th«
oriLrinlf Tt7-"/'?'tr" '''" ''' '*"''' ^'^ ^^'^'S" '* ^ ^° something
orig.nal-to think-to lift your mind above mere copving to creation
It IS an awakening of the will, and a beginning of Ihought. I h .^
observed that in children the creating, the consclousne.ss of bein. able
to mak,. correct ..riginal designs, acted on the whole character ^ev
became generally more intelligent. The School Board ascertained, by
Whe r'T': T 'I" P^P"'^ "'" '^"''"''^^ ^'^« ^'-t School stooJ
h ghe ,n all studies than those who did not. It may be said that
such development of the power to design according to the law of
organic development is like making genius by rule. This is perfectly
true, and ,t ,s also quite as true that the greatest genius is the one who
makes the most of rules, or of the laws of nature, to produce from
thf^Tn new combinations and results.
AT PHILADELPHIA 9
" From the poor man to the peer, work in rapidly becominjj essen-
tial to a {,'oo<l ch.iraoter ani to hnniaii example of every type an.)
*****'"" Nothing: t-jnds so much to make wjrk popular
and dignified as the schools of art, science, and technical industry.
which are rapidly extending their inHuences to every child in the
community. This factor in education ; this familiarizing oVery child
with the elements of some practical kind of woik : this Mending of
the useful and agreeable, is (h-stined eventually to do more good than
has been effected by all the inventions of the age, \ast though their
scope of usefulness may be Training in science"and art
actually enlarges the mind, (juickens the intellect, and makes a young
man fitter to fill any station. This is generally accepted as a common-
place truism— not one person in a thousand ever realizes its tremendous
truth.
"It was the old theory that every child has by nature just so
much intelligence, just sucii a (piantum of intellect, which might b«
cultivated, but not enlarged. If a boy had a so-called gift for art he
should study it— not otlierwise. The more advanced and practical
thinkers of the present day have far more hopeful and encouraging
views. Tl.ey believe that science is capable of developing, I may'~sav
creating, intellect. There is in fact not one child in thousands who
has any innate gift for art, but among thousands I never found one
who could not become in some way a clever artist. It is easier to
learn to draw well than to write well. There was never yet in this
world a career worth having which could not be aided by familiarity
with art and science.
" When every one, rich or poor, shall know what design is, though
It be only simply decorative, and has become familiar with a tastefully
ornamented house, however humble, then Art in its liighest, purest and
noblest sense will have no mystery for any one. It is most unfortu-
nately true that, while taste, learning an<l culture are spreading
rapidly, there hi < been so far no rational or conunon-hensible effort to
really teach the [)Gor and ignorant anything of the kind. There is a
great deal of writing about the ennobling tendencies of Art, but there
have been as yet vpry few efforts to really go down to the basis and
make a proper beginning. The dilettanti and cognoscenti, and of late
years the esthetes, have all preached in tlieir time and way the glory
of Rapiael or Michael Angelo, and how desirable it would be to bring
a knowledge of them down to the people. But they have never tried
bringing the people up to Raphael. Now, Raphael and Michael Angelo
sprung from the people in an age when every object was made with
decorative art. And when this shall be the case with us, we shall
have Raphaels again, and not till then There never was a real art in
the world that did not spring from the people, that was not fully
10
LEARNING HOW TO DO
shared m by the people, and that di.l not belong to the people If
there were to-.Jay an nmeh knowleH^re ..f and fondness for design as
there seen.s to have been an.on,. the prehistoric savages of Enul we
shoul.l ,n a few years raise our niainifaetures of every kind to .)re-
s.^laTl"'-''"'' ^'^^^' **'"" ''"^"■"'' "'"'"'■''''" P*^'-''""*"^' """■'^"y and
INDUSTRIAL ART WORK.
This is the en.l and essence of tlie teaehin- of Mr Leland as in-
corporated an.l illustrated in the '■Public Sehool of Industrial Art "
Hnladelphm through which have passed 1.5,000 ..hildren of the Public
Schools of Pb,la.lelphia,an.l 2,000 teachers. M... Leland believes the
school-hon.se should be the art-centre. He .says :
" There is a great coming n-vival of culture and .,f art, but it will
not be with us until we teach its principles to everv child in every
school. I here ,s an instinct in mankind for deeorati<,n, for color fe-
.na.nfestatinns of what is beautiful. It has bee., starved out fnmor-
ai-ily by the practical d.'velopn.ents of .science or by the useful
H-.therto all elementary drawing has been misdirected either in ccmv-
1.^ shaded pictures.or, what is little better, in stift-and formal '.systems '
When all can design and all know .something about decorative art the
mystery will depart and the world feel le.ss awe.] bH'ore old .ua.sters
and modern gothic churches ; >:ither will it believe that a pile of build-
ing IS neces.sardy beautiful becau.se it cost fifteen million .lollars'
Ihe capacity of children for art work is unbounded, a much lar-^er
proportion of all the elegant works of India. Persia, Egypt, or indred
ot the whole Ea.st, being made by n.ere children than we of the West
would nnagine. It has been definitely ascertained that very little
children in the Kindergarten organize.l on the plan of FroJbel arc
capable ot -leveloping much more artistic abilitv than h'is been sup-
posed ; and this far from straining the min.l, ;t,engthens it. If a
child can learn to sew, read, sing, draw, and model in the Kinder-
garter It can surely pursue higner branches, both literary and manual
in higher schools.
Industrial art in schools covers the ground or tills the time inter-
vening between the Kindergarten and the industrial .school, but it
blends with and includes the latter. The child who cannot as yet
make a shoe or file metals or master a trade can learn to desi<n. deco-
rahve outline patterns, mould beautiful pottery, set mosaic'^ work
sheet eather, and repou.ssef sheet brass. He or ^hc can cut an.l apply
stencils, model papier machie (a mixture of composition and paper
pulp), mjay^in wood, and make a great variety of elegant objects.
,.ri„;;.' ""*'""'"' ^^li"*'h<>ois."rir,..nr ,.:.™atioi,, ••-^Tiiiir^u ,7^^i,.„, N„. 4, ,.^ ^v^^
0,,,,^ arir i^^,^"'"^;::t:;;;^'';;■?5L^:^;;°^;',.;'™^- <" -'»> -hioh are ha ,....1 o„t, or ■• p,.hc.
AT PHILADELPHIA
II
1^ -S.^
Oil*
n i -
o r
12
LEARNING HOW TO DO
'i-^^iency i„ (l.e practical „ ,,f''^ '" •* ••"''^' »>«*<-'■ it attains p,-,,.
^".n,s of M. ,,.„.„o,J 1.x :'";:""';• '':T, ''->■ -- "my
liken™ on tiH-iro: :i,:':r"''-^ • rr^' """ '•*^''-'^'--
'"■•"-'•••y far superior i„ „„ ' . 'o T' "" ^ "'"''' ■'^'^^•'••y 't.-l on,-
e'^-.- a...i ori,i„a, ...::,•::; ^^t;^:".;;;!;:;- '"'^-^"'"^ -
Ti.e s3.to,n as Mn Ull^::^^:; -broido.^ stu«K or .,.;.ei,.,
'iucl into every public or miv V V . • '"f"''''^ °* ^«'"^' "'»>'.-
institution whe e lur r "^"°' '" ^^« -""^'y ori^toanv
d-win,,wit...ense :; ;./:;X;;7^ -- knowledge Jf
I'and-books of Art • ' m '^ ^ according to ee.tain elen.entary
'He;... ,, „. ,.„.,: ^rjc-rxtrrL;," ?";■:'"- °'
children who do not practice these a,f If ''^ An.erican
art., ^.uided hy a sli.lt knowled e of I l""T'- "^''^ ^''^ '"'""•■
to be resardJd by Tdl cSr 1 "'''' ^"^^^^^
ti."e of pTnctical J ^^^J' — t-'V'*^^-^' '''' '' ''^^- --
in. ..uickness of perc p LV '"'' " " '"'"'' ''"'' '^^■'^'^'-^»-
a great n„n.ber of iLalt nllr^ ""''"" ^"^ -^^—tion
-•!"" in "-.tbin/'r;:,, ;;i^^::;t'^-"-- '^^
«>Sn.ng, modeling and carvin.-: prooTthr ' 'T"'"'' " '" ''''^■
;.;ado active, even by n.ere.y rnecll L^l m /'Ti: V:"''^ '"'' ''
heory but of fact and observation, thatTl eh 11^ T""""' "'
decorative arts an- therebv i..m,.,.,. ii 1 <^""'^reu who practice
■I'^ed, one of the earlt t tl f ^^ '"•^"'^">' '^"^' '""'•^"y : i"-
t'H. feeble-minded nd prot 'Lm'T, T '"''"''^"^''^ ^'-'^
-uily follows that whe^sk U is ' '/ "'r^^'""'- ^' '—
oon.es with it far great " cle r es " :r^'^^""\'" ^^'''^-"- ''-re
which the pupi, wa; previo ., Xr '" ^'"'^^ ^^"'''^ ^ P»'-its in
u.l«irt,,., iu-li,„„„.,),e|„|i,|„,„i„,„
"•in uiKi "•iti-cesKor.
AT PHILADELPHIA
IJ
Ih..whul.. ...cret „f learni,.;. to .inuv wind, is , he first step i„
"" ustnal art cnsi.sts ,.f „.akin« an -asy l....,i„,.i,.,, i„ „... sin.pl,.
'•"l..-nts u„.l in ,,solut..!y persc-verinj;. Ther. i: no • .i,V or
•talent n..,.os.s,uy - A l.uly once declare,! to n.e." says Mr^I.elan.l,
tin t .here w„u .1 l.e no use of atten,,,tin^r tu teach h.T to draw, that
she ha, ,r,e.l an.l taile.l. .An.! what ,li,i you try to .Iraw'' 1 .■ .i,...i.
tri...l to -Iraw a I,.,:- was the reply. ||,.r next ren.ark was that
s}„- suppo..,! that • a horse or a nmn ' constitute.! as sin.pl.. a ti.^ur,. as
t'..uM „• inm^Mne.! : When ...!ucate,I peopl.. are so i;,norant,' ulu Mr
Lclan,!.- ,t ,s „ot strange that the art of ,irawinc; evn sin.ph. patf "rns
IS s„,,|„.^,,,) to n.,,uirea'-ift."- '
Freehand Mamul .,nd Memory Drjw.nx
The nu.tho.! of draw.o;,^ ,.n which this sy.sten. of in-Iustrial art is
them■Lr'"""'"^^"'"' '" ^'''■'""'^- ^'" P^"-^"" ""^ *"^'"i'iar with
thep.ac ce can have any idea of the extraonlinary rapi.lity with
wh.ch ch.ldrcn learn to draw an.l design when they are c^nHn I
to sunple outline patterns for -lec^rative worlc under th,. stin.ulus of
.nveat.on It is because there is no •sba-ling " or •' eHects " or ■' pic-
turesque nungle,! with their drawing to bother their brains that
u
LEARNING HOW TO DO
thpy aWviince so (inicklv Aq
"f 'leHg,. hy hearf. they J.e.inT" 7 ^^' ^'T " ^"'' ""- '^'"' ">'i'^
^y ;.r «i.l can once' ,lZ ^ .,;:':,?;, """^ • '""" "^ 'f "
"nyt'n-nK. As h ,.„le with vlrt ^ ""' " "" "^^"'''"" t" oopv
»•• »'-"t..en year. a^ ' :"t .^ .';"■"''";"*• "" ^•''"'' '■'"'" '-V
'-•eutin. i,. art. or p' , ^ ^ ' r''" ''«'!"••— P""'-. worth
aH«*-rts, are inferior in .iesi!" to wl .^"""P"'-'-^ «"'<'. Mr Lelan,!
-"; l;r^..ee in a fe. n..^;;,: i;^^:--;;:;;!"-'- out of twenty
<T 8,,uar..s are allowe-1 ; and th. .n '^'■''' *'"'"P«*^' ^ oah-p.rs
co»un..iofthehandth :e:::n '" ^•''""•^ ^-'-'
be no n-drawing. no Kfcun„.i„ ' ' hV' ^ '''■"^"' ^'"' ^''^'•- ""^'^t
»-eaka After a'littlo pra e i 'T'^ - -ratchin,. no sketchinK n
eurve., and i„ examininc'lCt II r"'."" °" '''•'"^•""' "^P'-'' or
ferent a,es, even youn"; i, rfr'-'^'r 1 •'" '"■"'•"^'^^ ^^ °^ ''''•-
'""' when they once bi:.i ^n f '"'«" "'^'^ *"-^'« "^"^ •*^'<i" ^
"»^kin^^ no .hading. u\t^^T^7 T'"' ''''^"" ''^ "° P-^»'-e
write well, and there i.s no S that , "'" '' ''^"^^' ^*^" '"'» ^o
it were ohiige J fro.n the firs . "''^ ""' ''" ^"^'^ ^''"'i'-ably if
control the^en or pen I To^Zl I " n "■"'""' ^ ^'"'^ '"^ '" -/^o
on the tahle just enough toTrev. fl-f'"''' ""^"'"« ''"' «'•'« to rest
'^-win, lie.s\not. as it p^;X 7l*f '^'-' . T^^-^ -J-c:.- difficulty of
imposing and invonti„rS;'f ^ ..r?' ''""""''^' '^"PP"-'' '"
ch.1,1 ac,uire true freehand tn writing '"'"" ",'"'''''' ""^^- " -
•io ahnost anything well wil.T ! ^' """ J'"' °"'^ ''^''^ ^^". ^ut
There are ve^y few" tea heTs who f";!'" ^f''' "'"^'•"' "' ^''« ^and.
ever think of it ; yet ittX I ^^ '■^'"'"" "'-^' ^^'«- P^'-'^^^ts who
-ke of this it would he w r h 37' " '''■ ""^""''' ^'•'- ^^ *'-
the education of all children ^h! " ^^ 'n<Iustrial art a part of
who propose to teach o LT;; a tT""^"/'" 'u"""" '^'""'•^«-' «"
-der freehand a. the true "1^10 a7> '"' '^°"'^ ■"'•'°"^'>- -"■
■^ti-ulus to quickness of perccX '' ''"''" '^ ''^ " ^'^^^
'•irge. Anything like literal il". r / '''''^'"^ ^'^^^"''' "H be
flowers should be'avoded A r;r'"M"' """ '^'^^'^-^ "-' P^'ty
cannot be perceived by the rkedt" ''"";'""'' '''^ '^'•''^•" ^•'-''
" Petty" work is ..nerVwo Mes^'lll;. ''^*'7 f «^^-n f-t.
exception, that children in original I ' 'ulo, almost without
%"res. The chief reason for °h! , """ '"'''^-^^'^'^'y nmke petty
of their body on the ha'd wh I "'" t''^ '''' ^" ^'^ -^'^^t
not ™ore than an inch of swip tr Z'^rt /'f' ''^'''' ^^'^^ ''^
whole arm must be moved to enlarge tlif " P'""^' -^"^ '»'«
enlarge this compass. Resting on the
AT PHILADELPHIA 15
wii«t Kive. H Hwei-p .,f perl.apn two ,„• three ii.clu.H, thoURl. not t.. all
\Mi.n tl.f iiriii hanlly touches tho table the wri«t swoon is a-aiti
<loul,U..I. Hut thos.. who draw fre.,'h.i.,'l frou. tho shouMer c... with
coiifi.ience cover a Hpacc of three fe.-t .liarncter. Turner, the great
painter, cnul.l ,1„ this, as he alway.s painte.l without a maul-stick and
every child can learn to do it. It not only }.'ives great.r freedom ..f
execution, l.ut much m..re accuracy. Now, it is always ea.sy for any
one who can draw " lar«e" to con.e down to petty paUernH. hut it is
nnpo^ml.le for the petty worker to rise to j^reat execution, It i.s
therefi.rea mistake, ven in the kindergarten to jjivc chihiren petty
patterns ' "'
(4) nm,r;n,i [. i„ liluck .,nd W'hih: With pencil or ink on
white paper, or with white chalk on blackboi-rd. Colorinjr comes later.
The extreme degree of freehand .sweep and the hold dash which
result from making branching curves, give a character to this system
of drawing which i.s not found in any other with which I am ac-
quainted. As the pupil is step by step familiarized with a gr' it
variety of curves and ornaments, he Knds that to combine and vary
them becomes ea.sier and easier. When the capacity for original hM
design IS ac-iuired, every art is actpiired for those who want it for
design is the key to all arts. Either technological or artisOie drawin-
may then be learned in half the time usually .lemanded for thei"-
mastery. It is established that in nine trades out of ten a knowledge
of design is of use, and in about eight of these it generally lea.ls to
loiemanship.
Wlieii the pupil can make a good de.-ign and is desirous of
advancing in siii.ple decorative painting he is taught to HII in the
ground with Intlia ink or any flat color and from this he proceeds to
varied monochrome .^r to large illumination. Mr. Leiand believes with
the great artist Turner, that it is through monochrome, or single colors
alone, that a true colorist can be made. He says, " If we take two
c.ildren and teach one to draw and .shade together in the oM .style
and then to ' paint flowers' or to mix colors from the first, while we
tram the other through freehand, outline, and monochrome to blendin^
It will be found that the latter will at the end of the year 1^ far in
advance of the former in every respect I have teste.! both metho.ls
and found that the superiority of the single method is incredible."
The pupil, with such a training as the above outline indicates can
easily and plea.santly master any of the fifty or one liundred " minor
arts." It IS a remarkable law of nature or of humanity that all the
minor arts, or such branches of in.lustry as are allied to ornament
are very easy, anrl can generally he ro f.ar mastered in a day by any-
body who can draw as to enable the pupil to produce a perfectly
encouraging result. A child who begins ' •'
1 easy
nay be led to
I*
LEARNING HOW TO DO
hnnl wiirk jn |i,ili' m, . •
■^'■-•r.:>'":.":zr''''' ''-'■'''■■' '•■« "•>•,..,.„■
-.'-■m ..r i,„l„.„i„l „„ ' ••■■""""' ' ' "■! ">■ .1 : ,vl,„l,.
■-^'■•'--'-."1"1^^^^^^ '- '^> ..i
^'n.,,ly |„.,H„... i, i, ^;,, "^ ' 1"^ .> t.. 1... ,1, ,ir„ ,„,.,„•,.„,
"e.-il.. work : ,|-,.„nt u- t ^T'"- '■'"'"•"''''Ty «. tl,..,-
"'•^^ ^'''''^'''n,M.i,.,,,,,,.;';;\;; '''■;;'.'"''>• "-t'-i -i-inio,. „.«. ,i...
^I'-.vvs t|,Ht nvuvl wurk Hn,| „u in '"" '^'T'"""'''' .•xi..-.i..nc.. fully
-''"t an ,.arly ,... Ht.l.. .•..,:,:;;. '''"""^ ^'"^^ -""'' '-li.v.- at
"■'"'"'^"•"•I'Kvstu iMV... '"^-l'"7-"tv in Hay ,n,..|..|i„. ,.,
''''■•7''''"'-t. ofn.ani,niat: :::r;:"^''"^
'"■'"'^^ ^'-uM work „n « lu- J "al ■ n V " '^ ''"'"■'■ "'"^ "'<•
';• '"f' '" i-"y ''--ics ?, ir ' ; ^;:"^ ;";r'>- "^ -"<i'-t> than
••••^'■•'•'-l.n ...n .|..si,„ i. in ,.""'''' """'"■'"-■ ''■'"■ '-v
7^i"alcl..si,n,anWwhati.|J,::n '7';'^''' '"-"■ '" -^ f-^"
'"."'''■''"^'. -"'cl. is .uololin.^"tnall.M' ,''"', '''•'^^^'"Jf-'l-iVn j. ,„
. The practical .v.sults „{ a cun.l.i, I '""'"^ "">' "-'•'
-^'" "'"' IHin,. an. that t .■ m i ' ""'"*'"" "' '''■'^"""-^- •'•-
wh-.vv.... e«sun;, .... .,,. ,,,.,, k : ^; -" '-"y Hn,l a sin,ati..n
-i...;:;:'::;:s:;:'^i;;:.-ir;- -.-...
^orK .'tc, M... ,,,,,„,, ,,i,,,,;X';' ^^'"'^ '^"'-"ie paintin,., n-p..,,....
" No one cjn .loul.t that if ..wrv- f i .
""'■'"• n.n,.,. strictly in.h.stnal d.Z. .T"'' '" "^''''''''"'' '''''''' I''«''ti^<'
-fuvthan an. n^- tan.h 'tll'^H '"'^ '^? ""- I'-^-l
;'-rs, an., china ,....; Z :l'r?r;r"' '"'"■ '\ ^ ^^
VHiucn ,re.. han.J -le.sign. an.] „ e;ec, i,,:", • " "T ^'^' '' '•^'^'
executing ,t ,„ ^.^^.j ,„^j^, ,^_^^j^^^
A,:o.
AT PHILADELPHIA
17
11
LEARNING HOW TO DO
«n.l all otlMT Mui.al.le M.lmtanc.s N.„ ....ly .|..,.. tl... U-.wUvt lln.l in
.l.rnmtiv.. ,m n uwurn ..f making inor- money. h„t !„■ in al.so pr.)vi.l...l
with what t.. all I, an H«r.-,.rtl.|,. chan^.. from othtr .hiti-n, for whil«
t.-a.-h.nu tU" ...Mtni-tor, in con.n.on with th« pupil-, can pro-luce Homc
thin);; huli'iil.l.' uiii! MiluiiMf."
Mr l...|,u,.l nruui-n Inr tli.. U-antifyiny of h..i.i..« with art work
.lom.l.y ..i.MMl....s,.fH,.. family on th.. prinnplt-H Ur.l ,lown h,s ulm^.
It IS „ nmoiis ..•(Wtion, hr M,iyM, that ..v.,, i„ th.- tin... of Kli/a-
iKthtl... •.ittin^.r.H.m' of Ann- Hathuwavs .MttaK.. -tl..- home of
IH-.|.I.. win, w-.v tl,..„ ,.all...l poor -was far moiv heautiful than any
"■';^""- " ' * """'••'•" l'''il'>.l.l|.hia. for it was „nti,vly lin...l with
..1.1 r,,rN..-l oak. He ■/i,,-~ this striking illustration of what miijht !„•
.lo...- tor an onlinary .■oniUiy hoi..,, I.y n family who will .lovote th.-ir
.■v. '. to Its i.nprov,.m..nt. wiH, ,i f,.w ,,„,u an-l ••h.M.p materials In
th.. . plae..; h- mys. .„.>,{ ,.laiH.,| pbnk or hoar-U can, Ly patfrrn
an.lmi-a.uivmontH, l„.co„v..rt..,| l,y most m-n o, l.oy. into soli.Un.l
••veil ..j.-ant furnitur,. which w.ll rost l.ss wh... finish.,! than is
usually pai.l ».,r nu.cliine-ma.l,. varnishtMl an-l von.rre.l rubbi.sh Tlu-
Hour of th.. cott..;;.. may h.' set in m.-aic. at the exp-ns.. of time an
iron har, u haiumer, at.,] hIo,„. of .IJHer.nt clors ; or it may he iniai.l
■ n wool ami ..ovt.icl with rag nuptts in Ktruscan -r (iivek patt.rn
■'II l«'m„. ma.i.. Th.. walls may be covere.l with stenc-ill,.,! .l,..ij;,.s „r
o.nam..nt,..l with carve.l pa,„.|s at intervals, or .strip.s or piuiels of
stamp,.,l I .ath.r in ..1,1 Spanish j.atterns, louche.l with .-ol.l Th.'
'' ■ '"">■ '"• '"'"« ^^''"' '-a^' ™rpet portiers, or cheap materials such
asoiashi.,w.>l,„;,. .ly,..painte.l an.l ..utlined with embroir.lery The
.•eiling may t st.Micilie.l ora.lorn.'.l with papiei maeh.'. m.MiMings.
'iliere is an. tl.er ar^'iiment in fav.air of in.lustrial art ...lu.7itioii
It is the .imrmou an.l rapidly ^r.owin- ,|,.nian.l for han.l marie
ol-iects. As edncati.-n an.l culture progr.ss. p.-ople h.-^in to tin.l .n;t
that in j..welry as in pictures, or oven in fire-arm.,, a tiling t.. he truly
utist... „,...st he hand mn.le. It is not as yet f;em.rally und..rst<K)d,
.says Mr. Leian.l. that maclun..ry, though it may manufacture pretty
things. cann.>t inal... anythin;.' nrti.tic. There a.v no such thin.rs a's
urti-stic works niu.le ir. „y was -xcept hy han.l. Only the yul.rai"ai,.l
Ignorant confuse or conf.nmd th.,t which i.s l.eautiful with what is
artistic. The merchant is guilty ,A an illiterate hlun.lcr wn» adver-
tLses as " artistic " goo.I.s turi.e.l out by tl... milli.,, , f, .„. moulds Art
does not con.sist entir..|y i„ prettin.'ss ; its I,. . characteii.stic i.s the
impression ol individual character, which .lisappears in he machine-
in fact, the more perfect the machine work, theles-sisitai i:stic. ASoudan
bracelet made with a stone and a nail is far more artistic than a Con-
necticut mill-manufacture.l dollar bangle : yet the latter is infinitely
the mor.. - finished " of th.. two. The demand for hand ma.]e art will
AT PHILADELPHIA 19
«T.' lun^^iv.. ..ii.i.l..ym.ht U, tluil very lii«e ..|,in« w|,.„„ it i, ,a ,„.^..
M,.nt .lillicM.K „ ,it to unythinK 'H... -Uy i. not ,|isUn. wLen tl,..
piil.lic will I,.. „, w.H .•.|,icnt..l lis to .liHtii.-ui,h cl.',irlv U-.tw.-.-ii IihikI-
i.m.l- aii.l .i.ftel,ii,..|y 1.....I.. i„ ,.v..,ythin« |...rtnininj; to umHi.M.nf.
« h.-n fliit tiiih'M coiiirH \vi> nIihII 1... ,t ,„aiun ,i,,t .mlv -.r ,i,fisi, |,„t of
inntnal |,t.,cl,aM.r.s n( „rt work As an illuitmlinn oV tl,- ],\,a»w^ fuot
tliut il... .I.man.l (or art W(.rk in CaiLhlu is .,., ili,. inrr. .ih,- I M„iy
im-ritioii that within on.- w.-.-k I kn.w .,r th. ,. ,||si,,„.| culls for
oriyinal .|rsi;;ns-»Voin a hatt.'r a wall paprr .halrr an.l a niaki-r of
|iht ,Lrr' casts.
' Th.- .:.ost.s.'rioiMMl.y,tHcl uitl, which in.lustrial an has to mn.
tcn.i.'say., Mr i,.-lan.l," isti Mrava^^ant anJ inlhitd i,|cas which are
I><'|.i|larly altachd to the w..nl .1,7, which is usuallv appli..! to
|>ict.nvs an.l statiics--a.s to which n..t • j.^rson in a scon- can
accurately .listin;;uish ImIw-..,, | ,i,„l |,a,l_a,„| aN,, hccaiisc (he
kind of Art knowl.-,lt,'c which is .•luivnt sets itself forth in a xnst
vocalailary of cani- inci. who profess to h. authorities -leclariiij,' that
" Art is something' for only the very few to ri-htly nn.hi-stun.'l. anti
that It re.|iii,es special instruction aii.j m.ich cliicatioii [t is not rc-
inai. ,.o|.. un.i.r these ciicm.istanccs tliat ' Art ' luisheeonie a terror '
It has heel, proven i.y years of test with thoiisan.ls -.f ,.hil,|ren
that art in.liistiT can l,etaii;,'hf with.uit infrinnin- on other branches
ot education ; that .'IrMren when at school can learn t. .lesij-n und
models,, well in a few ni..iit)i8 with one weekly lesson as to r,,i,lily
ol.tain a place as under.de.si;,r„eis in factories", tlp.t they can easily
produce wares which will sell and that at the -anie tiii.e they can
ac(|uire iu,,re culture and iiitelli-.„ce aii-l power of ol.serval ion" than
pupils who di, not take this art work.
People are hei,'ipnin.i.' to think there must I... some shorter ai„(
more practical cut to drawini; than the old i.,ad, with its Mocks, p,.r.
Npective, .Jiau'i/iins. an-l -e.a.ietry ever iiidicat..!. Th,-re is a >,'-owin.'
helief that all stu.ly niii.st l.e made easier. There may I..' no " royal
roii.l ■■ to matheiM, (ties, hut that i.s no reason why the way to every-
thing,' sh.juld he over e..:-duroy planks an 1 hieak-neek rocks. There
must he work to win Art or leurniiii;, hut work need not he oftensjye
Industrial Art work conduces to culture, for the miii,,r arts are as
much as.sociated as the tine arts with all that pertains to the very cream
of culture. To know them Mt allis to know in time the naine.sand
works of all tlie <;reat men who.se names and works cast the hi^^'hest
splendor on .splendid a.ires. No Iwy or j;irl learns to desi},'n. nrndel,
carve, inlay and embroider without in time rea.lini,' wit!) keenest in-
terest Owen Jones, Labarthe, Ferjrus.son, Wheweli and Dresser, with
many more such writers. With such practical k now led >,'e and read.
ing every object of ta.ste an.i almost ever^- book reveals beauties and
20
LEARNING HOW TO DO
l'«. .m, NVI,-, 1,,,, ,,,.,1,,,| ,„ i,„,„,,,.j , „M,|,.,. „.|s ... I f
In .•i.Mitiun to il„. ,i.-,.„„.„t tl„it l,v n„-,kin
wnrk as I,..,-,,., its,.|f vul...„. rl, • . ' ' '-■" l"-''.!'"'"'- ■'■-'iiisl
1- .vsis,..,| Tl, f ""••'' •"•^■"""■''t "Inch ,•,„„..(
"... nMM.n.,,..,,,,,, An„...i..a ••-.• .i..co,.a,iv,. a.tis.s a.^l art, ,
t..; and Maiicl,,.-,!,.!- and sn.l, „1,.,... i.i ..■> . , . . -
•■;;- -'-P - t!... ,„K.,..t. Th,.indn.tna.sH.o,,,s,,,,J ,,;:V ':
- ^Is,. a ta.,.,, ...„„„„ an,ann.V.,..,-anda^narl<..ta.w :
;:cr;:rVT ^"'-'--''-vanr „„..... ti,.....,..n:iv:
"iHal ,nt rdiKulion aniun- tlu. u,.,,,,],, Th.. hi.di.sf .t ,f .
'"'"-P-' kMou tl.is : and tl... savin., of ,,., 1', , . V '"'''"T '"
1^ «.mlti„ \ll,..t..d .nanartu.j,. in ,|„. .V/., /„„//- r,„,„ ,,, ,,,,;
''•""""^''^"'>'■'>.■nln^ s .lv'..to..rtl,ei- • indi,-Mf. H i
THK PUBLIC SCHOOI, OF INDUSTRIAL ART
J.J l.d,..nyTadd^^
l,,vi, 1 ■ ■itffnt.un „1 tla.p„l,li,. Sdiuol authu.iti.s
I' V m^^ l,..,.n drawn tn this ..d„,.ati.,nal <h.v..l,.„„„.nt Iv ,h
'-"^;-'l ':at t,„. ,,,i,„K,|,,,,i, sd,u..l HoaH should tai<..,v. M
:'7"'^'^^'' '■•""'♦•••- that ,i,.K.,,.s«(», ,;„„„.,,, „tth V :
wnuL'^'V';,';"''''^?"'''^^-^'* M.hih.:h.„,hia''-: :
. n ' '"'^•'"^' '"■'•" I'l.-'l in ..har.owh..n M,-. l..h.nd
t.nn..d ,o Kun,,,,.. An ..ntuv sH,„„l la.iidin,^ ,.,„.,,i„i ,„,,
'"^""k. Lot. ladd l,a.s systen.a.i.,.d thr ..nmVnh,,,, ..,„, ,
I
I
t
th.
u.th A,. ,na in.,.tn,r-n..tin^randh,.I,,iul wav '
""■"■"'•'■'■"'■'■"'■'' i" ""• ''"I'li.- S..ho„l ..industrial Art „v....
nh.d,dna ,yas.vst,.n,whi..h,iv,.. par..n,sa,.,.nsi:,,,.d,!,.sha,. i
■• sd....tn.n.-.- ' l-'lailyseh.,.,ls,.ssi,.n is tV„n.,w.. to, •„,.,■,...,
""V-''*^^'" ^"' -'"-i-Kvs, the ,,„,,ils n.tatin. s,. that .... hi
-nt,n,..nt consists o. a. t 200 pnpi,;, „,... a,,..:, on a ,. ..''
per u-..,.k f.m-vin I .• '"'•'"'■ "■''"■i"""'''>"'''-ilt...n.,on,.a,.h
i'^r uu k, (aMv.M.,^ ah,„,. th,.,r n.,^,dar scho„l studies in a.I.ii,
■|...ll.i„ll,i..:;,M|,l,, ,,f M,, |-„|,| „„|„, ,,^^ _
"^-^ ■■'-..; ...-». 11,, -,h,UM An„;,,,||;,.,,„,, ..,,!„. s,. ,,,
litiiin. Th..
illi..l.iM„,| „ th, ,,„|,,, iiii- l;.|„„-i.
AT PHILADELPHIA
31
I.rcs,.ntstitrcn„-i.sts uf ninr tciclirrs, iin.l tli.. annual .ipj.n.i.riat in,,
tioiii the Pul.lic Sc|i()(,I Ito.inl is alioiit S^N.dOO.
I'iio (Li-artnirnts of instruction incluili- Drawing; ivvitli Natuiv
SUu]yi iK.si^.nin- Clay Xlo.lehnir an-l \V,.,„| Carving-all i)U|.ils hrin-
iy'|Uin..l to ,ak.. all tin- suhj^cts. It is ,,„,. of I'n.f. Ta.l.ls n.nvio"
li'.nstli.Mt tlirs,. four Kranclu-s of work should !,.• .-arri..,! ,,n coucur-
'viitly. Mr. Tadd's arjruuMMit for tlii. course is tlial tlics,- arr simply
various ui.tlio.ls of |]|,M,irht-,.xiHvssinn, and tluil tlu; more nuiurr,.u'-
tlu. clia.ui.U into which lh<,u-ht can !„■ run and niouMcl an.i f.anic.l
'1'" niorc thorou-h is th.- urasp of the thou-ht. Th.. .jitfrnruv in the
material u>e,l is also significant; for th.' expressi,,n of alh,.u-hl in
plastic clay and afterwards in a hanl ,e>istin- suhstanc,' like".„lid
oak, l.rin-s into play aud into iraininj,'. and hence d,.velops. ,,ew
tactile muscles, an.i nerves which are n^t involved in th.. simple
pr<,c.-ss ,,f drawin- or .■.■sijrnine. an.i thus uucnsciously ,l..vel,.p>
wil|.p,,uvr. Th...s,. f.air l.ranch.'s tliendor.' h..l,I to .ach* ..ther the
intiuiato relation ..f s,.,|ucn.v as to th.. ,l,.v,.|..piH.nt ii,,t ..nlv of
thot);,'ht hut .)f manual <le\t. ■lily.
.Mr. Ta.l.l says that h,' has f,,iiii.l pupils w]i.Mi|H,n .•nt.rin.4 -ave
evi.l.nc.- ..f w.ak wills an.i musch's, whos,. chins dr..pp..l au.l whose. x-
prcssion wa^ \ a-
cant, liut who in
a month or tw.i
aft.'r t.'icklin^-
woo.l - ca 1 \ iiii,'
W.iulil .lev. 'lop
fi r m n .■ s s f
nitisclo and ..f
facial .■ .\ p r c s-
sion, their wh.ile
count. 'ii.ane.' I..--
in;,' chan-i'il li\-
the mental a-^
well as th.' man-
ual .tfort calle.l
foi- in th.- pr.'Cess
ot w ooil iMr\ Iiil;.
Th.'.lov.l,,i.ment..f the work in th,. Iiulu.strial Art Sch(,ol pro-
" '" ■'^"■''^tb- "P""' the f.,in- lines ah..ve mcution,..l. Th.-re are no
■' t.ols ■ empl,.y.Mi ex.-.pt the mallet an.i alx.uta .lo/.-n chi,s..ls re.,uir.-.i
f..r woo,|-car\in-. Ther.. are n.) plan..s and saws ami hamm..rs and
vies, such as are uscl in or.linary manual trainin- .^ch....ls an.i in
I llir .■.■~!il|s ,,l ri.ul\
;.i;!:':,;^,::'::,-v:^;;;.-:;^''- ■■-"-■--'--■-
22
LEARNING HOW TO DO
wS;L,M;;;;::,r':;"", "■• ''"'' ^^"' -^ -'"- the u.. of any
brai,,. ^ '"^'^"" '"" "••"«'' to .l.'V,.l.,p ,„„scle nn.l
ore. ^rriitr :::/r r^ ''^ "^'.'^ •-''^' ^^^•■-''^'•^•
'i"ee.s nature st ^ 1 .I I ;." '"""r'r'" "'"' ™''"' """■^ •""■"^-
oti...- colore,! insects 1:11;;:;;;.^' " "'^^ '"=^'"" '^""-«'- -J
an.l scientitic npp: 1 '^ , ^V rH"''",°V''"''"'^^'' architectural
-luares, Jn.l tl e ar o LT''7'"^"^ " ""' ■'^''"'^'•^■•^' ^'T-
■' the hand is the instrun, Jfnf • / ''"' '"'^'' ^''''^totle, that
fornvs.- """"* "' >nstru„,ents an.l the eye is the torn, of
^^JZnl ':^Z!:':lZ!'7 l-r" ^"^ -- ^'-^ ^^^ «ohoo, of in-
manual training ;t: 'i'S :;'«--»;>"- f-n. other art schools.
asunder from the .net o.'s en 1 / J'T '"'^'"^^^ ^''^ ^^ P">'es
To put the matter ilto c rZnMr ?.:\f '-' ^l^-'^-ial^Art.
a pencil and a piece of mner nn 1 ! '''^'" ^*' ''"* I'"^''' ' ^ake
not what, so Ion, as 7. 7, \7 "'"'*'''"^' ^'■"'^'^"^'' ■"' '"atters
are farniliar-a ^abbi 1 ea ! ""' V"" "'*-' '^"' ^''■^'' ^^'^^'^ >-'■
peat that object ^ v .r h 'et \ " " f ""'■ ^'"" P'^"^^' '^'-^ re-
keep on drawtumi v -^'^ others of different kinds: but
Prac'tisealso:: ?„;Xir:^Xr"T/'"f'^ '' ^-""^ -"•
-'xt by n>ht.uu.d'n.ott:r:; e\e :: rn\ ■-^-"'
'n the same direction, then with ^th ha.?, ^^'^^'\''a»'>« -noving
then with one hand L r ' '" "PP'^'to .lirections •
"i-tion; t,^n ;: e? ^ ^'Hrnl ^:u-^'^ T' •'" ''^ "PP-^'tJ
;.stihecL::rrr:r;:t;xr;^^^^^
torn, any of these functions automaticallv. Afte that 'n "" '"'"
exercises which re.juire absolute precisi(m R , f ^'"■" ^''''"
sion now; freedom is the <^reat hh ^ I ^ " " '"'"'P' '^''''■
-ke .re of i.seif," In .Cv:^::i;^^s: ;:xir '^ 'r "-
■ - .>e.a tian. hr.t .s to learn the German language : after
AT PHILADELPHIA 23
y..n h,ive become .so fa.r.iliar witl, it tliat you think in (i,,,n>nn an.l
can read an,l write in Gern.an, y<... .nay learn to rea.l a.ul write (ier-
n.an with accuracy, and will, the ^r,,atest re^^anl for <,nanMnar •
The teachers of " Sloy,!" .tart at th- other extreme from Prof
la.ld, and they praetically say to their pupils,- The great thin^r i,, lif,.
isaccuraey; and we furnish you with instrmn-nts that wilfenMire
accuracy even d<.wn to n.illimeters. (),„• function is to teach ynu how
to use these mstruu.ents and how to .ievelop skill an.l accurac^ so that
you w, 1 hr able to make articles in the nu>t precise and correct fash-
ion. W e turni.sh you with a kit of tools so that every piece of !un.b..r
which pas.ses throuj,d, your hands may be plane.l and sawed and cut
'I'ld tr.mmed m the most pn.eise, accurate, and thorough manner We
< o not jrive you freehand dra^vin^^ beca.i.se that is not accurate We
do not o,ve you clay-modelin- because we do not con.si.i -r that manual
ra.n.nc:. Ne.th, r do we encourage cnrvinj:. f<.r that is not manual
train.n- At , ater stage, however, and outsi,!,. of class, vou n.ay do
carvmg ,t you wish: but we do not recogni/e it as part of'our work "
1 thnik the above is a fair statement of both sides of this subject
-. 1 put It m this form so as to .show the antithesis, and to illustrate'
more strikingly the difference between the system now in vcnrno in
Ontario (Moyd) and the system emj.loyed in the School of Industrial
Art in Philadelphia.
BASIS OF THE METHODS.
Mr. Tadd's methods for elementary work in education consist —
;») I'"» practical develoj-ment of the factos of the organism
itselt-. the hand, the eye and the brain-l,y the aciuisition of their
conscious control, to be followed by automatic control.
(2) In th.. use at certain periods of powerful rectifying exercises
to reform or correct awkward muscular movements or habits as well
as tor the purpose of gaining facility, balance, proportion, accuracy
magnitudes, htne.ss and grace.
(3) Exercise in different ine.liums, as w<,od and clay, for acciuirin^
dexterity and skill in shaping various ideas.
(4) Exerci.ses for acjuiring accurate and permanent organic m..m-
ones of environment: (.) from nature, at periods when impressions
are most yivi.l ( , e. nascent ) ; from animals, riowers, insects, shells etc ■
(6) from art works and ..rnaments of best periods: (,•, creative de-
signing in various materials.
Mr. Tadd considers esthetics,_the science .,f the beautiful in
nature and art, e.specially that which treats of the expression and em-
bo.hment of beauty in art-as one of the important things in educa-
tion^ The young, of whatever circumstance in life, have a right to the
joy that comes trom knowing and perceiving beauty in nature and in
24
LEARNING HOW TO DO
-•'il-"l- sun,. , , , ^'';'/'-""'"-'— .,UI„.l,..a„tif„l.-
^-''•b-n,.e,....,i::;;:;:::;::— -^
can- sl,„„|,| ,,, „i,,.„ , Y"''^ "7'"' '>'--aMN,M. T,. ih.se „ur Hm.f
•'-- i-.J. ,, ;7i.''[''r''''''^ ■'■ ■'"^'■
»• >.i !I,M iS,:;:;;:^,:;'!^ '■-"•" •>'-- insm„H.„s, m... Ta,,.
I"'"'-'^'"" in tl„. ,.v,. not in tl. 1 i ■ ""'' '"^"'"""nts .,f
^lin^ up aI.>vo il,. ,t V ""'• ""'>■ "^t.T..,ivin.an,l stn.,-
""■■"'■ futiliv in . V ■ '""■"""■"•^"'{"■^•^■-i"n,l,.w,. ,,co.r„i„.
' '. T.:.Li:;:i; r;;.; :,:::;• '''r-'^ ......vau^,,,:.
iu'2;:l:l,!:::;::::";::':'-''''^'''^''^'--i--"-
''>• "H'nMnu.tl„.,is.wl,i,.l, I„.
;'';"'I;"m.s,h,u which u.,v not al>an.i„nei|
nntil aftri- lair trial and r,..t 1. i i - ■■ ■--■l ananuoi
f'-y.... of ..a., .„ 'i :■'"'?'"'" ^''•"- ♦'•"-y Thn..o,-
--"I" in tlK. lini o " i ; "•"■'"■" "-«.--"ltiK- hand,
"HTl'anical, an,l l.ein.- ,.,..,■ '' V • "P"'-'t"ms l.,.in. ,Mo.tlv
— l-ase„ti, wouhl 1 .a,J V r^ tune a pi.e. of
'•"'*•■• vvn. constantiv «s..| M^ T '"'; "'" ^ -lua.v an.i th.
-o'-^in^ in wood 1..S pow... o : ,7Tn ''■^'"'''''^^'''''"'•^'
ne.s.-iu short, to ..,|,K-ao f '•' ^ '"■ ■■•"■'""^y. "nd deft-
''tely the,' are all " thu,.;i;,:'^. ""■""""'-" ■"^^— "^ ' innnodi-
fv..,,;''':„ff';';"''^'^^''--'.-'' test uot«nivor ..„.....,• ..,,,- ,,,
'■-^,. f*-.;v>
'^^. m
AT PHILADELPHIA
25
'I'M-ks. tals.., artihVi,.! ;ui.l u.inatuml syM.-n.s ,U.vis..d f,.r innn..y-n.ak.
n- ,.,niM,s,.s. w,.,v tii...| and j.rnv,,! wantii.jr. A nuinl.,-r ..f tni.l..
I»-ci.ss..s wer.. trsfcl will, similar ivsultM, until (..■aetuallv. I>y .■xiKTi-
'■"•"• '■""" ''"^^"" t" »■ I-mK-nta! IWts, ai.l .„. tli. se h- has l.nilt ,„, a
lllctlluil
iv.i^nnaM,. tVasil.le and witli.Mit j^n^at cost, udaptcl U, ail
Krad..., in,,., ,.l,ild „, ad.di ; a plan that can l,,- applied witlmat fric-
tum t(, ,.v... y ku.d uf fducational institution, and lindtrd onlv l,y the
<'.'.pa.'Uy ,,t thr n.dividnal ; a n.-thod covered l.v nat.n-al law, wnrkin-
^^•uh the al.solut-.pncisiun of nature itself; a procss that unfolds the
eapac,ti..s ot ehildr.n as unfold tl... leaves and th-wrs ; a syst.Mu that
t-aches the pupils that they ar,. in the plat, and part of liVe, and .n-
ahl,.s then, to work out their own salvation ,.n tn-.true lines „f desh^n
and work as illustrated ,n .....y natural thinj,.. Much tin.e ar.d
enerj^y are saved to pupils working this way ; th.ir und^rstandi, f
t hn.-s hrniir ,,nick,.ne.r they have l-ss Mrud^^erv to .^. throu-ir to
ol.ta.n facility, Th.. work is chiefly and ahove c'v-rythin- else"to l„
desired for its discplinaiy valu,. as an .•dueational UMthod apart fron
Its practical valu,., in tiiat it cultivates jud-ment, pioPurti.
nictr\-, a'ld fitiKss,
le
1
ill. SMIl-
H}-ien.cally, th,. method is vduahle, for in ,irawinji on l.lack-
I'oani, tl...chd,lr,.n take ...xercis,.. JU,. ,,,.rk is ,l„ne on .so lai-,. a
scale that tlu.y hav to n„,v,. ai,out-no small work hein- all,.w-d
Ihe chiMivn av„i,l the hahit of p,.er,njr at lin..s, thus ^horteniu.r
th,.ir focal length, which is one ^n^at trouhle in the .Irawin- rea,iiii.r
or wnt,n„' as usually followed in th,. schools. I„ ma nv "instances
>....cli .lami-e ,s ,l,.ne t,, si^dit. T-j,. miny ehihlren w,.ar spectacl,.s in
tlit.se ihi\s.
Th,. most ra.lical f.-atuivs ,,f Mr. Ta,l,|s nu'tlio,! aiv ■ (I ) Vmhi-
.lextrous ,lrawinjr ; ,2, M..moi.y ,lrawin- ; , {) H„tation ,,f th,. hranclies
of work.
I.
AMBIDEXTROUS DRAWING.
Aml,i,lextrous work i.s tauoht mainly for its phvsiolo,dcal an.l
educati,a.al valu,.; f„r th,. physical co.ordinafi,.ns ac,,u"ire.l. Biolo-^v
teaches that th,. m„r,. the senses are co-ordinatcl to work in harmon'v
in th.. ,ndiv„lual, the hotter. Work with the rij;l,t han,l emplovs the
h'lt lohe ot the hrain; while work with tlie left han,| emph.vs
the rijiht lolu. of the hrain. ]„ ,.very con.sciuus movement ma.l.. tJi,.
student ,..x,.rci.s..s s„me special r,.^don or center of th,. hrain and in
every change of movement he brinfrs i .t„ pjav sone other center
Mr Tadd argues thu.s : If, hy performiu^r any such action with ener^n-
an.l precision, I ai,l in the development of the aceor,Iant cent.-r I .»„
improving: the cere^ rc;anism, building for myself a better an.l
moresymm.-ricd fabric. W e both feet, both eyes, both
26
LEARNING HOW TO DO
"ixl min.l an.l the I.ettor tlu. th „ / "'"""•"">■""• '"•""•• H«e l.mn.
Tl..- results of tl... .„ h 1 i T'"' ""' '■™''«''-^-" -i" ■»'•■
t.-achin.s ,.r „.n, X • '"'7 *""3; ' -'""strate,! tl.is fact. a. ,l.e
estaMish,.,! t ^ r r"';;:""' '7'-'"^ "^ r>^ycl.,.,...y have full v
structure. A Ue^ " ^„, " Tir " ^"""'""^ '" ^•""•''-''>- -"'
our intelligence 1^: rwih" '"•'•'•'""'" ir"^ ^"' the ^.et that
the ..-eaie.- wili LI ^ ! T;'*' ^'"" 'r'^"^'' ''"' -^-- --es,
cells Prof Ta<l,l ea ,. s r "TV"^ ' ^'^"'''y "' '^^ •"-■'
left is worked Jso tZ T .'■'"" "'" "^'''' '•■'""' -'-' ^he
name space .f tine' nl" V" " '""' -"•'^'"^-''-e i" the
..ccupations, lil<e carv „?^ , han.Is ,,,„te Ireely, an.l in -ertain
^-iiit, with the III::, t^f:, ^"t;;; --f--'- ""^
i."portantan,lo lar.re pnctici n " r ^ '""'■ "'"''''"'■'-^ ^■'^'•^
io.ieau.....,..,.,^„,':;:;:;^,:^^--j;i-
.-.^fu.esetwot:::t:;r:;;::t:i.:z^^^^
Ihe r;reat artist, Meissonier said " If «. , ■ i i
„.,•,. , , , »" "...-..., I aniDiaexterous (ra nil
reintorcei ],y those of th,, } t i> . . "'H'""
To.nt...iLit,:h;is:!;^f:LLj::^:^'r;::.:^
under unusual disa ivan 1 Z '' ? 'T'^ '' "'^"' -'^-Pli^I.ed
^linger , of th. t e of HZr '"''' '''"' '^^ ^'"" "^' "'" '"ft-hande,}
•'wht were arn.^d i^ ■ 3::;^ " 17 ''"' T^'f '^'"" ' '"'^''^^ '"'-
the left in huHin. stones Z'rlr"''' *'^^" ''-''^ '>^"^' «"''
xii.2). Allt^d^Teft^:ied . r'T""""^ ' ^''"-on.
are n.ore likely^^ !;:''„ Ih^^^^ truly ri«htd.anded persons.
stron, i.p„,Jto the t : " i r ^^ ^tI ^ ^-"-""^ °'' '^"^
' -^'.er nand. The oia.s, whether to the
AT PHILADELPHIA
27
< -'i
* LEARNING HOW TO DO
ju^tii^- J::i::z ::;":,' ^*;::;'"^^-"" '"■ -■ '-^ - -
'•" ^-I.H'ate, »•,,,/ H . ^ T : '"•■'"'"'■ ''"'"• '^''■' '""••' ""ATM -o
trainin . ,. ; "' ""'"" ^'""' ^''^^ '•'*<'»"■ '—■' "f ''- h- its
t-.".e:^^ I:;l:j'r'v"'' ^^■"^'•""' '•"'•^•-' '-••■■ -'f-
'•-trun.onts t.. ..nke ,.,, f., t , ' k ;'""^''^'. '- ^« -Itil'lv
t".n.r.tlH.c.il.i„..tn>.L. I ""'' "'"''""■'■'' l"'"''' 'J"'"'
'■'■'•'■ "■'^<' "f l.iH loft han.l Tl , "•''"■ ^"" ^" '•"••" ^''^'
it, placvs his a. . sa !; . r"'7 "'" '"'■'" '™"^*^"- '"^ --I"- to
•>otl. I.an.l^ is .•uIvaMta...ous Th. V '. " "''" *'"' ""^^"^^>- "''
tl- -n^rav..,. an ^ m ?", ' '• ""' ''■"■"•• ^'^^' '''"ftsn. .n,
"."sician vou i s t I « ^''-"-'-n S-"d o,-«an, a ,„a.i,.„n.ano„s
- -...ki„, .„..„, well wirho ; r :; r h^r '^^^'•'';"'
niast.Tv of both hands is •..IvMnf.., , , *'"'' "'■^" *'"'
artiHt, with his c~n :l, ';:•"'''' '^'^'^"•■'''"-'^^^
left-handedne i ;, S:, I" -m.n.n. up the whole, it appears that
AT PHILADELPHIA 2<»
is.str()n-Iy,I,.v.lni„..i, if Jm acv.iiMpi.ni.-.l l.y niuiv Hum uv.tm l.-xt-rilv
11. tlu. ,,t-un thus >iMn,ili/,>.|. Tl... full ,h.! .,1 .,,tl, Imi.,!", hn-^-w,',-
\,iri:r]y .|,.|„.,mIs on ..lunitiMM. Th- l-ll liaii.l is, wi,l. tl MJunty ut'
inahkiii.l, sy.t.l.mticilly ..•.lutv.it.. rl..- .•..ii,|iti..l. ,.ta c-.,M,|mniti wly
usi'|.>s ,„,.,„1,..,. ,,f til.. iMMly, aiik.. o.itniry I.. r..aH,,ii, ,i,„| without any
jiistili.Mti.,.1 nil...,- in tl...aT.,il..,..y of tl..- Iiainl .,r in tl„. iv,|i.i....n.nt's
ot tl... ii.in.l. \V|„ nv.r tli.. .a.ly an.! i...r>ist,.nt ciltiviiti.... .,f th.. lull
ii>....fli.tl. Iiun.ls l.asl„.,.„a,c.„i.[.li.H|i,. I, tl..-u.s.ilt i^ -..at...- .•tli,.i..n,.v
without Hiiy... lint. ..•actinj,'awk\vai-.l.i..s.s.)r.li.ft'..t.» Tl... .•\|.,n..iic.. .if
.'Very tlio.'..u;r|,|y k.ft-l.an.l..l i,<..-s<m. shows tl... poisihility »( traii.ii...
l>..th l.an.ls t.) .1 capacity lor r. spon.linj. to tl.« iiiiii.l witi, i,n.n.i.tn..ss
and skill ; yet lit the sam.. tin..' it is not.,, th,. hss uppannt that ii.cas.'s
of tr.i,. i..it ha.i.K..liH.s,sth.n. is an or;r,u.ic s,M.ciali/ation which n.,
..|il'i)rc..il liabit can i'lilly ■<up..|s(..|(..'
('..riously t'n..u;,'h, then- ouu'h iVoni the n..w..st in.lustrv dh..
aiit..in<.bih.) this eouolusive para-raph, culic.i IV.a.i thi- Aul.'.n.ot.,r
•l.)uriial, L.)n.loii, Enj;., of Sept. IDiiI.
'r'^'" ""'"■, '""""""">, " '-^ '-l-'iallv , wonhv thai „.„„„«„ .1,.. lM.lis,.,,,J. 1.
...luva.,,,. a.n.,„u„ ,- „M,,.„ a„,l.,.,l,.x„.n,y, thai i» l„ .av. .I„- ..inva. „, .,f .I „
. .•x..-.,.,v ,„ l,„,|, l,a,„ls. .\l, Ta.l.l ,.„„„. „u, Iha. this ,s /.f ,„„„„,,„„,., ,. | ' '
'"■ '"■"•';1'-"' tl..' 'hu„, ,„„| ,„„I„,|,1v ,ha. M ,|,„. ,.„■,!. |;,„ »|,,.l ,.,,! ,,,.*"
'■'«'" ■■ '"•";■'' "'•■■■I';""-'"- M,vak,l„»„. will ha,.|M.„ „,.h ,h,. I,,.,, '„f , ; „ u M
y.K. is„„„„..Hhark„,„h;. .th. v,.h.,I.H ..m ,„ak,-all ih,- ,1,11,.,..,,.., ,„ ,h,. „,„ I.
"'"'■\ ;"• ll"'l'^v,h,.|„u„.al as,„.,.t.s .,f aml,i.|..xt....,.v u.hav,.!,, th,. .S.,,,,., , f
u,::;;,.'::,.'l'r:::.;,;,;;:;,;!;;:r': "• ■■•""••" »■" '-■■■^ -■> ^ = .^..J-u.
II.- MEMORY DRAWING.
M,i.ujry .Iiawini; .>'• all f,,n„.s and hh-an, in IVof. Ta.M's opinion
is not iiisisto.l u])..!! etioii;,rl, any whcf.-, tli,.ii<jh it is ..ir" cf th.. most
boiieticial cx..fci.s..s for ...xpan.linfr the niin.l and .riviin,' th.. artistic
ability ,s,. much to he .ksii-.,! . .Iiicationally. All k,,,,,! u.-tj^t^ ^.1^^,^,.,,
iiices.siiitly ; it is bt'tiftioial ,.v..n to ivcall forms an,l ,ltsii,'n.s when
tli..ru is HO opportunity to put th.ni .lown on p.ip,.r. Not "life forms
only .should be m,.moriw,j, but the min.l .sh..iil.| b.. exeniscl in mental-
ly .h siuniii- ami makii)- eonip.,sitions or patterns. Very valuable
..11,1 useful p..\v..r can be ^-radiially ac(|uire.l in thi.s way. \\\. should
l... able t.) fhini.- iomp<,siti.)i.s an.l desi^ms, ami mentally toehanj,',. th..m
fr.ji.i state t.. st.ite. Just as the ehar.icter of our .speech or the curr..nt f
our i.leas ciianj,'es when we are thinking; or reiLsoninir. '■ I see no
reason," .s.-.ys Mv. Ta.1,1, • wliy the han.l .should not respon.l to any id.'a
..r thouirht as in.stantlv as the tonjrne tjs>,a!ly does. In edue.ilion, I
i.i.rs t., iean, ui ,fr
■ >,i li,. ri:.-li, -i.l.. a,i,l ih.i. l,nt tl,.
fri,.ii,l .If hi,. (,
„.. of thf li..^t i
,le\t
ro,,s iraiiiim;.
,W «itll 111. |,.f, ;|:,|„| ;i,|,| |„. |,;„| ,1,,
,iH...,r hij «,,ikiii;- h.iTiil. li (,.,,k Ijiiii III,
. «.iiwt r.i.s,,ii tl. ,.f;;r..| liu\i,nr ,u
.'I..,| HI
LEARNING MOV TO DO
liuve loinul (lint Wdikin.r in tl.; i
:':M";:::Lz:,:,r;;;;f r < it:;;:!;:::;^::;,;:
■•"i-....« ,„.,.. ■,„. ci,iiHr.;,,,,ur; ;:;■;■;''•;■,'''"' ■' •" ■■
tat- II IV,.„. th,. ,,l.i,.,.t Tl • • . ' """' " '^ '" '"li-
Memory Dr.iw,„«; „( Piah Form.,
and ,b.tli""'l''" "'"■ ;"'"'■ ''"™''°"'» i» «"dle„ i„,i,ali„„ „f,„„|,,,
and skc-tclung lr„,„ 1,|,, .-itl, v„y linle m,.,„„rv work. I Ji.v.
'T.J^-.f^ .i.MM.
AT PHILADELPHIA
31
ilu (|imrt.T uf ill,, tiiiir -i^H'ui iti l.K)kiii;,' iii iiiu.|,.U w.iv -ivn t.,iv,.„||.
iiiK. wiili'.iit tl..- II1...I..I, ||„. i,n,,r,.sMioh ina.|..|.v it, iin.cli ii„,rv viihml.l,-
n-MiltswouM !..• ul,t«i,„.,l. I luis.. I. MiyhiMnn wl... know H,o immrs
of tilt- .litr.'ivnt jmits ,,f til.. tUh. wl,i..|, th, V , .1, ,N,,r,.,s with .'ms,. I.v
• liawin;.'. To ^vt th.-m to im..|,i.,i j/,. the lu.iiu- uf th.' tiist ,|,,rMil, tin
wc.n.l .iMcal tlir iMrt,,nil tin, ihr v.nfnii, juim' ,iihl ran M ti„ ,,,,,1
• •th.r .litliciilt, t.chhioil ha s witliuiit M,i„.. nnar.s ,,f HVM.inal icoll v
n.pi.Mhi.in,' til. in. is a lianlsl.i,, an.) oi t' tli.^ tliin-s tVuiii ul.i.li tin.
i.nsrtit srliunj Mitr.T.M. it 1. Ill, I .ft., a.aM. t.. fax tli. iiiiii.l, tlic v-iLai
Mill., ly. with sii.h tl.in-s; i'iac..,! in il„. ,„i,„| l„,w,.v,r, l,y ili.'s.-
iii-lnin,.iit.iliti,- (.imwin;: aii.l ii,..,lrlini; i 1. aniiii.,' aii,| .v,)!!!!.. prac-
lie.' of ,.M,rvssi„- alpstrart tliu.ij;lit.H in synil.ois l„c,,ni,., a .l.li-l,t an. I
M pliasiii, an.l is .■,,i,tiiMi.-.| with ..as.-, "( (ii tii,- ,M.ntrary. I lia'v s,.,.,,
many cln-,-, ,,f i,.acli,.|s an,| iiornmlM-lio,.! -in.liint.'s wli.'liav,. Iist,ii,.i
I" tli,,ii-aii.|- ,,r t'p'-ts jionrci nut in a stivani. ,.ii.| «i„, h,,v,- tili-.l v,.,,,-,.^
of not,-l„,oks will,;,liajriani.s aiul not,.s y,.t wlm I, as.- fail.-.l t,. tix in
til.- niin.l anytliin-falM.nt th.-ir woi k fi,- many imi.r,.Nsi,,i,s hav,.
oMitriat.'.! ,acli otliiT aiiij .,nly partial i.l.'as iv.<iilt."
III.— DOTATION OF WORK.
Rotation of work pl.iys an inip.,rtant part in I'rof, Ta.i,rs mcthoij-.
Thu pupils ,l,,'j„,t lakf a n,urs.. of ,|rawin;,r al,,ii,-, ,,r ,,f ni.i.I.liii;;
aionr, to !.,• foJlow.Ml with aii,,lli,r coiirv for a (•.•rtain |„.rio,l . Kul in
I'vcry j,'ra.it' from th,. l,.went tlie chililrfn are r.,|uiiv,l to work in tl,,.
lour .l..partiii,iits ,,f .Irawinj; .k'si^^.nin;;. clay-mo.lflJinir. an. I woo,|
farvin;;. Hy .irawin:; all loriiis liist in paper, ili,.ii in soft clay, an. I
then in touyli wo,. I, all the iio-sihl,. physical c -or.linati.ais aiv ac'iuircl
in th.. .litl.n,.ni matorials. The work ..f m.ikiii^r f,„nis in clay lein-
forc.'s the .Irawin^'.s; ci.rvinjr ,,n woo.l r..iiif,,ir,..s the rm.'.j.lin;,'.
De.sif,'iun- tonus in chn- an,! wo,,], as w.'ll as on paper, (•oiiip,.?s
on'Kiiiality and invention, , a- th.' .'vicise of the cr-ative eapaeity at
every step of the work.
Th,. m.tlioil ,.r .syst.'ni of i-ot,ition \an..s with th.' .JitlerenL s,.h,„,|s.
In some th.. pupils chancre from one hniiieh t-. th,. ,.tlier at --acli less.-n ;
in others at every fourth le.s.s.in : in others a;,'ain, u piee,. ,,f work in
each hraiieh is finished hefore the clianije i.s made. Rotation in very
stimulating,' to the pupils, an.l ..siiecially shows for what tli,.y an* hest
suit.'d. The e\,rci,s.. of the <ipp,.site capaeities ^'iv...i tiu'ii. a'ehanc,. to
<lo work in the hranches in which they sh.jw mo.st deficiency. \o ex-
ception is made with any jiupil— all. in tlie el..ni,.ntary courses, must
work in the vnriou.s uiodiiuns, unless constitutionally .lefective.
Just as Prof Ta,l,I insists that elementarv ti^sinin-'' f^'.r t!-- >-.,r' ••-
nnist precc.le all .special work,— such as joinery, cahinet work, nietal
work, t a.le proces.ses. ,.r drau<;litin;,'. nu'chanical an.l architectural
il
LEARNING HOW TO DO
'•«M .1,, it^ l,..,t v,i,|, „„,|. '""" '^ •"<•— a.V l,..f.„.. „
Min.,oti,..i;,, J' ,;''':''•'''''-•' •'''"-■••■I" All.
-'^ -'•"-■ ..: i/L :''^;i;;::,:;rr' • 'V'"'
''•'•■•• -'yli..l.p..|inMnarv.n.inin.l.., I";'' t. .1.,.,..,
I' W'l Ml ••\|ii..MMii„,„|,,n-i„„|,rv
NATl Rl: .STUDY.
M...i;::r\;;;:i::'::i':;;;;:;r;"t''r';:i"''' '■' -"
Drawing trodi N.iturv
-■ivasiM- awl i. 1 innin ,, , ^ ' ' '"'"'' "^ eunstantlv i„-
Ih
AT f'HILADPLPHIA jj
'"""' ''"'" """-^y ^'"'"'"^' "I ' "-H A r. ,...nt ratal..,-,,. „| a >....,-
"I"';"'''" •■"•"" ' " I""""' ■•• ■• |'H...-,.„...n,..„.,.v .li.,..,.„n.. n
'■'"'"."'"''• "" '■'"- 1'"'^' "" 'I., was l,.ar , .,:„.,.,l„n.- a,.,|
"•<-"'MM«M, ,i,tiial ,f.,|„.>si.,„ iLr-ai-l. tl„. t..ii,.|, >.„..■ a,.. I .1... m„i,
.•Ilia. ,.„,.. M> U..II a. .h„,„.l, ,1... vi,i.,„ la,t ,!,.■ ,„|,..,, „f ,| |„„
w.M..;..,,n,_-.,,,|^a,|,J,,v,,,,ala.,.lu...lit,,lyi,,,,,r..vM..., ,,|-el,.. ,,|,.,,t,|,,,
I |..vs„„„. ,1,., ,,,.,(■..,„,, ,,„,|^,., ,,, ,, ,,,.,^ ^^^^^ii I ^_^^^^^ ^^^ ^^^ ^. ^^^ ,^
""•','' "'""•'•I- l""l •li-.-L-i .,!.,. ,,laM. M,„| „, a,|,|„„,„;,,|,„ ,,„,„|
■m.U... hf.a.^ „„,av,M„n |,a.| ..„,.„... .... n,,,,,.-,,..,, ,|„.„,h , I,. ,.,„„■„.
'"',"'"' ' •'' -'■ "i..l.l„.n ha.l ,v,nl„,-,..,| ,|„.s.. i,„,„v„i,.,.H I,,
n.ak..., .1. U'um.,,,ni,.. ^,..•,.,„, ,„Ht..att,,.-l,i.,,Ml„.,r,v.,„.,.,iN,. na,,,.:,
' '•'''"" •'•"'' •'■'"" ""• l'l".t 1.1,..,, I', „„„, „„„,,,,
"''■'""" '"'f'-i-' «""l'l l-^'l..- ..!.■ Iti.,|,..,;...(„,„,a„,' „l
'"'"""^ ""■""-'' " ''"••■■■•■ 'I." I.- ..r.Aiav.s,,.,,,!,,., ..alU t,„
IM.W.I-, ,,r |,r.-
''.■liti"ii and I'.., I ' '
(•.■|.till|| ;'Mi ,.x-
|.|.- ,11, , I
HI, i.i,|i,-. ,,i,ir, ..,1
til.' I' .■ .1 1 ll .In
l.f\.i' In !„■ |',n--
III .l.aliim
witli thf tli-
<"K .it' 'liawi.ii,'
tio.ii Nit 111 I- \|i'
'I'a.l'l N;iy~ w,. ' .
-l.«illi.l ...■\...' .A- ''"■'' '■ "■""■:
' ' ^'■''"'"•^ •" '•-•"I"' f.ini,. wi,|„,„. (i.M a.si,„ilan,P. i,„,.,,.s.
^H.,.. tV„,i. ,1,.. n.al ,),!„., ,, ,,„.,„ ,„i,„. ,,i.,„,,., „,-,,,,„ i ^
"' ^ ■ '-"I'l IIh'V .,iu>t lir (•(.ii^tll.tl
l\' N.lll t.i tl
111'.'.' til
'l'-<lHn^,.s,.|f, ,,, ,..,..iv.. In>s|, n„,,n..si,.„N. M,- ,|.,.,„,. „,„,. „.,„
I..S.. .1,,. ,|,.s„v r., si, ;„„1 i,„i,„„. ,,,,,,j| ,,^. .|„,,,j| ,^,,,, ,1^,^ ^^ ^^ vah.al.l..
MMali.yw.. „, si, ,|„.,„,„ .„t_,|,.,„„,.,,,,n„.i„.. „,,,,,, ,„„||v,,l„,t„.
,;:rapl, tl„. ,.l,i..,.t tl,..y l.„i!c a', ami ,1,..., ,,i n.viv- ,t la..-,- ■ „;il,. ,|,1..
t..n.,-all ,t with i,so,-i;rinal vn LLirss ,,f f,i,,„, ,„,i,„, |i„|,t „„| .,,,,,,,_
.tsi.-i..,fal ,|ual,fi,.s. -That thi. ,.,„ :„. ,|,.,„. a,„i w,.ll ,1.,,,.. I.y
.^•l..l.i.-.'n I a.., c...,vi,.,v,l fn„„ ,1„. ,„,.,i,„., „„,( „.„ ^,„, ;,, „„,,,.,„„,,;
It It .s .1,,.,.. syst...„ati,-aily tl,n,„-l,„nt all tl... xvars .,rs.l„.,,l lif,. I
elM,.., tliat w,. will hav.. a ,„i„|„ct tl.at wiH 1,./,„„H, „„„•,. vahiaM,.
tlMM any y.-t attain,..!. As t..a..|a.,.s, ,|,is is what w.. ,„us, ai... f.-r,-
A:: t!,.- ,,!i;rcts oi iiatu.e a... iiua.iti f.ii, coat.'.! I.„. „.„• a,l.„irati.,n
a...lt..r.>„r,si„.iy F„r i,.sta,.c..., tak.. the l..av..s i„ this iHu.st.ati,,,,
34
LEARNING HOW TO DO
-.-tm,.,,,,,,,,,,,,, :.';■ ''':'^-"' "T'-'tly t)u. t....lu,ica] nan...
na.n..s can ... n as " J ;, .^ '"""^ '", " """f'^"^' '''^'" "-''"'^
-' n-.es are v.-y . , . "' "".v tn.„,.,., ,,., ,..„.„„, ,,,^.^,.
"^ -np... ,..,; '^ z: 'V2 r ''■^'■'■""^ ^"" '^'^•-"•""-
tl- ^.-annnar schools . uiv.l ' . '' T' " '■""" "'"' ^•'"''''•'■■' '
the .lia,..an,s an.l ,1 v ^.^ ^ " , 'T '""' ^"f-""^ I"-''- '" -.aki,,
;'-a..a...a..,.u;;",:;f;;;:;,-;:;:':;:^-.^
"<• the plant, urJlt^Jr''T^''''''''''^'^-r'''"^'-^f^-^V>^vt
=e:;::t;:.-^-'--"-^--^
tho„„. often .„o„:,. ,0 3: ^ t ki::::;;'! '■" ^"'' '; '^^••''^'
an^i talks of te.r^.:,f:,:p^"t""'""^i /" ^'" '•'""^'''•^' -^^^
tin., are n.a.ie or^^anic hv t :'.■ ""Pre.ssions an.i inforn.a-
...atie .-eaetion of' the n oto c in ' '"""n ""'' ^''^^ -'"J-'-^y^te-
-.twanl, concrete si^n of' th i ," ''^ ^^ " P-'"ct-thi.s hein,. the
"HheaveraT^.chiM thTn^. K ' " """^■''""^' ''-^'^ ''"the n.in,i
There.,.-,;^:,::::;;-;'— -.^
":r;:^;i::;.::rn;;:t;r:'r'"r-''^^^"-
^tu.ly. An,l, in p.if of'\ • t '7 i M ^^^' "^"^'^ '''*-''•'"' ''' ""^-'
^i".i ■ioes not P..>!;uce the :;: ,ni :^'"S; ^^"-' :-'^ "^ '"i^
t^ i^it 1 i.sult.v The metho,ls enipl.nvJ
■ .I.I-
AT PHILADELPHIA 35
l.y Mr Ta,|,l Co,- ,.„tti, .:, in cnnvt.. f.,r,„ the .l,..,„l,t „f th. duM ,1.,
P- u,v, ,K. ciauns, tl,.; .I.si.-..,, n-s.Hts in ...•.,- case. Th. ehil.iren g ^
a n n, .v...nu„.„ .,r things, .u.l this ..-uus.. tl,at .tie .li.p.ti!
t on to perturn. appropnat. act! ,ns, v^-hioh is th,. natural si.'- ..,• ,1,,.
'ilfit and active normal fl.il,].
Mr. Ta.l.l n-inturc.s his arm r.,..nt I,y an app.al t., th.. phvs.c I
'■en..t,tss,.,Mnv.l l.y theex.Tci - ,. .: -,.,:i: {Jo avs •• I, i ■ f ,
^> see chiMrcn, as „.,.,,... i^ t^r ,„,,, U,-. iL ' :' .t :> ^t
..■annnar,ra,l,.s„raseh,...| .-;... hi.l: s, ,o..l, ..L.n-/:: ,.:'
.- and n,..n. ,n,l,H..rent to s, •.„.,■,, ,|„ .ssentialiti-s, ^h.-n if n
P.r V r.n,e., th.,- sh..,.l,l have h..e,>nn. n...... en..r,..i. an.. .^Z
ea.r> .,n th.-u- vv.,rk w.th the sanu- ..n..-.. tlu-y n.ak-.. nso .f in th..ir
play an, anu..s..n...nts. I an, afrai.l th.- ..len.ent of ' fun ' with ,n
<-• ot nt er valnal,!.- fnn.iann.ntals, i. ,ra.h.allv crush...! ou " '
.n, sch..ol n...tl„..ls. N . truthful an.l th.,u,htfn. teacher can elp bt"
t.anun;,. Many ch.l.hen that are chubhy an.l h..altl,v a,,.! usu-dlv
have hn.. c„l.,r „n entering school, .re pale, n.-urow-cheste , fl e
sr..tacle.i, ca.lav..rous and pin.p.e.fac.l when thev have ti ^i.^i ^
>cho.>l c,.ur,se. Hy ,la,na,Mn. the body we. in a n.easnre, .la.na^e
bond be ..ven. n.sp„at.,m fr.an thino.s means ener.v.-phvsical
;::; '"'; /P-'^^' ^-^y- 7^- — t assi,n,late ...l a;;nn,date .
n Vl ^\:'"'"^*.""^^^' «»'■ ^^hil.lren realize the .livinitv that is plante.l
thn.,.. Jhere . a ,reat .lesire an.l ten.l..ncy in .^n.e .,„a t. r t
t the c il.lren above the connuon-place. Shoul.l we not, ra her Lk
u. u ,s., tannhar w.th things that even the nu.l an.l -lirt an.l ."! ,
M s en. ,n..,l w.th beauty and ,uy-tery . Make then, realise the
tor .. that ,s .n every cnnuon thin, that h.,l.ls to,..th,.r each .lower
:"";;'. rr'^^'-'-^' -.i-.afn.atteran.lspiri.are:;:
Prof Tadd ns..sth,.ste,voptico,. with ^M-eat ertect in ...usin^r an.i
s .s,a,.,..,. e„...„s.ty-" the appetite of the n.i,.d -an.l s..ttn... all th.-
, es^aha,h.,nrexh.b,non ,>f views havi... .-elation ,o the wo.-k of
t .'■ Sohool ,., I„,|„.,,„.| A,.t. On the day wh.-,. I „,,s p,.e.sent 1...
^..w,^l about hfty sl„,es, ..ep..esentin, ,,eat pietun-s, notlu J.,- 1
;■ •"'•'" '-f'"" ••^'"1 an.n, ,t,..l eo.,„.„..cial .sc..n..s. I„ ,„„,, eas..s whde
he p,c ,uv w„s on the .cv..,,, M. Ta.i.i woul.i .haw attenth.n to a
smU, p „„t-th.. p,.cul.ar con.st..uction of an a.-ch. the ,„ast,.rlv touch
on . p,e^ ., ,,,„,,, „, ,^^^^.i„^ ^,_^ ^.j.,^^^ .^^ .^_^^_^^ ^^^ th.. .;.„iusof
M.cha.^An.elo,na,n,n.al .lecration, or the be.utv .. a sr.i.... of a
n<jble En-I.sh eatheliai * ' ["" or a
^'''''■■' --'■'■• •"-■•-
LEARNING HOW TO DO
nnCHANrCAL DRAWIN(i AND CONS I RUCTION
'''•|""'-"""s .M,.,.),aniral, A.-chifctural m.l ' , ' '"-''■'■^^'"'
i^'i'. 0)litl,ii>. the i'\llll,ui,,M uliich 1 uif. I • ,
'"■■"-'"■^ i" ""• '-. ('atl,„li,. Hi.-l. So,l .;■'.!"'
pns.n^r l,u,Ml,v,|s,,f ,.nvhit..,.tural an,!
Hiucal ,|i-a\V(i.'s(, „i, ,■,■„., I 11, --•- Luiai aii,i , .|,.
-t''-l.al-^.irtc.s ,^' :: ""''"^'' '-■^" -^in„.,H ..a., f,,..
to joiiit'i-y or oaliirirt Miakiiicr .,,,,1 >., ,.1 , .
-" '-•<-i''"ai.y,ex4;;t !;:';H;n.r'f'^'''^--'^^
-•-"•i.-.'nty.,f,an,lanaa:L.v^:::.'T''''''^^''*^'^^
shoul.l 1,.. ,l„'.t 14 v. .f ""•clia.ueal .Imwinf.. They
AT PHILADELPHIA
37
I h.-.w not ivs.Tvr.l »[,,,(•,. for f„ll .li^taiU ..f I'mt'. Ta^Ms mu'IImmIs
ill tliisdcpari merit, pivtVi-fiii;: to j;ive iimiv fully hi. I,as,il i,l,as aiid
liiellio.ls, l„(MUs,. tliry clifi;.,- >, , ra..li<'al.y fro,,, all utlir,-- Tli.sr
iiifthols ,ir.. carri.Ml int.. tl,.. ,„o,v t.rlmical \v,,ik, and i,n..|,ie.' ivsiilt-^
tliat c.uld not 1... attaii d if tl„. fou„dati..ii l,a.i i„,t l.,.,„ lai.l in fiv,-
liand di-awin-. clay , irlin^r ,^^^,] „.,„, | ,.;,r,i,i^. p,,,- rxanipl,. !„•
iv(,niivs tliiU all pupils in the (•..i,st,activ.- .K-partnients sli,,uld \v,„-k
at iat,.,val. on tho Mafkl„,a,d. All tl,.. onlinary -,.o„„.t,-ic fo,„,> an.l
Mn,plr constructions should lird.'awi, f,dl M/e and fiv^hand. until „„.,„.
oiix.d Sk(.t,-l„.sshu,!ld also UMMud,- of ai'chitcctuial detail- ],la,,v a,,d
-tylrs, an.l thr foians shouhl 1„. i.,.p,.atfd ai,.l in.iditi.'d i,ia,i\- tin,.-.
Pi.pil L.
i^.tions Fr,-c H.i.id
"Hui- course in mechanical dnuvin^-," said I'm! 'I'aild. inchi.i.s
the oi-dinaiv course in i,,ost sehcjols, the -tudy of i„echai,ical persiiee-
tive, and of the atcliitectnral styles, and soi,,e designs and construc-
tion. In education ( wiiere we must consider the development of the
esthetic principle.-, as well a- the pivietical elei,,ents) sue), a eouis.' will
he found ii,ore constructive than the ii-iial one-sided and totaliv
nieclianical course. The teacher sluaild strive to j,'ive a thoinu.],
undeistaiidino- ,,f the principle- of n,echai,ical diawiiijr, hut should not
enter into a Icythy and detailed discussion of machines, I'aradel
and ani,nilar p.^rspective are dwelt upon at len;:th. aiehitectural
styles are similarly treated, and architectural desi^^n and consti'uction
are discussed. < )ur objt'Ct, at this st.aire, is not to make draftsmen or
arehitects, ?nit to open up the minds of the pupils to the iuiii,eu,-e pos-
.sibilities and tlie intrinsic heauty of the , subject. This course will l)e
as valuable to one dcsirinj^ to devote hi,s life to tine art, as to one who
38
LEARNING HOW TO DO
•"■"^■'■'"'-^ "",1 Conns „ui,|,. X' ' '" '.""' '''^'-"-i"" "fall > -Is
'■' '-'-y ,,i.,,H,,,,. J ::; ; •''7''"^'''^- -' it-- n.a-1,. .,,.,^
•^7;""^ ;"■ "''- tnu.,i ;:•:';;'"';'' "':■--•' '.lph-
'I'l'l-^. "that Ih,. .-...Mi-s,. s|,„m1I, ^''••••" niiiK.rtai,,-,.," |„.
f-'-"^'-'- '-n.J:: ;r:':;7:^ ^in^t.,,,,..,.,,.,.,
— -ant .:;:;•',;;'■;;'';''•;'''':'•'-''■' -^-'- u-ini.-,.:
^■"''•'' "Hi, a note. l,„ok an,| si- r "' . '^"'•-'' I"'!"' ^li-uM 1,,. ,,,0.
• ^'■"'-.' ''■'-■-. vi... or :;';: ::;::::;"'' '''^''-^'--"^
'^•■i'''--'r;:;i;t;:::;;':'^^''7'^''';---^
;'"- -^-th,.MVatnn.:.,rr''''''"''^'''''' '''■--■'--•<•
-I-'ially valua.,1. a. X.rci.. l^^' ii'T '"'■ ' *""' •-
•""''■'■"'''■'■ "w-ssarvvu-ions ■ • '■"''""■'■ '"^■'■'■■■'1 lliinkin..
'"■■•''■'• -'"""^ tin. scarl-s, an, vn-i „; "'" """■'-■ 'l"vetail,
!'""-^ --yhot,k _:;:,''' ''''■^•'- ^''- -Ivanc,.,! „.„-
'" --^'"-. -tc, A,lvan,.,.,i „ u '"'"'" ^'■"""■•' '^^■'""''■-' -'-
--^>.t. east.i,.on 1,,.,,.. 1 J r'T '"•^^' ^"'•'' ^ -"'"Uor
^"•••"t^'st ski,, is ,v,.i(i..,l in , ? ''"'^^ "^' "'•■"••"•"-•V. Tl.,.
'•- -'''--Muniiit! . :'::c' r^'r'^'^" ^''--'•— ^
'^ - -'•!' for an advanced Has t^i. ' "'"^""' ""■■ «-"Hin.es
i'''^i-^-ehasaf,.an.:,,o.s,.,o ,;X^^ l-.e
" V :.stn„.nt ,-a.s., or case of dos,. ' *"'-ntun. .si„n-|ar f.
^hin. M.ta.,,. fo.. sehoo, p,,.. ir^ z:;;:;;:: "■; ';""^--— y-
'" ^^'""I '<-d in teaching;- pi, .ics eu," I ' ' ','"■■''"-■ •■'t'l'""^"''^
'>*■ this charaet,.,-. and ui:. nan ;;^,'-'"''^''^"^'"^ '"'^^ - a class
^^ :T..e teae.,,... i. as 3-. eo:^:::;;^;;::- ^^--^.'V^I-.toHes.
AT PHILADLLPHIA
39
u>H-\u'ys niv n..l yet .uniuTuns w|„. hav,. inaKt-rcl .liawi,,..- nn.\
ni...leli.,- iM cmiUTtiun with ^cli....l work ; Imt tl... si,li..,v for sud,
l.'acheis IS ,;■-.. an, I iiKTousui- N„ Kranch uf ...hu-ut iui, ..Hers s„ tiiu'
^"i "i,,M„t,nuty r„r U'nvh.ys K,,tl, f.,,- „solnl....s. a-„l fu, ,,..,. iiniary
r-vvMr.l. An.l t\w tv.H-Uvy u i,„ .MU.st.Ts l„,th tl,.. Art .\.\v nn,\ On-
.Mr,.|,aiu..al s„l,. ,,f ,val luainial traiiiiii- v.-ili hav,. tl„. still wi.lcr
"If "•t""itv that awaits fh.. r,.al i,M-.,,.r in an\- prof,..si,,„ '
Mtir.rrv Dr.lw .. .-t Ek'iliL-i.t.irv EiMn\
A VISIT TO ONE OF PROF. TAI)D'5 NIOHT SCHOOLS.
TJMVr .score tliihhvii ntf tlu. stn.ots-newslM.vs, '■ -uti,.,..s,ii,„.^ '
l>-.otl,Iacks, with soiiu> sflu.lars fr,a„ tlu. piihlic >t.h,,n's_a inix,..l (.r.iwd
li"ni ho.n,.s nf the w,„kiny-class,.s an.l worse, s witii ,|irtv sweater^
nistea.l o( shirts, and n<. clean lin..n visihle anvwher,— .some <.f these
lad. with truly forhid.lin- fares, and fur,.hea,!s slantiti- t,.uar,]s crime
— snch was the raw material- nj-on which Mr. J. Lil.erty Ta.M's
inuht-schn.l teachers w-.r,. w,,rkin,' as I ,.nt,.n.d th,. has,.m'ent of a
c'.n.ch ui Philadelphia last wint-.r. This was a mission ni..ht-sch.,oI
at.d niMea.l of ^ettin- t .-ether thes,. lads an,l drillinu them in Hoys'
liri-ade w,,rk. or holdin- a devotional mc-tin,-, the church ,.Hicials
had thr,,WM open two warm, comf,,rtahle and hrilliantly-li^dited
ro.ms ,n which the hoys couhl expend their surplus ener-v'in dni,„r
ai'f woi.k. ' ■ "
The reader will 1„. sceptical as to the character of the work He
•"■'-i ""t l.e: it was real art work that I saw-real nature s,„dv-real
40
"I'linial tiaidiiiir; ..|,„j (j
M'> liotict
LEARNING HOW TO DO
"'•M' l>()\< UITU SO ,1
••'''^"■'"■'1 in ii ti,,.,til„.vtouJ
"" ""tuv wi,,,,,v.., ,,f ,,„. ,^,;,.i , V,," ," ■" '" " "'.'t.lH.ytouJ
-vn pi. e.. „r H.„..k „..,;.,.'.' """ ' "'"''' '■'"• ^^'"^ i"t.'re.t..,l in 1,1.
Itaclit'i-N.
Til.' u lini,. scfiic nas .■! n
1 ■ - ■. •-. 11, nils Is \i|i' 1)11,1
I't'^i'lntioii (,
'"'• ''-^i>'^ things; t'^a^ ;;;;;.;''' ';'''-'y lor ...^
'''•it:inalty..f,|..si:,,\,,,i..hH. ' """ ""^ ''"• '"''''"'■- "'"'
""■'■ ""■■""■■ -"'Win. ::,.;'; ::;:;r:r:"-::r,.r;;
Clamps and Mall., for Ward Carv„,«
"'l'-^. til,. ,|,,<,r..ii,. ,.x.
plVssi,,!, up..!! til. sc fact's
-many of tl„.„i i,|„.,.
CLMit of si.ap-aii.l-watii-
— wlu'iicj oriR. (lies,.,
ami whi-f, fort" ' All '
'I'll'. aiiswiT to tlie.sc
ijuestioiis tflls til., whole
story, which is .)f in-
tense iiitei-.'st fi.iiii Stan
to tiiiish. L,.t „^ ),..,,.„
tliv story ,,f a typical
ease, ami iolj.iw it i„ i^s
vari.)ii.s Ntaj,^.s ,,f ,|,..
vel<.piii..i,t.
--ellash,acI-o^, ;^.; f "n;" T''"' ""' '" "'"^■•'""' '" -'"-
-<■'! to wonder w .' i." ' ""^ ^^'"'^ ^''"'^ «" ^'inckboar.!. J,e
.,> cujoy UK' warmth an,] li,rl|f ti, „ ^j i- , ''
«ii^ not arrest him he ventnr , ' ""'"'^' ^'"^' "'^' " I"-'"'-"
--k. Then he : ' J" 7 r / > "" "'" ''"'' '""' =-^^'- -" ^
«'.-« bol.h.r, and bega,. to in.itate the voum. black-
•>
'^'vv^-'^.V^-" *'*
r.
*<
AT PHILA'}EL".1IA
41
42
LEARNING HOT TO DO
"<>\IStl ll(l,ori) M'Tlin til vV«-..ll ii'M 1 • ■ INMUW Jl
-.H. as ,,.._i;; ;,..,, ;:'.;;:; • "^••■''^'«-t...,..si«.
-t,.'!:::''::.r;'r!;;;;^ ':>-'^T.„...u,.u,i, ,,,..,. i..„,
-u.ht in ;,:.,; rt^ 7;, •':"'^ ''■- '""•■•-'• -^'•" •"• -
lo ivsi^t arnsr an,l i,>l I l • . Ill "MK nils. M;' .Ircidfcl iii>
- <l-v wasn't ., W.. , ";"; '""- •'"^'"' '-vas .nista;<..,.
Ills j,l„c,-, • "" ''.- """" ami took
Ho has lift'ii line ii(,w twifc 1 «•,.,. L- '■ . *
i«.c,i .i,,,n., ,' ,",:,;. '";■'- ;-i ■';-«■■"« ™ r- .• >vi„,
- h.u,i:ak- 1 , ,. r ;';'",; "r " - "'■'"•" - "'".v ^ 'i--^' .-
i»„;''';,;;,":i «• ■"■•y .•-■ ••.■ ,»,.,. ,„„,,,,,
V"; .i„-„. ,„. i, v,,„„t,, ,,„;„;;!■;■ „•;-;;::: ■;;/;■ ■- •'■.■;"« ■
ly l.n. M.ost intently studvin-r, 7, i • , "^"^ '"•''"■ ''t' i'' silent-
• If th. .? • • ^ '" ' "''" ^'"** "'•'^''"'^' '«»-t work ' ••
Tousl,. will copv 'al 11, ! , ' '"" ^ ''"^ '^ ' " "•'^'' '->^ ^•'--'^'' thut
for thai." ■ "-■' '''""" *^^ ""•^'' l"-''!^' i» their own v.-o.k
AT PHILADELPHIA
43
j.osc ynii ;,rav.- it to liim - " ■ i i
'• Not at all ; w,. nevvr ,1,. ,hat . ur', l„.y must fi„.| his ,.«„ tVot
l"-nv an.l walk .„, tl,..„i, \\V ,|„n , L.-tur.. .I„„,, .„■ „i^,. tJ„.,., hmv
t ....;; m the way .,f .h.si.ns. All w. ,1,. is t. ,„vss ,i:.. I,,,,.,.,, an.l
tlu-y ilo the nsi."
i-fs walk ov,.,- t,.T.a,sles ,l,.sk an.l hoar th.- talk Th.> i.ach.r
u. inan,|s.,rhim wh-.v 1... ,.„ th...l,.si.M ' U..r,.,.H,.s,ha, !,.• n.a.l.. it at
., '''V'" ,^''"'^ ' ^'"- ••'^'<^ ""t "i IH^ I'-a'l Im. r..pl,..s^n...anin.^
"t <•....>.. that h.. ha.lcalh.l l.ath In.n, his n,.nK,ryan.lc.,ml,in...l vnn..,rs
".uts..l ,l,.s,;:n whirl, lu. ha.| l..,.k...l int.. his hrain hv niakinMh-n,
w>th th.. han.l -,.n fn, ,.■,•, in chalk, inclay.in w.„.| -as^N.llas l,v^..,.in.r
lli'ii, iM vati.,ns,.„n.ldnati,.ns, , tl...^^.lll an.l hia.-k hoar.l. An.rn.nv h"
tHIs th.. l.ach..>thatlu.isl..„kin;i ana.ml f..r i.^as I'.,,- i.ni.r.,v.„>,.nt .,f
til.; -l.'M-n 1,-1. „v h.. .•.,n,nnts it i-ei inam.ntly t.. th.. cl..;.n whit,. ,,a,,..,
;"■"''■' -'"Hk. kn.ms h.. must not n.l, out, ..rsnui.hn. ,,,• tix ni,
tl... .I.si-n, lait must .■v.'fut.' it Ir... han.l in l„,l 1 .aitlin...
S.. I„r,. is y..ur>j: T.M.sl... th,. str....t Aral,, wh,. v,., v !ik..|v w.,ul.l
Iwu.. ,l,.v,.l„,,..,l ,nt., a .•nnm,al,--^h,.,v I,., is, an ..nih'rv.: a.'lis, .„,
'■n-inal .l.^si^rn,.,-, .|.,in- w..rk whioh to hin, has as un.ch s ...lilir-
a>R... as though lu. w..,-.. a ;:r..at paint.r ,,n.,,,uin- (or a ■ sittin'^r • ,,f
th.. sov,.n.,jr„ „r i-nsi,!. ni ' II.. is ti-ansr.,rn,o.| ; 1... is sav..,l t.. s.„.'i,.tv
m a y, ar ,„• ,w,. h.. will 1... making ,„„.| wa^-.s in a nmrhin.. shun ',„■
;hs,un,ngn, a e.riM.t faot.ay, ..,• workin-m an ai<.hit..c.fs ot}ic..-.|„-
■n- r..s,„.c.tal,l,. an.l ,,n,Htal.l.. w.,rkf..r hin,s,.lf an.l th.. rat- an',,rna-
nifiit t<. soou.ty an.l a t.rt..lit t.. his tfadLrs.
This is .•,ln,.ati,.n-tlu. .I,.vt.l,,,,inn- .,j' th.. lun.lanH.ntal ....wers ,.f
h.a.l an.l h.'art uu.l han.l
I att..n.l...l th.. cl.-sini,' uf „n.. .,f Pr..f. Ta.Ms ni-ht s,.|,.„,l „u
April 29th, if.02. Th,. atfrnlan,.,. up t,. that tin,.. ha.| I „ r...^„lar
an.l th,- r„ll-call was c-on,pl..te t 1„. last ni-ht Th.. san,.- n^ni'irk
appl,e.| to his other ni-ht scl,..o!s l„r manual trainin^r an.l a.t work •
y.tthe fr,.,. puhlic ni-ht scho.ls h.-M nn.|..r th.. auspins ,f ,h,'
ll..ar.l,,f Pul.lic K.lucati..P-in which w,.re tau;,rlit th,. or.Iinary Kn-'lish
liranch,.s— had been clos...l a n,.mth pn-vioiisly for lack of pupils :^
THB PRACTICAL inPORTANCE OF DRAWING.
])rawinKisa tool of universal application Carlvl.. .Icclar-.l ho
would rather have kn.iwn how to ,lraw than to rea.l, "
Any .,ne can learn to ,iraw who can learn to write-this i% the
positive statement of artists an.l teachers of penmanship whose opinions
are .uiitie,! to wight, such a,s Kernbran.it Peale, Prof. Minifie J
Liberty Ta,],l, This is certainly not the cpinion of the mass of pe„pl,."
who believe that some special gift is necessary before a chihl can learn
to draw.
u
LEARNING HOW TO DO
:-^r::::J:i:;:;::::7:^,::r,:-^"r'-
'-» l<n..w|,,i„., i„ ,,..,„,u.v . .. ;'"'""• "'"""V^'l"- fouM.lati..,
•■•-•••--:,,.JiH :::;;;;' ;;;V';'-'f -'-■•;'. -^^^ ,
-"ta... in. .V...,.,,,. i,J\ .'■'';':'>''''• - a,!
''"'"'"•"'"" '"'-.I.- t,,.. v..,..ran a .is, 7;' "'" ""''''"' ^^""'^ '"
familv nf,.,.is,H w„|,.U L ""-'»"M.oC, iis,in,„i,|..„i
«-ri.ins. n...i.,,', ;,,, 7 *"'.'■ •-l-ei.lly i„ „» ,,. „,
'.■.." .. i'lNia.,:,;,,;::':;::;,:;;;";";:;;,,!;:,,;:-- '-'"""■" »-^ -''«''
„. w '■,;;",i':r':;:r" f ■"■"""'" -^ '■"'■ ■■ •■ ■>"<■'■■>
t" niltivato in voun.' „,.,s, „ • I ''"'^ ' * "'^^""•'^'-'"^^ ""l-orta.,,.,.
aocumcvin,iiscnn n^ti ti '■ '"""'"•'' '''•-> i-;r, a facility an,i
si.lit. an., ad.r ;. :i":r^'''= ^onns,.r„^j„,„,, „.,,
••V...S envoy l,„t ,ii,a i ., ^ \ V'' ""' ""'•"'iv^'ly, and wi....s..
i'^--e.nn,a.J:::;:;. -:,;::;:::-::' o..'on...in.,„..
H..-, •• He^. al, things thou shoLldCr^wt t^^^r'^^", '7
liian s speed coiisisfcth wl.in). *; . * '^"inul, .,f which
ean,nvL.o«/ ^ ''>-'' ^''X t.mgue can in.itate ami thy hand
No .me pursuit will e.Jucate the eve „„ick..r th-.n Hrr- ^V ! •
.trawinij i)ti a la rire scale .m ^l.^ 11 1 u '. •■ii--<-hana
^ I i.ii^t seal. «n the blackboard— so savs Prnf T„,n «■•*
an experience of a quarter of a century. ^ '"'^ ''""'"
AT PHILADKLHHIA 45
An .inin.ht writ.r ,,„ ArclMfrctm- ln.sx.rv tnil ui.l (i,,.
work!.,,.., i> s„,,..ri,„. t,,,„i,,||„.r nth-,- .•H,.uh,staMr..s I,,,,,;, ll„. >„.„.•
•linrtK ,„ ,„.,,H,,(i„n ,,, hi, k„u«|,..|^n. .,1 ,|n.wi.,,' mm.I 1,. tl,u. i-
i-nni„ni Mt thi.H.irl iniHt iniiianv ivs|„., t^ |„. snl.-.rv i.-nt r..,,tl„r, « I,,,
im\.' i.l.t.iiiicMl tiiiii kii. vvl.d..'.' '
l''-..f W N llailniMiin. I'l, I) s„y^ Ait i,-,,,,,,-,,!^ ih. lu-1,. ,»
'"•■•""I"""" "I tlinii;.|,t In ,.,,, „,„„ f,,ri„uhitf, his ,t .|.|i,-„ir,.n.l
lHr-iv,,-l,in- Ml.>tnwti,,nv A .n-nt-.l art is in,.,,n,|.|. t- UMlrss th,,,u.rh
It- l.'-lu.-s ,m.| thinkin-s ,u,.l «ill„,^s its .varli-.s th,. r..,r,..,„.,„lin..
'' ' ""■''•■•"•I i-llM. pn.i,rt...| l.iMi,, il,r..„^l, uhich tl„. .lir.rt,,,.'
.""'"'-'" "••'''"^••^ ""• '""••' pnri„.H,.s ,,,■ , -n,.. Mian , liaf"^
mwanlly.u.l .a.hvanlly (...(u..,.,, .nan an-lhis ,.„vi,n„n„„t. inak..^ hi.n
|in.| Ills ,.nvnn,nn.nt ..,.,•, Miinulal.s „.„! .stal.lish. s ilu.ii^rht, awak-iis
l.r..lh..rly l.,\,., ami tli.. asi.in.i i,,,,, ,,f hn^tlnTJ y |m\,.'
■^i'^V'lliM... lla.,nliuMs,.,i,|. Tl„.|,ri,nuy'|,n..ri,.l..nr,..|„,,,tiunis
tlH' .I.LiiMitmtiMp ,,(■ ,h,. ,,u|,il !,. s,.|r-a.liv ity ' Tliis lainciph- is I,,.,,
t. r uork. .1 .Mil l,y ilnnvin- llian l,y ntiy otli.T s,.},,,,,! stu,|y.
Ml <'lms C |,,.|,nHl, tl ri-ir.atnr..ltlM> I'lihii,- S,.|in,,l ,,f In.lus.
tii.'il \vt l'l,ila,|rl|,|,ia, is l,in,-,.ir ,,ii ,.x,-..||..„i iNustrati..n ,,f i|„. a.-ii-
""■'" "" "''''■'' I'" f"".i.l.M| (hat Scl I, vi, ihat Art is a ,uuyvv^.,\
uMuu't ,i,„| tl,at all liii.na.is ..an Lain f ,|,au. II.. was r>,; yais.,!
a-., wh.n I... .aua.ii/,.,1 a,i.| ,-„n.li...|,.,| ij,,- a..|iml i.achi f Drawni.r
.•tn.l Alt w..rk inlSTS: wt, wrilinu ,,fl,.ss than t..t, v ..a.-s l„.|u,v that h^.
says 'At tliis ,i„„. , |S7(1, I ,. ,11,1 hanllv .|raw shv.. in a v,ry hn.nl.l..
lashi.ai n„l,.,.l.aM,i l.tti,. ,i,vanM..l Ihat I sh.aiM ,.x..,.n... f„r ..xp,.,isi v..
w..fks ill„si,-ati,,ns uhi, h w,,nM 1... ,,rais,.u l,v ,„v .•:-iti..s as s,ra .|v
Ui.]„.n..,i tn Miy (lipsy S,„v,.ry j-,,,- it artnallvca tn ,,,ss rhat'a
v..ry w,.ll kM.iwn man ,,f |,.tt,Ts. wl h- Hpok..- „f n.y .styl,. as riuma-
'■"l"' . - ais,.il n.y picl iir-.-i."
'•''" ' '"""i" 1 l'.Mla^..L;ics „f tlio Nati..nal Council of l-Mnca-
ti..n li..|,i at Naslivilh. in ISS!.. |.,.,„,rt..,i as luli.,vv.s- M.air (u,n-
tnitte.. u.aiM rurtl,,.,. s„:,.M,.st that n.. Jnstic,. has v..t 1 |,,n.. l.y the
a.lv.K.at.s .,f Manual Trainin- ,„ th.. ,.|ai,ns ,,f |„.|u.st.ial Drawin.. as
a tiainin;: f.,i- tli.. hati.l an.] the i-yr and tli.- ..sth.-tic s.-ns.. irtlw
IMil.il i,ursu..s this stu.ly l.y th.- analysis of th,. historical fonns ..f
ornament, an.j ac.|uir..s familiarity with ns..ful outlini-s an-l a -..nuin,-
t,ist,- t..r tl... crcati.,n..f b..autifui and tasteful forms, he has .l..nc ni.,r..
tovyanls satisfyi„jr th.. econotr.ic |,rol.l,.ni of industry than he coul.l .io
In- much n.echanical skill. Tli- jrr..at problem in tlw industry of
nations has come to he th.; esthetic one-how t.. -jye attraetiye'an.l
tasteful form to productions so as tn wiin and hold th.- isiark^ t^ of n...
woW.I. l)rawin<j is the he.st tneans of aciuirin^' familiarit\ with th..
conyentional forms of beauty in ornament-forms that ev.,rc.« fl,..
outlines of fieedom and Lnacefuli
, and fhariii all peojdes, even tl
lose
44
LEARNINc; HOW TO DO
uh..|,av..n..,th..,k.ll,,.,.,....l......sn..|.f S,..vlv ..„,,.. .nuun.-
■n. ..... ,1 1... Mr..,....,. ,1..... „... ,u,v., .,, ,,... f, ,,i , J ^„„,,,,.,
' . ', '"■ ""■:'" ""• ' -^ '■ '-'""-'• "•• Kuuctiu... w...a ,.,l,..'
n tl... .. ,„n...„..0 ,„ e..,..,.l..t.. .„.l....... nt ..f tl... „.Hh...|s ,..n-.u..,| i,
».• Iul,h,. Sc)....,l .,,■ In,,,..erial A... vvhi,.). ,,1,..,, ..,...,• .„.| ,,,(, ,.,
•iraw,,,,- ,l..„;.,.,„. ,u..| .ut f,.,.,ns, rati....- than t,.,U a, A ..u.rl'i,... w.„k
OKAWINd COKKI-LAIfcl) WITH OTHfiK STUDIES.
-^1 .... lH.1.1, •• .s that U H..e,. . to Ik. ..„ti,...|y a,.a,t U- , tl...
^t H,..,, a „u.n. ..rc.„„,.l,sh,....„t, H.-m.-thin,. »„,. ,1.,. .,|.,,t .Vw. ,1,.. ,.,»■.
«t... .li.,.lay a c.-ra... a.,...u„t of tal..nt. This i, all wr..,.;; D.-awi,,..
l'"I"ls ; th,.v a.-., the v.ry ..n.-s wh„ most n.....| its t.aini,,,.
Draw.,.,- ea,. v..,y ....a.Jily 1,., ,.,a.|.. „„.. ..f ,h,. ,."., vital of
H . ...s. „n. .,» ,1... ,„..t „..,,...,a„t. It is ,h.. st,.,lv ,„. whici, half tl...
•I.u.l«.,.y a,.,| l„es..„u. w,.rk of th.- sch.,.,| can I- ,,|„....,|. It is th..
s u.ly th.a ...ak,.s p|....in, an.l inten-sti... „. ,h..,..selv..s th. w.„k of
t .• pup.l. Draw.,.. a,.,| .,.a,...al trai,.i,... ahov. all .„h... «„.k
•""t th..y |.,r,., u ,|isp.,Hit,o„ to a, ti„„ a,.,l allow th.. chiM ,., ,„ak.. the
o.u.r,..t,c ,..ov,.„„.,a, ,|,a, ar. so ^.k-.I a,„l ,„■,.,...,• f„r its w..||.l,..i„.^
•■ 1W„„. n. tl„. pa.t, ,., ,.,any farh. ,-s ,,.,,1 chiMr..,., has ^a.
hh^kV ItT" "T^" "';•■' '■'■ " '■'■"■'>!"• •""-■— -ani...le..
Htu.i...s. If .h.l I,,., an. to kn.,w thi,.;,., to ..i,. k„owl..,U.. 'HM.l tla-ir
<•......... to s..hoo| „ ,W th,s ,,„rposc.), I k..ou- of ,.,.,hin« that wiil take
lu. place .,, tl., n.l.t k.,..l „f instnuaio,. i„ '.awi... ,.s it co.npHs
tl)..|r attention to thin-s, if pn.p..,.|y pn'M-nt...!
•Tak,-, fo.. instance, a ,-ural srhonl, when. th.. .hil.l,.,, <„.t a htth-
••e.i'l.n^'. wr.t.n;:, an.l .irithn.etic, in h.a.ieopathic .Icses, an.fvei.v little
.. anyt.,:n, else S..,. what ^lorions possil.iliti,. an,| potentialities
hen. are hen- ,t th.- tea.he.. h:.s any el-a of .Irawin. „s it .l.a.M l.e
Uu^^ht K,;,ht at the .hK.,- is the who!., tiehl of na.ur.-plants tlow-
iuu-Tnl l' "'n'^'^ ;!';"'" '■'■""^' -^'•tO'l-.ean l,e p.oen..,..! without
n, t„.ul,|,.. The eh. ,in.n a.-e ,l..|,,ht..,l r„ ,„i,., aln.ost anvthin. in
h.. way ot ,no, lels ot th.s kin.i. If they are n.ar ,1... sea ^hor,. the
h-ys can .e, en.| ess for.ns of Hf, i,. the way of seawee.is. sh..lls en.l.s
hsh etc. n mthe n,o„ntai..s. ,he same e.-u. he .lone with .lilferent
k.n. Is o plants. w..e,ls, .ton..s. hir.I,, ,i-h, n.-.-cts ..,., Th..s.. f, .-.ns
can he .hawn, an,| the rea.lu,;,, writin. anth„„.tic. >p..llin., eon.posi-
li..n punctuttt.on, an.l oth.M- stu.lies h„n.. ,a. as i,,,.].!...:..,!. ti...
<l"i<Jrvn w.li he fa^einate.l an,! inspi.-e.l at tir t han.l. Thev will take
an a<i!ed interest in their work, especially when th.. .l.^rs of their
»l
AT PHILADELPHIA
47
•luii.NaT n|„.|,..,| ft„.| th.. il,iti-s,,t w. ,1, ili..y ,.,.,. so niiK'li ,ii|.| ki...w
■<ii littl.' lilt) tniii^foriiHMl fni- ih.'iii
Kmin.TH ehil.lrvti :„„\ uili, r- ^li,,iil,l know mII ,il..ur li.^ I,ii,|s,
Imi-s, oitiT|,illars. Ili.-. H|,i.|,rH. w..,..|h, plunlM. tlir tl..w,.r, an.i ('..imi„mii
;,'io\vtlis of tKi'ir .•iivii-oiim.'tils. ati.l thus liiivr miiit.r llial will I,. .,f"
viilii.' aii.l an ai.l to tlioiii in tli.-ir fuiinv HIV This is v.-iy i„ii. h 1.. i
i<T than crnniniinu' 'liiiii with oi>r.>iin.ct.'.l fa. t> of histoiv ot Tnroll"
•■oiiiitri-,, ln,.i,hnts in th,. livs ,,|- kin-, .m.l stiit.-ni.n thai iiiv not,
of ninch vain.-. Uf «• mrsc th.- youn:; >hoiiM l...<-oii.f u.s coinjil. i |y
'•.lilcHt-,1 as possil.l,., hut tfioyur.. to hav,- . no thin- or th.- otlar. |.."t
thi-ni pt, tirst ..f all, .lir.-cl kn..wl.-.|y.- of ihrir o^n .•nMronin.iit
■ Thfi-.- is no r.ason,.\.n in city s<-h.H>ls. why Mniilar w.,ik sli,,nl,l
ii«-t h,- .ior>.. ; th.Mi-h th." f-onntiy i-hiM has far ;,'ivat.r a.lvanta-.-s i„
th,- way of Mn.Iyin- natnial foiuis, th. t-ity c-hiM has niany coin|Mn-
-atin;: nlvantaj.'.-s N.aily all .■Ini.iivn ,-an ^ft fn.in th.ir h..rM,.s an.l
fh.in ih.-ir tVi.-iMlsany of th.- simp!. h>ii thiii;;^ in th.' wav of
h-av.s, plants sh,.lls, ..Miinals, ,tr , that aiv tlu- fiin.iani.iitai.s .,f st'u.lv.
^Hi.l with which w.. sh.Mil.l first til! ih.-n.in.i ..f th,- ehii.i h.|,,n- w.-
att.-inpt to :,'i\i- hij^h.r thoiij,')it -tmli.s
' I i-an aln-n.ly s.-.- this chan;;.- coining in ninny plHc.-s, altli.ni;;li
so far it is ni.Kstly in tin- way of introdm-tion of ihih-> that hav.-
iitilitaiiun vain.- al.ai.-,— tra-lt-s sirnilarto »-arp. iit.r work, i-ookin;,' an.l
M-uin;;, which to ni.- simply eonsinn.- th.- valiiahl.- tiiii.- ol tl hil,lr.-i»
witli .ut .-.iiK-atini; th. in, I fhnik tli.- iiinc is n.-ar at han.l wh. ri tli.-
tnn- i.|.-a will l.t- n-ccivt-,1. in^i iimions lik.« the l>i.-\cl Institnt- th.-
Arin.air institnte, tli.- I'ratt Institnt*-, an- simply, in my inin. I, protests
a-aiiist th.- ol.l iiu-iIkhIs of .diic,iti..ii Tli.-y an- M-n....|s wh.-iv th.-
pnpils /..-,■,* /,,/ ,/„, „,/ ,u„l III,. null in Nonu- oaM-s, tia.l.s an- tHu;.rhi,
inst.a.i .if r.al iilucation iM-in-; j;iv.-ii I think tin- !alt.-r u ill l.-th,.
11. 'Xt sli-p,
'■ Noon.- can St-,, liow ii.-wspa[).-rs an.l h.M>ks air clian;:inL; with
th.-ir t-n.ll.-ss pictures aii.j iiliistr.iti..ns . noon.- can s.-c tiir improv..:-
ni.iits an.l ni.ans ,,f ^^..ttinir '"'t.-r pictures in all .lii. .li.ins, witliout
n-ali/iii;; that this miiv hav.- a ;,'r.-it intju.-ncc .ui th.- .■.|iicari<.ii .if
tlhist; t.) c.inio. Th.- sjinie is true with re;,'iir.i to smooth roa.K, .•l.ctric
li>;lits, the liicycl.-. .-tc , all ;nl!ii.-nc.-s ilint an- ten.liii,' to iiiiik.- III'.-
.-asier an.l liitt.r. Some ot th.- paji.is an.l niay;aziin-s to-day an- r.-al
work'i ..f art. Continually tli.y ar>- pouriii;,' out on th.- niultiiii.l.-
streamsol' visual iiijorn ali.m IIihI must h.iv.-an inllii.iic.-. '{'he school
is liouiiil t.i k.-.-p iiiliiie with th.-s.- tliin-s! i'l.-tt.-r m.tho.js an.l h.-tt.-r
t.-xt-ho.iks ami applianc-s mti-t hi- us,-.i. The ol.l iii.tho.ls //,/-■, to
Ciitllij^f. Hii.j (he i.-acii.-i-', too.
•• AppliaiK-.-s in the schoolroom tha*. li.iv.- heen use.l for 20 v.ars
an- still h.-iiMf use.] in t'u- wnni.,' w;iy. an.l at th.- wnni-r tim,' su.-li as
48
<'M|iy l,(.(,|<s ,■111,1
LHARNING HOW TO DO
n..v..,. 1,.:,. . , , ,, r' V ;■"' ••'"''"■.^ "-'"- wi„.i,„.,.
' ' ''"-l" '••"111 III,. l„.-,i,inill<r
i ni:;';;r:ij;;:V:::;;''7 '':':•''•■;' -^ '»'.„...,
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,v i„ „,..„. I, ,;"";.'■ '■"■•""™'- ' '■ 'I- - 1 .■ ..I
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— -,i-.: _^ r-'.----^
AT PHILADELPHIA
49
50 LEARNING HOW TO DO
" We inu«ttakein tl.injr.H.assiinilato them iin.l form i.l.'as.an.l tl.eii
wo wiU have an outcon.e. The more we practice this, the nu.re facihty
we will find ourselves ohtainin^. It in always possible to revive i.leas
in the mind and to make n.enttil movements and coordinations. The
more we -lo this, the more vital force we will have, the n.on- deeply we
will realize and appru^ciate things. We will be-in to understand what
inspiration means."
DRAWING IN RELATION TO WRITING.
" Writin<' is little else than drawinj; the forms of letters: drawinj;
is little more^than writing the forms of objects." Therefore Mr. Rem-
brandt Peale arjrues that " the art of writinjr, to be taught conM>tently
with nature, ouyht to be treated as subordinate to that of drawing.
Tlie practice of writing;, when aciuired previous to and independent of
drawing, in his opinion spoils the hand and mars its freedom by con-
Hning it to a few particular fcn-n.s on a contracted scale instead of
cultivatiiK' it in a gereral ability for all forms.
Geiman e.lucators teach the children in the infant and primary
schools to draw long before they c.^mmenct writing, and by this course
writin.' is ac-iuired much more readily and correctly than by the method
usually followed, of teaching writing first. Prof. Minitie, of Baltimore,
considered this the most rational mode of proceeding, for in drawing,
the eye becomes accustomed to judge of direction and distance, and the
hand to execute with more or less precision m accordance with the judg-
ment .so aciuired ; therefore when the student is put to writing his first
copy composed of straight, parallel, equidistant lines of eqm.l length,
h." ooes to work instantly, and can at once judge if a line is incorrectly
wrHten. It is the want of this knowledge that ren.lers it so difficult
for children to learn to write,' and its acquirement in after life will
always tend to improve a handy penman. On examining ^. copy-book
used extensively in the Baltimore Schools, Prof. Minitie found that one
pacre was calculated for the writing or drawing of 2(lO straight lines,
another page for straight lines with a curve at the top, the next for
the same number of straight lines with a curve at the bottom. " Let
us suppose," he says, " that a boy writes only ten each of these copies,
which must be considered a very moderate computation, he would, by
writing them, draw 2000 straight lines, and 400O .straight lines joined
to a curve. This is a very large drawing practice, but it is only a drop
in the bucket compared to the continued practice pursued day after
day and year after year."
Pestaloz/= said that the child should learn lo do everything in
p.rff.cfion from the beginning, wiiich he will not be able to do in writ-
incr unless this acquirement be built upon an elementary course of
drawing Pestalozzi grouped Ml elementary knowledge into three
. ..^,J
AT PHILADELPHIA
51
{rmit .livisions-lan-uaoe, nuirJ.er an.l form-tl.e lutfr iinl.racin-
• Iniwiiij; nii'l «ritin<,'. "
RtMul.nnHt Peale woike.J ...it a systo.n of "(iniphics - wl.ich in-
v..lv,.,l a tmini.i- ,n Imn.l.writin- as well as in dniwinir. an,! his suc-
cess ,n unpn.Mnjr p..„,„ansi,i,, l.y „.eans of -Irawiui; was .mite as
n^ma.KaMe as his work c.,„si.lere,l p.nely tVun. an art .stan.l-point.
In.f..I..hnh. Hart, who was Principal of Phila.l.lphia Hijjh School
when Mr. I eale taii^^ht his " tiraphies ' thcrr (in 18.' j ■• f never
knew classes turn out such unifonn examples of i^o, „. n.ai.ship as
those who went through Mr. Peale's system. Th,. I, the Pl'ila-
•lelphia Hi-h School were promoted in all the oonnne ' estahlish-
M.ents .„ the city for their -oo.i writin-" Prof, liecker, teacher of
writing ,n the san.e High School, testiHe.l to the controllers, • those
pup.lswhoha,! t.een longest with Mr. Peale made Hve times the im-
proven.ent ot the nthers. Four-tifths of then, executed specimens of
wr.tn.g that were deen.e.l worthy of b.-ing exhibited at the examina-
tion. 1 have changed almost my whole method of teaching writin-r in
con.se,,u.-nce of Mr. Peak's suggestion, and found the greatest bem-Ht
from It. ' Prof Frost, the teacher of composition, testiHe that the
writing ot the pupils, which had been miserably bad, in fact " hardly
legible •• before Mr. Peale's appointment, had undergone imm-diate
ami gen.Tal improvement, although writing was not .specificallv tau-dit
in the school at the time this improvement took place. He attribiUed
the change to the instruction received from Mr. I^eale, which enabled
them to ,lo well anything which re.juired ease and freedom of hand
Principal Hart made the astoni.shing .statement that at the Kd.re Hill
School at Princeton, where he had formerly taught, 40 boys wUh ten
hours a week spent in writing lessons, made less progress in writii...
than did 3t]0 boys of the High School nmler the Peale system with
only 13 hours a week ..f the teacher's time given to the e.uire class „f
360 !
Prof Bache of the Philadelphia High School >aid " The princi
ph's ot form and proportion involved in writing and .(rawing arc the
sam... \\ ritmg is an applicati.m of the g..neral principles of .Irawin.r
re.iu.ring merely a peculiar practic.. of hand, in a.lditinn to readiness
in recognizing and imitating form.s. Learning to ,lraw by the eye ''
he adds, " facilitates many other branches of instruction- .reo-rraphv
e-specially among the elementary branches ; mathemaiu^ an.l its'
application; mechanics and natural philosophy clu-mistrv ; natural
liistory.
Th.. idea expressed by .several of the writers abox e ,,uote.l viz
that drawing should precede writing, is well put bv Prof. Tadd in his'
book " N,.w MethaJs in Echication," thus :-" Un.ler the old method
ofeducatwn, the time be-ing chietly given to the stu<1y of words-
-. :iiks^.i::*2?mjcjUKjjs^
w
52
LEARNING HOW TO DO
luiuifil, writli II iiuil >p()kL'n, — tin- priiiteil find written wonls (symlidls
I'dc iilt'as) iiri' stmliiil at tin- fx])eiis(' of tlic idciis tlii'iiiM'lvr> 'I'liis
leads to t'lilsc or piiitial ideiis mid weak iiim^iiiatioii. Tln' vi>i()ii is
Used too linicli, tllf |iuj)il reMiUii',' and wiitiii;;- at the exiK'Use of eye-
.-ii;;ht. Till' t'ocai ieie^tli is fieinieiitly j*liorteiied, and tlie loo rrei|iii>nt
use of Hue tiiiLjer iieivenieiitH re(|tiiii'd in writiiij,' causi's.iii many casus,
nervousness and eliorea (St. \'itiis' Dance)." Tlie reniidy sui,'^'ested
lor tlu'se troutik's is tliat " Some of the time yivento writing,' should lie
^d\eii to lar^jer movements, to liaml and arm movements — ♦>•..'..•■ />..-
ordinations comin;,' last. 'Plus also im])ro\eH the writinj,'."
tiiigei' CO-
ART 5TLDIES IN PUBLIC SCHOOL WORK.
Mr. Kdwaid '1' Steel, thnMi;.'h whose far si;^hted sai;acity Mr. Lu-
land's work was taken over l>y the Hoard <>f Education of Fhihidelphia,
in his rejiort as ['resident of tiiat Board in INSI. strtes the relation of
Inihistrial Art Work to oiilinary sciiool studies in these woi'ds : —
• Mr. Lel;">d wns amoni; the first who realized the necessity (jf comhin-
in<i manual Nvitli mental instruction, ft is admitted that the iieedinl
"•eneral . struction of this kind cannot emhrace the special arts and the
tia.les, ii (C must he of a prepaiatiay or rudimentary charaetei , sueh as
training- the eye and the hand, and ineliidiriLj desii^n and the principles
of construction. In this connection, and as a funilameiital part of In-
dustrial Education, it is proper to stale here thai marked pro;;ress is
beinj; made in the teachin;; of drawing."
In his report for 1NS8 President Steil said, ■ Manual and mental
co-eclucation, which is destineil to hecome lln' system of i^eneral edu-
cation of the future, has a fur deeper root and foundation than the in-
cidental conditions of the trades. It is nothinj^ less than the adjust-
ment of instruction to the enlii,'hten.'d purposes of life, as undi-istood
at the present time The complaints of our systtiii of education,
which are hecomin;^ more ancl moie proiuauiced. have their justitica-
lion in the fact that its underlviiii,' principle of ahslract teaehin^- was
devised for the preparation of philosophers and metaphysicians,"
THE HYOIENIC VALUE OP CL.W.
" No medium hetter than clay will e\ei' he deviseii lo fiillil the
plastic rei|U.ri'nienls of educational thought-expression, as is witnessed
hy its uni\ersal use in the arts ami industries of all nations since the
oej^inniiiji of history. '
In this brief sentence Prof. Tadd admirably sums up the value of
clay a.s a workin*; medium. It may he added that its cheapness and
accessibility also commend it. Common blue clay i.s the best, anil it
C^^J^.^^Vj^
AT PHILADELPHIA
53
<■'" 'HMally l.Honn.l i„ ,,ln.,.M m11 r..„ntri..s Mt va.- .,,;: ,i..pt!,s U
slinuM 1,,. tV..,. tVn,„ all ^^ritty Mil.stanccs -
A ,|„..sti.m Imvino. „Hs,.n in I'i.ilH,|,.l,,l,ia ms ,„ w|„.tl,..r tli,- scl„.l-
•■ir^n. tin. I'„l,iu. s,-l,n„U n,i^-l,t n.,t , uumu;Hr inf.riiuu. .lisea^es
•'.V nurk,,,;:, ,„ n.tatioM, witl, tl„. s,.,,,. ,.|,.v, a con^nitte.. of m.-lical
•■NI"'rt. uasapi),„„u.,|,en„sistin:,^ ,,f D.-s McAWa,,,. .Mnrtn,, ainl Mat-
t-n, a,„i altrr inv.sti-atin- tl... u Imle inatfr must t l,nr,,.,.'l,lv th.-v
iv|.-ii..,| in IN')-, as folluws:— " '
• \<>ny CmmntUv in oonclu.ion w.-uM ,.,-.■, a. a .natt.r ,.,.,tain-
n.- to tl,,. Ii-altl, ot th,. .■hiM.vn alt..,,!!,,.- „„,• ,.ul,|i,. sehuuls the .n-M
'■xt'.n,|,.,| ,ntn,.l,u.tioM ,.ossil,|,. „f tl,.. ,„v.s,.nt svs„.,n ..f dav nio.lHi,..
-lH.vu,;,tlmtsucl,n.annal t.aini,,^ i. i,, ..v-ry .v.,-..., valnaM,- ami
likciy to Im. f,,IInw.Ml l,y til.' Lrst result-^ to inia.l aiwi luxly.'
Thu> th,. Caninittor M-.t „„ly ln„„,l „„ „,o,„„l f,,,." f,,ar hut ,m
th,. cntupary „r^,.,| the >nun. ext..„sive use „f .-lav, the antisep'tic pp,-
P<Tti... ol u';:, are well known.
AM.ikiMi,' illustration of the hy.-iei.ic value of clav came un.ler
.ny n.,tH.e wh.le invesi^atin,, I'.of. Tad-l's wu.k in the ij„n,an Cathn-
lu; H„h School. Phila,|elphia 1 foun.i one of the pupils workiue
iitter school hours, an<l on enquiry ascrtaine,! that three vears a.-., he
'•"!'"•>■" ,i;nen up hy three phy.siciaus as an ineurahle e;,nsunm"^ive ■
Hit he ..ntere.I heartily into the .uanual training' and art work, and he
t-l. .ue that ii ha.l saved his lih—the freehand hiaekhoard work with
'"'th hand :, the niallet-and-chi.sel work in hard oak and the cl-iv
"""J'-hn.- .,v,n,tr hin, such a ,,uautity and variety of healthful exe,"-
cise that he had u.,tonly gain..d in health and streneth, hut was ahle
'" l>"'l h>s own with the other pupils in the aeade.nic work of the
■school as well. He loved the nianual traiuin^^ work hecause it had
•saved ins Itte, an,l i,e ,sp,,nt overtime on it hecat.se of its hveienie
v.-nue to him.
FOREKjN TESTinONY.
•Stron;; testimony to the value of the educational tuethods h.^o
outhned has recently co.ne fron. Switzerland. It is the opinion of the
bwrss delegate who was sent to the Paris Exposition to report on the
e.l»cat,oua exhihit. Mr. Tadds work wa. no, represented at Paris
I'Ut the ,lele,u.„e ha.l seen it at the Worlds Fair in Chicago, and knew
..I It also through p,.hlieati,.ns. After discussing the various ,„ethods
oxh, uted at Paris, „,., ,|e|.,.ate frankly says that he prefers Prof.
radds to all that he has .seen; an,i adds, in his I k, " The ( larden of
V hildri.n :
"This method has great value: Siu.plicity of work, h.ilance and
•symmetry, rap^d^ind,nar%-elous dex-elopment of the eyes, of the intel-
^- .3P1
-r., V
M LEARNING HOW TO DO
li<;encc and llic lian.ls . llifse me tlir iiH'stiinal.le iulvanta.iii-s tliat it
hcljis one (,) ac(|uirr. Kacli pupil makes his .ira\vin;;s on tlic l.lack-
hoar.l for fivi? minutfs witli each liaii.l, tlu-ii th.- two lian.ls wuikiMl
t<ij;.tlicr. At tlie cml nf aliout two years' practicf tlif jjiratn- ,il' tin-
pupils aiv aljlf to iisf fairly well tli.- two liands. As well, the c(j-
I'rdinatioii of a certain f^roiiii of iimsclcs invariaMy iiitliu iiees tlio
wliojc system. The eyes, tlie haii<ls ami tlie iiit.lliL;enc<' work to-
gether, prodiiciiii,' more and l)etter than wlien used separately. The
pupils liuld themselves erect, keep the head up, in a word they heeome
thinking; and free l.eing.s capahle of reasoning and judi^ing for them
selves. Their eomprehension of things heeoines better, and they reach
the desired end with less trouhle. This is wliy it is before all, aj.art
from its practical value, of di.sciplinary value, l)eeau>e it eultivates at
the same time Juilgment, proportion atid balance. This is why we
recommend very strongly the introduction of the American system of
education, the m-inual training of Liberty Tadd." [Translation]
STAFF OF INDUSTRIAL ART SCHOOL,
Pa'-k Aveiuie, below Master Street.
.'. Liberty Tadd, Director.
Frank X. Kerg, Instructor in Wood-Carving.
Bernard I 'hie, Instructor in Wood-Carving.
Frank R. Whiteside, Instructor in Drawing- and Desiirnin"
Ivathanne Kingwalt. Instructor in Drawing and Designing.
Helen Dunlap, Instructor in Clay Modeling
Ertie F. Braddock, Instructor in Clay Modeling.
Caroline Van Gilder, lastructor in Drawing and Designing.
Caryl S. Parrott, Clerk.
REPORT OF THE DIRECTOR OF THE PUBLIC INDUSTRIAL
ART SCHOOL.
To Mr. Charles H. Vantleet, Chainnon Counaitlr,' of Iiida.-<fri,il
Art Ediiiiition, liourd of J'ulilic Education, First Scliool
Di--triii of rf'inini/lriiiilit,
I hcrewi'h submit my report of the Public Industrial Art School
for the year DO I.
Total number of pupils enrolled from (irainmar Schools, Fall
Term, 1,21('..
H">-. (iirl.. T..t;il.
^'"i"l'y lt!« 72 '240
TiioKilay i(j5 7;) 244
Wediiesil »y K^o 8:{ '.M.'S
Thiirs.iiiy 1 48 97 245
Friday 149 <»,-> 244
ToUi nuiiibei miiiiitted 1,^10
Average attendance for October and November, 1SU.6.
AT PHILADELPHIA 55
_ To pupils attoiMlincr fr.,1.. ( irammar Sclio-.U „f ||„. citv Ka ccr-
tiHcate.s wie -nintr 1 on tl.c L'.ii.|;l,.ti<.i, of u two vars cnur^.-ol' stu,lv
tlu's.' ^rniiliiat.'s repieseiiti'd forty-two .scImm.Is.
Tlw Diivetors IVi/e for JMa.'kl.ounl Drawin- w.., .livi.h-.l l,..t\v.-,.i.
■aulm,. Covvnlal... of the Central (iran.n,ar Scl,o..l. ( ;..nnant..u „ an,l
.^iulH■! .1. Staiil., ,,f til.- Asa I'acker Scliool.
Tl,.. foilowin- pupils rccciv..,] scholarships l.y con.pKitiN. .xauii-
natioii :
To th.' School of D.'sii,'!!, 0. IXatn.'s oniitt.Ml,]
To th.- Pennsylvania .Miis.uni an.l School of In.histrial Art, .-..
The closin- exercises were heM in the I'hila.l-lphia Normal Srhool
tor (;nls, Fri.lay evening, May .SI, lf)()l. A.Mresses were n.a.le Ky
-Mr. Charles H. Vanll-et, Chain.un of th.. Connnitt... ,„, In.histrial
Art School. Mr. Thomas A. Kohins.,,., Mr. Ce.axv H.ti-. Mr Fr-.h-rick
A. Sohernhein.er, Mr. Charles E. Davi... an.l Mr. (Jeoi \ |,.,wery
menihersof th.- Art School Conunittee. Thev w-r- foHo-.v,.,! l,y |)r'
Bhh.ks, Sup.rinten.lent of E.li.cath.n, an.l .Mi.vs Alic- S. Hunter, an
el..i|uent art teacher of much experi.tice *
Thr..ui:h th.- .rtorts of your Con.niitte,- .lurin- th.- past s.ason th,-
lu.iustrial Art School has he.-n al.le t.. celehrat,- its twenty-tirst
anniversary by u.ovin- into a n.oiv comn.o.li.,us school l.uiMin.r ,,.„„.
tainincj I,Srooms)on Park Avenu,- below Master Stre.t, and t\,r the
tirst tinu- in its history to occupy .|uart.-rs of its own, \V.- ha.l l-.n-
been cramped for .space, havin- Keen contin.-.l t.. three n.oins only on
the th.nl floor of th.- Hollin-sworth Sch(..,l iii.il.linjr, Fift.-.-nth and
Locust Streets, hut now have plenty of n.oin f..r expansion.
In the ol.l quarters over lo.OOO chil.lren hav,- receive.l instruction
in Industrial Art and in Manual Traininjr, an.l over 2,0()() teachers
have also ha.l brief courses of lessons i,- Drawing, Mo.lelin..- and
Carving. ^
In the new buil.ling each class is separate an.l .-ach teaeh.-r has a
single room ; the class rooms are well lighte.l an.l perfectly a.lapte.i for
the use of the Art Scho.)l. The thir.l tlo..r is still unoceupie.l an.l can
be utilize,! when funds are f,,rthcoming. Three of these ro.,m. can.mt
be surpas.se.1 for piirpo.s.-s of art work ; owin- to the adi..iniii.r h.,uses
being beh.w the win.low line the lighting is excepti..nally g.,od.
I theref.)re recornmen.I that thr.-e a.Mitinnal classes" be formed to
occupy these ro..nis. For the sum ..f Sl.NOO thre.- teachers can bo
-•njJ'Wd, an.l 81 000 woul.l furnish plant and e.,uipment. If this is
done, -^oO additional pupils can receive the beneHts of the .school in
M,„,:hX"'Kn::'' un\:, J".™::',.^ T^^wri ''v'"""'" ,'" '■""■"■"' ■• '• ' -'-^ ".
56 LEARNING HOW TO IK)
l>i^i\vin.;. Mm,1, liii^r „|„1 Ciixiiii: niakiii.: a Intnl <4 1 l.V) inipils in tlir
M'lllHil
Kiiily in tlir y.'.if, us Diicctnr of th. I'liMic Iiiilii«liiiil Art ScIk.oI.
I wa- (.llicially iii\itr.| |,\ Sii' \\,ui\ Tni.'inaii \V..m.| Srcicliiry m|' tlic
H.yal Sucicly (jf Arlsil'di llir rnc.aira-.intnt .il arts. Miaiiiilactliirs
iin.l ciiimii.ii'.'i, ill l.niiilMii, Kiim1;i,|,| tn i,'iv.- tlic Cantoi- (•(.iirsr ..f Ice-
tuns ,,ii Hi. iiHiitaiy Aif K(lucati,)ii. This is tlie ■.liioi aiiW iiiost
iiiilMirtaiit sciciriyuf its kill, I ill tlic svui ill ami ii« ill:,' tntiM' iiii|Hiitanrc
nf the nccasimi i.a\i' uf alis.iic. was j;iiiiit.i| l.y >(iiir ( 'iiiiiiiiitt.MMiinl
yr iir l)ir.ct(ir visit. m| Cnat llritaiti ami ili'iiv.ri.'<l lour l<ftinv.s ImI'. :■
tile Sdcii'ty.
Much iiiti r.st was arouse, | in the work and nidh. wised' tiii" i'uhlic
Iniiustrial Art School, aiMJ at oiicc iiiiiny iiivitatiuis \v,ii! rcci'i\c,|
from til.- \aiioiis I'.ihlic Srhooi i!,,aiils to visit tlicir cities a".| cxjilain
the woik as carried oil ill I'liiladclphia i-cctuics wci-c -iviii in the
follow in-,' towns: l,om|on. l,ivei|.o()l, Manchester, IJradfonl, S,aith-
am|itoii, Al.ti,li'cii. Stairord, Stoke. Leek, fiarry ami others.
For lack of tiiiicinv itatiuns to over thirty cities had to he decline,!.
The interest nianifcstid in the I'uhlic Imlustrial Art Sciiool h.is
lieen wonderfully ivricctcd in the l':iit;lis!i press, which iMith in London
aiicl the |>rovincis, was swift to hold out a friendly liami lo the Icctnr-
•'•■ ^ c of the ;,'re,it Fiomlon dailii'sde\ote,l h'aders to the discussion
ot the mw i,|eas The nion> iinportaiit piMvincial jotirnals were
ei|nally iiiteri'sted, , and the educational ]>aj)ers were only too ylad to
0|ieii their columns to exhaustive articles on the I'liMic Industrial Art
School iiethoils,
il is nnpreccdciiti'd that a I'hiladclphia eilucationalist and innova-
tor, strani:<- to the ninjority of the l!rrtish,aiid known only tiirou'di
ids ln,ik, should meet every wiiere with si much symiwithv, and
sympathy that speedily liecaine cnthiisiasiii.
During' the course of lectures in London, tlie Institute of Klc-
nieiitary KdiUMtioii of ilerlin and Hamlair;; sent Dr. IJoetz.the President
uf the Si;ciety, with ,i commission of four iieniliers to iieai- the leetureH
and inv.'stii:ate the methods ,if work. 'I'liey were very favorahlv
impresstd and have since translateil and piiMi-hed my hook under the
auspices of the Society. T!ie president has informed nie tinil this
work is eiian;;in<j nietliods of education in (!ermaiiy and lias heen verv
fav<irahly receive i l,y all clas.ses of teachers.
Some of the rariieal methods in the I'uhlic Industrial Art School
are now lieiiie; introduced Kenerallv in the (iovernmeiit Board Schools
and Technical Scliools of (Jreat Britain, notahly the nieniory drawiuj;,
lilaeklioaid work, nature study work, (day modtdiiiLr. etc. The Scotcii
Educational Department, in Circular No. -iO-i, issued from Whitehaii
in explanation of tiie coiie for teaching teacliers, especially advocates
AT PHILADELPHIA
57
'"•-t III <'iv.t liiit.iiii. '
' •■""I'l 'ill tiv- l,Mn,lr,.,| |m,..snMlnsn.,M,rt wiHiM..w,,,,,,„.,.n.,l
;■;";•■•'!";";'.' l'"'"; "•■"-•- ^i"<- Pn'"-! al-i-.l n..,mnV.,„ „„.
,,■"''■'';:' ';"■', '^' "-'■'>• -!' i- f'- '""i- f'n.mM. 1 ,.,v,|i,Hl.|..
'" ""• • "''I"- lii'lll-tli,.! Alt SrliMul,
It. i;i.Mpo.sil,l,.,„M.,,|,lv tl,. .l..,n:M„l l„rt,.,u.|„.,s„|' ,1„. |'„l,l,e
:"'"^;r' •^•.•■^'■| '-' '^ '--i .,.i-.i...is ..V,.,-. w,...L
K..'..,.,ly t,.M..|„.r, l,,,v.. 1,...,, .„,„ ,„ „„i ,1,.,,,,, ^,„,.^^.,, j,^ „„;,.,|,
Ol... I.,nv..r („1.: flnn.o,.. HI. ; S. I.„nis. M,, , ,;„h;.,|„ ,N y .
; n-Ml,u., (i..; Sant. Harhara, .al. : |,,.v„„. l',, ; Uum^^.v V. ■
'■•■'l""'">-". M'l.: Mn,.tn.,tl. rana.la; an.l llanv, Wal.s. I,, ,1,,.,. ,„;,,
i"ai,,v nil,,.,- ,.,ti..s til,, wuik is „,m- l».ii„,r ,,„ri,.,i m,
Tl„. Alt SH1..0I Muil„.,k liav,. I„...n a.lopf.,! tl,i\ s..,.,,,, l,v Mr
n. \. >..::,■ Si,,„.,.i„„,i,|,.nt oltl,,. H„„s,. of |;,.f„.., i;,„„i,||^ j^,,,,,,,
A. V II,. .I,l„;r„.,, ,|,„ ,,„,,. „,„, i,^ ,„i,„|,j,j,_^. ,.,„. ^,,^,^ i„,tit„ti„„, »
It i> M.i.t,. flue tliat iiMlustrial ail vv„rk s|„„.M l„.c,„i„. part ol'
til'- -'■.nnm,,. of all ,,,,1,11. sfh,„.l ,m,,ils, ..s,„.cially „|- ,1,.. (J.-ainMiar
■-i.^v I, many citi... ,1... .v.-.-k i. ,...w l,.i„, ,„,... ,„. , ,,,^.. ^^.,,..
nnla,M,,lMa. as tl,,. I..a.iin^ iiM,,,,ta,.t,.nn^. city of tl,.. r,u,,n, a,,,| ,h..
hrst,n,l„..„ui.try t„ i,.tn„iun. n.al manual tn.ini,,. i„ tl... ,,,,1,11.
■sdi.M.ls s|,n„l,l l,.a,i ill tliis w,.ik i.ist,.a,l .,f l„.i,i- on.. „f d,,. I-,., r,
.sn„tcr.,litaMe t,. Pl,ila,l,.l,.l,ia that l-ss tl,a„ luur ,.,.,. c.-nt. „f , la-
chiMiVM ,1, tl„. puMic Nfli.K.is n.....iv,. n.al manual trainin,^
I 1-- l..av.. in this ,vp.„.t to ..xpro.sn.y thanks t, . tlu- ,m.ml,..,.s
.' th,. Pul.lK. Imlnstml Art Sc I Commiit.,., ..sp,.ciallv t., th,.
Chan-man, J.,r many visj,. ma,h. tnth,. .sch,„,lan.l much tim,. sn,.nt
ciiiniiu' Its |.,iM,.val last fail. '
1 c-aiin,.t v]as„ this r,.p,,rt without ivti-rrin;; f,, ,)„. „,„.,. ,,,. ^^^,
\\ ilhain I .id< A.si,tant S,...r,.,ary of th,. lloani of H,lm.at,on an,l dn-k
ol th.. luMic In.lustnal Art Sc-h C.mmitt.... for tw..ntv-on.. v.-irs
Dunn.- thu who!., of this p,.ri...| h. has M,.v..r iniss,.l a m.^.tin,^ .".f th.^
committee,, rfail...! to .sh,,w x..al an.l .....r-v ,„. l,..halfof th" sc-hool
and for its wt'lfare.
K,.sp..t.tfnlly siilimitttd.
•f. T.iUKinv T.M)!),
I'u>'clnr of tl„- l'.tl,l,r 1 ,1,1, 1:^1 mil Art S<-/„,i,L
' Till, i- :,ii iii-liimi..ri t,,|- 111' Miii^ilii,. I,,,,, ,j|„|
l"M.: ml. iM,.« ill .\,« \..:\ u nil III.- v.t ....:. i.i
I lii. T.i.l.i iiuTiiM.s ,1.. r.iiiii.l ti. Iiii
la.kiii.. r 1;
-M|»ri..i- :i(l>aiii.i-
I.">- 111 l^ll..,|, ,|„ •■„,,ri, |,„l,i'J"" ":
58
LEARNING 1DW TO DO
ADniSSION TO SCHOOL OF INIU SFRI AL AHT.
[H.ilr.irt //•,.//, li-ih.u/ t/i> /lii'inl i'l l\ihr,,- tJ.hi, ,,![,,„ J'Inlii-
Ski iin\ 1. A.lnii-.>icin^ I., il,,. Scli.„.l of Iii.lu^tiial An sliiill !„■
limit. ,1 til the pupils,, I' th.> ;;ra,|,-s ,|,"si;4iiatf,l l>y ili.- r,,mr<l ,,ii lli,'
ifciiiin.iiiliiiii.ii ,,t' til.- ('i,iiiiiiittif,iii Kliiin'iit II y ScIhm.Is.
SKr. L' AppiiiNitioiis t'lir a.liiiissi,,ri shuH |„. r,-isi, r,,| with tli,-
I'riiifipal nf >aii| srli,,,,!, mi'l iiiliiiis^iuiiH slmll I .• nm.l,. m>. vaciincii's
ucfiir. I'ii|,ils will, attiiiiii',1 tli." srli,n,l rli,' pn'vi.ais tcrni -liali !»■
t'lititlcl til IT (•iinilliiiciit l„fi,ii' iii-w ailiiiiNsioiis ar,' imnl.' ami tli,'
"il >• "I' "tiler applicant?* must 1)1' s.iii t,, tli,' I'riiici'al l>y tln' I'liii-
cipaUnf the schools (III ,,r l>i't'i,ri! the s.comi Mdiidivv of the term.
Ski. ;{. I'lipiis >,liull he uiliiiitt,'.! ,,nly upon the wiittcii iipplica-
tioii of their parcntn or ;,'iiarclia!is, ami a ceititiciti! from th,. I'rincipal
of the Hcliool to which the pupils holoiij;
Ski. 4. Ill iiilmittiii;,' pupils the ,|Uota shall he tixeii l,y the
Committee on I'll.iiieiitary Schools, ami applicants shall l,e aiimitted
from eacii .scliool in order of tluir standing; in drawint;.
Sec 5. It sliall lie the ,iuty of the I'rincipal to k.'ep tlie Principals
of the ^chools to which the pupils respectively heloii;,', re;.'ularlv in-
formed (,f their attendance at the School ,,f Industi ial Ait. and ah.seiice
tlierefrom sliall he cliar;,'ed a^'ainst the pupils in accordanc with the
rules of th,' si'lio,i| to which tlii'V hi'loriij.
Skc. tl. I'upils who .shall he ahs,'iit two consecutive sessions, or
three sessions in any one month, unless th,' absence is satisfacfoiilv
accounteil for hy their parents or ;,'uai,iians, shall f,,rleit th.ir seats i
the .school. It shill !„■ the duty of the Principal to notify th<' Prii.
cipal of the school to which the pupils helonj,' that their names have
he en stricken from the roll.
Sei-. 7. ("eitiHcates shall he !,'rante<l by the IJo.ird to pupil.s vho
tiniah the whole course of .study and e.\ecutean orij,'inal desi;,'a in clay,
wood or metal to the satisfaction of the Committee.
THE MAN
I'rof. J. Liheity Tadd is ' Hritish birth, his father having; been
a Cornish sea-captain. At New ( )rieaMs he was talking,' with a very
intelligent ne<;ro, when a slave driver, with whip in hand, approacheil
them and with curses and the use of the whip, iiis, tenth- onlere,! the
negr;) back to work. Capt. Tadd's British bloo.l boile.l at tin- ia,iii:;nity
to one who. thoujjh having a black skin, had shown himself the ecpinl
of Ifs master in intelligent, and he promptly knocked the slave-driver
down. Immediately there was a mob, and fearing bloodshed Capt.
Tadd weighed anchor and ,leparted. The following year a .sun was born
to him and he was named "Liberty," in memory of this incident. Young
iMi<
AT PHILADELPHIA 54
Tal.l ,li,i ,.,,1 t„kf ki.Mlly to .•la>M,.„l st,„|i.., |,„t al tu-tv v . „, . .,f
a-.- h,- t..,.k a (TniiKMi.. j,, ,|r,i„i„;, f,.,,,. tlir S..i,t|, K^nMn-t.,,. A.I
T''' ', '^"*''' ''" ''"'"*' '" ''■"'■•""■' IM'I M-"t '■"".■ \.'ar. .l.nhin.. law
l.>'..(«l...utlS.i!MH72.,iuinH.|.,Meur ■>o',..,t.-..,iv^.n...„tsa.,.rt.,.,k
a ,■..„,-■ „t military trainini; a. tl,.. ()1,| Kn,!. II,. all-iwanls w.nt .,,
llH..M|..|phi,i, an.! I.,.c.i a.,s,H-i,il..,| with ( ImiLs < ; l,..|ai„l \ \| i,,
'' "''>■ •''♦y-' "'■ l'"l">tri.il Alt ihtl.at .■itv.amis.r,,,. jssl |„. |,„.
■■••-1 Diivctur ,,f,l,o I'lil.li, s.|„M,l,,f iM.iusiiial Alt an.l ,,| .NLnnml
l>"i"'"« ,n tl„. |{,Mnan Catl.uli.. ||i;;l. S,.|„.,l ,u,.| of v ...li.. „ in.^l.t
M'MH.Is th.T... II,. is a iiH.iul,,., ,,!• th. Art Ch.l. Sk-tci, (•i,.l,,.m,|
K.luc,it.on.,ICInl.ui„|,.ttl...Aca.|..|nynr Natural S,.i..m.... I'|nla.|,.l,,|,ia
Mr 1. most ..nthusinstir i„ t-arhin- an,! i„ ,.unv..r>al i,.,, an-i i, „
t.vi.H n.i.H.HJy l.an! work.-r. liis wi,.,|.. , i, ,,.,.„, )„ ,,.,„.|„„„ ,■„,.
us>,„,„ „. tl.,. sH..„.| t,.rin ...nls in l'lnla.|,.I,.l,ia !,.• ;..,.■, l„ |,i, >„miM..r
>d,,,<,l „n,r Suranac Lak. N.V., , , ,,i,.,„n.., .-,., i„ tl„. I,..,ul
I'l the Ailiiuiichick Mountains
THE BOOK.
IVuf. Ta.j.ls ...liuMtion,,! vi..«s I,..,v.. Ih.,.|, .s.a lorth i,, a st„npM,
'"""V J"'"'^'" ' ko|ovvr4(lO |,a^...san.| ,.ntitlr,l ■ N,.w M.tlio.K ,„
K.li.cation,' cntainin;. a wvailli of illustration l.y tl„. |.l,oto.,.,.:r,avii>.r
proe.'ss. Tlif.sf illnstrntion l..-in- from actual lif.- an.] ^ynrk au?\
"l.Ji'ft,. fully In.aroiit tlir fhc.ri.'s ami statciiicnis ma,l,. i,, tl,,. t,.st
Th.. 1.00k is i.ul.lislK.,1 |,y fh,. (trmiKo .lu.l.l ('omi>aiiv of N,.w V,„k
mi.l IwiH jrorif tlirou^fl. ..jj^Iit .•.litions sine- OKoImt, I.Ml.s. wl„.n it was
Hrst isstHMl, It has 1,..,.,. franslat.Ml an.l l..aiitifuliv |.riiit..,| in (i,.i-
i.iany. an,l transiation. aiv now uml.T wiy i,, Itnssia. Kran.v Swolei,
aii.l Italy. Th,. v,.l,imf ivaily contains five hooks in onr aii.l tli- wtiol,.
.suhjcct is HO cl.arly an.l connectedly set forth an.l so fuJK illustrat.Ml
tha* int-l|,;;,.„t readers may learn the meth.Mis from the hi.ok al..iie as
1 now heinj; ,|,,ne in foivi:..n countries. M,-. Herl-ert .Myrick ihe
i'resi.lentof the Oran-e .hid-l Company, with whom the puMication
..f the l,ook has h,.,.n a lahor of love, is connected with a iar^e luimhe.
of ii-ncultural mwsp.ip,.rs and piiMications II,. thus t, lU the story
of Its ori-in: ■■ I want,.d somelhii.^^ that c.aihl l-e put into rural sele-ofs
universally, that did not require- e.xpen.siveor complicatrd apparatus op
systems, but that woul! en.iWe thechil.lren to ae.|uire i.ower in their
own hands, cultivate thei, P.ind.s, develop ori-in..iit v, discovu- th-ir
natural capacity, an.l thus onabh; us to train them alo,,.- the line <.f
their natural Lent. In this ,,uest I visi e.l the Art, .Manual Traitiin.'
an.l Technical .Sch..,ls thruu-hout this and forei-n countries . .aid Ft
was not until I accidentally discovere-i Prof .1. !.il> rtv T.idd Trinci-
pal of the Pul.lic In lustrial Art School at Phila<lelphia, that I found
the problem had l...e,i solved with remarkal,le succ.'.ss.-
^l^^£1^2£3emj
MBif * . lAS-il^- lilt
60
ti
learning by Doing/'
THI: HA:U' ION IK I HODS.
''''-|l-' .yMll,,|,U,|,,. H„..Ht, ....n.le.t.n,? ff;...,i... ' .
;:!:::"':;;:;::::■''''''''' """-•"••■^^-•^ .■.i.„..,.M..
''n,,.ntl.ly.„ A,,..ill,M.o I,,. ..,aUs i, .till v f J,.,.. ,„ ,..,;
"^^ l'H..I .^IO.,„0 a y..a,. ,„, „ ,., „.„ .,^,i,,^ „j;^,
.-Msn,.l Uyan,yw„..r..i,..,,al...u, N..w V-.k Cit • tl,- IWnutsZ
Itl. V. Ia„. a.liomin,. Ma,n,„.,n| IV...|y c-njuys. wl,..> „„,.„„„ „
l"><ant.'.sNun„alI),.(.ar„n..ntintl„. .Inl.n (J \Vhi„i.., S..|,o„|
U I... a,.,-,,,,,,.. 1„,- lia ,.„. I,.t..u arnin. sucl. an .n.-aniu...
"V"?"'"" "'^'"•""•1..' -list hi.„.s..|,'a l,u.uti„MaiI,u.l, ;
' J' .^l.HW., nas...tln.istl,....a ■ K-tt...- than at almoM ,u,v
t""' «.t wlint w,. n,ay call n>lr.,n,l r,l, „■„,,„„■' ' '"''''
'';'-;'"Hnui.>n Mr Sl.aw .,,,„.,,„, „.,,^ „ ,,. t,,., „,,,:,„.,, ,„,,,,.
'-;'"'";■'■""• -^:,"-' -•"• ■''••'■i....".F work a,„l ,,bu. now..,..
social an.i n.h.s.nal ....Mnnonweahl,, Th-r.. i.s, i,„i..,.,l. „..v,.r th.. ^Ii,.|„
est.lan,..r..f ...ln..a.in,anyl.n,|y ,„„ ,l,„nn.,l,ly „r ,„„ Li,,.,,. !;,„
tl...re,s always.., H,„.r „f ,„. in..„n ,,l,.t.. an.| n„p,.,„...t kin.i „,
-lumMon that ..., ,,i,.,.si,,li,,U.,.lt to, .,. call,..], .,i,...at..,| ,,,..,,,. ,„ ,,,,1
.""■^:'' "''""1'^' " ""• >:-'""-'I li''- ■'!■ th.. ,.., „„v. Th. r,., h
hes ,„ ,1„. -ynnn-trical .,r i„t,.;„al ,..l„oati„n. Th.. ,,u,.iN i„ ,h,. |„s,i-
'ut,. ;reneralk .1., a..,ui,v .„„.. a,-, u,„|,lisl,n,..nt.. I„u th..Ko ar.. all m,„.
l".rte,lui,..n.l,..H,n.f,>,.r,.lati,,M..fpra,.|i.aleaj..eitvin..,„,„,,nti,i...:,
11 IS .nnu^M. to say that th,- ,iij,.nity an.l worth ..f plain laLorar.. \u\C\.
teiy lH.tt..rappr..,.iate,la,„l „n,lers,„.„| hy t„e youn^r ,.,,V.....s at th-
'■n.i ot th,.|r Hampton o.a.rsf than at the b.-jrinninj;.-
i 61 ;
62
LEARNING HOW TO DO
" Lr;irniii;f l.y Doin;,'" is tlif i>tM|ji;;(cii' I'riiiciidc lliat is cuiiiiile-
tcly wurkcil Diit ill ll;iiii|>t()n The iiunto of ( icii. Aiinstroiij:, its I'l.iin-
(Icr \vii'<. " Do iill the ;;(mm1 you ciin. iiml iiii>ki' no fu.ss alioiit it. " Do-
in;;— doiiii,' for tl).' trainin;; of tlir [(iijiil's own ])ciwei-.s, as ilic first step
tci iloiii;,' for utliiTs— tills IS the iiiotpriiifiplc (if life and work and
study at lIaiii|iton.
Tlie wcirk of tlic Hainjitoii Normal and A^'ricultuial Institute is
many sid.'il, lia\ini,' 1 ,000 nc^'ro and liidi;iii stml.-nts, and iitiii/.inj,' .')!•
Imilcliiii^s, wliicli liavc i^rowii up from liumlilc I(c^diinin;;s in IMOs on
a plot of lan.l comprisini,' -JOO acres, situated on an arm of tiie Cliesa-
peake Hay, two miles from tlie famous resort known as Old Point
Comfort. The Institute property is to-day woitli #(i()(),()00. (ieiieral
Ariiistton^r, liavin^' had char^'e of a ne^r,-,. rc^'iment in the rnioiiarmy.
fleterminid after the war to lead the colored p.'oi)le to intellectual Irei--
d(jm, as he had leii tlu'm in the war out oi' slavi^iv.
It was natural tlmt th<' Hampton
Institute should l)e^in on an iiidu.s
trial hasis ; for (Uiieral Armstrong
had heeii trained in the home of a
missionary in Hawaii who had
shown his '^i^ »\ sense liy mlrodur-
iii;,' iiiaiiual lahor in order to teaeh
reli;;ions truth. The (ieneral's
mother was apt with tools, as wa.s
his father; ami a native Hawaian
once asked her. ' Do you know
who tirst taught nie to usi- liammer
and plane aii<l saw' It was vou."
The aim of the Hampton Insti-
tute was expre.ssed thirty-three
year-s a^'o by its founder, General
Arm.stiong, in these characceiistic
■words, and i( is the same to day :-" To train selected . . . voutli
who shall '^o out ,ind teach and lead their i)eop'e, tiist hy example, hy
;,'.ttiii^' lan<l and Ik. men ; to give them not a dollar that they can farii
for themselves : to teach respect f<jr lahor, to replace stupid drudgery
with skilled hands ; and, to these end-, to hutid up an industrial svstem,
for the .sake not only of self-support and intelligent labor, but al.so
for the sake of character."
Besides the home farm in connection with the buihiings there is
istituti farm Hve mile« distant contuiningaijout iiOu acres. 'i'hes«
■iitiHc Hgricul
G^Mi. S. C Anii.-.fronR 'dv-ccised
an 1 1
farm
supplies fir the sciiool, and also of showing the student.s how to takt
AT HAMPTON <,3
care of a small farin-a f.uir uciv plot luin- s.-t asi.lr ami sv>t.-i>,uti-
cally " Worked ' \>y relays of stml.nts.
Ill ovtry c'ass-rooiM aii.l in tliu iniiiiciis.. cpiifrciii's ,,f indiistrics
th,. same spirit riiiis-tli,- spirit of s.-lf-help f.,r the sake .,f otlnrs;
until llai.ipt..n is a s\ mmyin for all tliat is healthful ami helpful aii<l
sane in relation to th,. m.-ro and Indian proM..ms, and iii.leed in r.da-
tion t,. true education for the whil.- race as well,— for the ' Hampton
id.-a ■ is perm.'atin- the whole S..nthlaml. Hooker Washins-ton is th..
«.iitsiHndin- tiKuie in America to-day, l.ecause „f his l.readth and sane-
ness „f view of th.. problems which threat.n to ren.l asun.ler the
Un...n: but H.,oker VVashinj,rton's entiiv trainin- and e.lucation as a
youn- man wer.. r..ceive.l at th.. Hampton institute. Sine I86,S
Hampt.m's -ra,luates have taught over i:<0,000 chil.ir,.n in IS States
ami in the S.uth an.l \V..st are .loin- in th..ir huinbl.. way the same
work a- r.o,,k..r Washington in his m,.r.. exalted station.
AlllvTi^ ,'
1 History tjii^iit Obictivvly.
• I- "<>' .'t tti.- [>,dMi, M,e|..,,i-
Vhv Hampton Institute s..eks to re-.-stablish the in.lustries which
wer.. well-ni^'h lost, by the aboliti.m .)f slavery: hence all th.- onlinary
tra.les, or th,-ir elements, are taught, f<,r the "work habit" must be
'.nstille.l irto the free m.gro..s by e.lucation a.s it was into the .slaves by
constraint. Wnat the negro chil.lren need above all things is the <r.,s-
pcl oi character an.l hard work. Seventy-Hve p..r cent of the race still
live in one-room cabins on n-nted land in ignorance and poverty.
Hampton is al.so training nurses in the " Di.xie " hospital, tivatin.'
cases from outside as well as from the In.stitute— in which, indee.?
sickness is rare, on account of the stea.ly habits instille.l into th.''
pupils.
64
LEARNING HOW TO DO
TlifaiiDN.-md inotho.lsuf llmnpton tiiv wull Miinniaiizol l.y Dr.
Sliaw as follows .— " B..oks iire by m, i,„.nus haiiislK.] fn.ii. JIanli,t..ni
Init <,ii thf foiitraiy thoy an- ummI with iirnnens,- vtfoct. -ii.iplv iMrausJ
thry me ii.-,f.| fur real an.l nut for fals,- pnipuses. K\.rv sui.ient in
Hampton Imrns to .Iraw-si.i.ply Inrause .Irattin,- boars an important
niation to the iK'.st nifthods .,f doinj,' almost anythin;:. Thr study of
tiio sci.M.cos is carrie.l on hy ..l.jectiv.- methods; and students thus
tan-ht soon discover what hooks are for. History and Geography
also are taught to a consideral.ie extent in the s„me natural and con-
Crete way . . . Philosophy ami literature ate well eiumuh. to he
sure; hut there is a natural, as distinguished fn.m an arti.ieial way of
getting at them, and in my opini.m the Hampton method arriVes'
very mMch more surely than that which we may call the conventional
collegiatt method."
-*<^ ■
Th,- Ejtt.ilion m Iroiit of thv Ac.ldcmv.
Th.' young men of the school are im.ler military oigaiiization as
a MX-eompany hattalion, with drill enough tohnv,- an e.xcell,.nt ii.tiu-
^■neeupon geneial diseipline witlumt intertVi iug with other w,.rk or
duties. Ther- is a larg.- hrass hand .p..t,ntly i.istruct.'.l and led
• The ..ducated young negro of th,. Hampton type is more rather
th n. less, of a negn, than ev.r. He loves his race, and v.ants i.otlnie-
hetter than th- spl-ndid chance he finds to day in the Tnited Stat."
to work with and for his pe,,ple. He .sees the t'rue drift .,f thills, ami
■ lechne.s either to he despondent or defiant "
Hampton Institute i.s not a gov.'rnmcnt or a slate s.^li,.:-.!
chartered in 1.S70 h
d i
nd IS controlled h\- 17 trust
special act of the -en-'ial As
ees represeiitint.
ith
1 1 was
irginia,
rent sections of the
senilily ,,f V
AT HAMPTON
*5
coui.try .•i.i.l SIX ivli^^inus ,1, .inatiuns, „., .,ne of wliici, has a ina-
K.nty. Th.. St.-it.'s .,f Viivr.nia :;iv..s ,•, ^o.mt uf ^lO.OOii .uum.dlv tli,.
b.-i,.ral (M.v.n.n,..,,, paysSKiT ann.mlly f.,r -ael, .,f th. l-o in'.li-.,,
st,„l..nts. leavin. ^S0.(.(.(, y.-a.ly ,o 1„. ,,ai.! Uy p,iva,.. cMntril.,.ti„ns
,""■,'""';';■'"- =^"' ••">■ "il' <-"v-yM tai„t i.l.aufthe in-thu.ls
.-..,. .y,..l„Ha,„,„„n i„ th. suhj^cts with which this ,,an,|,hh.t ,,a,-
HANUAL TRAININO.
N" l-.y -ia,iuat,.stro.n llainpt..,, I>.stitul.. « ith.,ut hax in.Mvork..!
'";' '■ ':;"" ""■' ■^'"■'•t ""•'■■'I. '""^i'l'- li'tvini; tak,.„ a cuMis.ri,, „„ j.
n.lmv. Nu .„•! j-ra.h.Mt-.s Iron, the m-I,,,,,! without havin,^ ivceiv-,!
.Mst,„,-t.„„ i„ woo.i work. ,.„,.hli,.. I,,,. t„ ,„„,„, ,,„„, ,„,.,;^„ ;:, ^.^^.
'Htiuvorwuhout havinj. Ih..,, tan.Ju to cook .u,,! s.rv.. a al hm-I to
Whitt.cr School P,
mak..h,.r ow„ .hvss.s ar.i tm-l.T-Hothitm. Sh- i> also .iven a fair
knowl..,!;,.. of plant a,.,l animal lif... The eonrs,. for l.ov.s consists'.,!
a^ear ot ,oinery. then a half year .-aeh ..f w.,„.l turning an-l sh-.t-
....■Hi work, an.l „, the Seni,.r year a choiee of w.,rk in one or n.or..
ot tiie various tra.le .(epartni.'nts.
in the Whittier Seho.,1, n.annal trainin.; he-ins with paper cuttin.^
an.l c.nstn.et.on work in woo.l. with clay .nodelin. in ,h.. kitHh^sa,:
fn Jtusis to.arwe- by sewin- in Room 2 for hoth hoys an.l .rir|s
and the course ..uls in Room C with heneh work for the boys^n.l
s.'wing and cooking for the <rirls
5
66
LEARNING HOW TO DO
In tiir Noiinal Department piictici- is ^rivi-i, i„ t.-mliiiij; nmmml-
tiaininj,', aiid aliv.i.ly work similar f. that in the Whittier Seliool has
tfcii introduce.) into some of tlie pnhlic schools of the South.
The Piir.eij- il reports that this tliorou{,'h systematic work in tlie
trainin},'of th.. hun.! and the eye is doin;,' much to develop tnilhful-
ness, patienc. enrnestniss. and a s.'use jf responsii.ility in our youn;,'
people.
In Whittier School.
The Whittier public school, .standiiii,' <<n the Institute ^n-ounds. is a
teachers lahoratory. Its four hundred pupils, I,ej;inninf,' with the
kinder;;artei). represent all types to l)e foun.l in a'liy puUic school.
Its course of study and metiiods are under the supervision of the .\ur-
mai Department of the Hampton Institute. Sewiny, cookin^r, j,'arden-
Doniistic Science m Whittier S
in- manual trainin- and -ynuiastics can thus !.,■ carrie.l on i,, their
proper relations t„ the other .school sul.jects, and l.y methods f.asil.ie
in any school, while th.'y are at the same time under the .lir.rtion of
the skilleii, special teachers employed by the Institute. Actual teach-
ing' in the several j^rades, un<ier carefid supervision, enables ,.yv,-y
Institute stutlent to establish and maintain similar work in his own
commnnitv ^ The following is th.- co:ir-. h: Whittier School .-
FiK.sr GitADK: S uries, such m Hiawatha and the Mother (loose
Rhymes, illustrated by the use of clay, pencil, .scissors and color. Con-
iii:«L.%
AT HAMPTON
67
stnictive w„rk in pap.-r. onvt'l..|M.s, aii.l boxos fcr !...e<ls. K„if,. work
III tliin w(.,).l— lalu-ls, feiicus, .lil,l„.rs, etc. for tin; uardni.
Sec(.xi. Gkai.k: C'liiy modeling of fruit and ve-.-taljle fornw
up..r coiistn.ctive work, envlopes, etc. and articl.-s of furniture for a
• "s house. Knife work-l,oxes, tallies, cliair.s, licd.steads vtc. for a
doll H house.
Tmiui (iRAi.E : Knife work in thicker wnod. Use of .simple bench
tools ,n the manual-traininj. room duri.i;; the second half of tlie vear.
School and i,'arden ajiparatus.
Fo.HTiKiR.xoK: Elementary bench work, including a modiHed
course ot sloyd. Repairing class-room furniture, makin- a miniature
house tor the lower ^'lades.
K.KTH Gk.UiK : Advanced l-iich work, incliidii.jra moditi. J course
»t s|,.y,|. Clas.s-rooiii repairs, laboratory a[.paratus, etc.
In Hampton Institute.
The followincr are the rec,,iireineiits f.,r the three years course in
Manual Traiiiin-,' in the institute :—
FIRST VKAR.
hi)\S:-.(',ur.sr ni lieiuh \V„d- rni>n ri „j 10" hoins. Exerci.ses
coi..s,.st uf the followin-.-.Measurin- on a plane surface with rule and
knile. s,,uHrin- with try-s.,uare, i:au-in<r with marking c;au-e, .sawin.r
tnahhe with np, cross-cut, and back-saw, planing' to true surfac."
Cestui- with steel .s<|uaiv and by si^rhtin-, planing to niy.,- with sides
H.p.areand true, plaiiinjj ends smooth and true with block plane linin-r
n.n-h lumber with straijrh, ..!,.. an.I pencil, making the half joint <.r
'-"X halvnijr, ...ukinir the da.l,, or cross ^noove, nailiny butt joints
"i'Ttisin- an.I ten.min-, bonny, makinjr joints fasten.'.l with screws'
^.dueinj,', making a smooth surface with plane, scraper and sand j.aper'
Grooved work, makin;, mitre nintv makin- .rivgular bev,.ls,mak-
ingdovfails, laying out and ^a''. ing curved work.
In connection with the alK,v,- course in bench work, each .xerci.se
IS tn>t work..l in fie.- hand .,r mechanical drawing from a model ; tlie
nio.lel IS then s, t aside and reproducti<ii made fiom th.- drawing.'
Thr above [iririciples are applied in the construction <,f Hni.shed
uio.iels which may be used by the student, such as boxes, for collars,
cutis iieekiies, etc., bookshelves, inkstands, printing frames, picture
frames, drawin boards, Tee sipiares. etc.
GIRLS:— .',.»,■..,. in Sl.,y,l.—Th,- Junior classes devote from two
to three hours per week t.. sloyd. Their work includes the eour«« a-
arranged for the first and a part of the second year for grammar
schools. They are require.! t.) make working .Irawings for a part of
the nio.iels; others they make from drawings placed upon the boar.l
bi
LEARNING HOW TO DO
^ l.e toacher. Th. regular cournc- of ,n,Kl..I.s is ui ven ..elow, to«.tl.er
w.th the O.X...CS..S u,...„ which th.,v .uv l.ase.I. To this cou.-h. have
W.n u.l.ie.|, tron. .M„e t., tinu-. .sup,,I..,„enta,y .no.l..|s a-lapt.-l to th.
iuhmIs a.i.i (,uaiihcations of tlie in.livi.jual pupil
Th.. ,n,,del pr.,sen.e.| mu.st appeal to the interest of the uotker
•""' ^''""l'' •»• "^^-r.il fr...,. her stan,lp.,int.
It must br estheticaliv yooiJ.
It nmst be . sufficient!; .rirti..uit of execution to call out a vi^.-rou,
exe,eseufti,el.stel.;..tsof the wurker. while at the same thue t
".U.st be suthcently within her power, to adn.it of fairlv su. f
achievement ■
^n,k da, work whenever every imlivi.lual n.ay h,. reach...! l,v
.t ; uui.v.lual, when especial attention is r.M,uire.!
Sloyd Work m Whitticr School.
The endeavor is to find such supplen.eut.ry mo.!e!s as sliall reach
l.e . a.!y ,nt..rests and experiences of the student-something that shall
touch both what they do know an.i care for. an.! that whicl? thev ..re
jrn.w.ng t., know and care for. It is sought to develop character
thr..ugh a cultivation of concentrated effort, sound judgment, habits of
forethought, neatne.s,s. accuracy, industry, and honesty of work and
incidentally a practical knowledge of materials and tools
l/o,W.v.-l Wedge. 2. Flower pin. 3. Flower .St. ck. 4 Pen-
holder. ... T,x.! Rack. (!. Coat Hanger. 7. (^ut ting Board. 8 Flow-
erpot btan.l. 9, Flowerpot .Stool. 10. Hench Hook 11 H.t.lw
Handle. 12. Corner Bracket. 13. Hammer Handle. 14. Key Board
15. Paper Kn.te. l(i. Ruler. 17. Towel Roller.
AT HAMPTON ^
J-:,:rdseH.-l. Stiai-l.t wl.ittling. 2, ()Mi,|iK. whittlin-' ;t
t'n,-s wlnttlin- +. I'oint wl.ittlin^. 5. SamlpajHTiny (without hlo.-k .
0. K.p Sawinj.. 7. Narrow surfacv planiii;; ,S. S,|uarini,'. !• I'.ori.i.r
witl. ,inll-i,it. 10. Fittinjr u iM.jr. 11, Curve whittling I •' LVuss'-
.•ut sawing., la. (;„„^ri„„ ,4. ^,..1 ,,|a„i„u ,i„ b.nch Look, 15
Bt.rin;; with auK,.,- Lit ( vrtical ). IG. K...! san.ii.ajH.rin;,r , .vi,h l,l,„.|, ,
17. Curve sawinjj. ]H. Snioothiii;,Mvith .s[.ok,.shave. I!t, B^in.. with
'•ni'iawl. 20, Hroad .surface {.lauinj;, 21. Vertical chi.selii,." •».>
Mc.ru.,ntal l-orinj; 2:{, Filin- 24 En,i planin- < witho„t"l, .„ch
h.H.k). 25. Nail.,.:,'. 2(i. Sinkini^ nails. 27. M.ikinj; h«ltV.i-t ther
.)o...ts. 2s. Couutersinki,.- 2!t. (ilueiuj.. aO. Screwing'. :!1 Model-
.n- w.tl. .spokeshavc, .S2. Sc-.api..^'. :V.\ Ceveiiuj; with spokeshave,
■{4, 0I.1.,|U,. plai. ...;:. :^5, Spaeinir ^^■ith eu.r.pa.ss. ^G. Veiniu.r a?
Carv.n- :;.s. Wedjre pjaniuj;. .S!». Kilin;- e.i-e. 40. Notcl.in" 4l"
Puuchinj,', 42. Bevelin- ed-e with Jack-plane an-i til.., 4:{ Ho.in.r
w.th centre hit. 44, Planin- a cylin.ler, 45, Fittinj: 'ixle, *
MIDDLE VEAK,
nOYH-.-Courxe n, Won.l Taru\„f,,r,;ialr'i,H, ah,>ul /Jti/xmrs
Tarnii.T between centers, centerinir. roii^rhin^r with jjo.i-e, t..rnin.' to
size, test.nj: with calipers, smoothinj; with skew chisel, ineasurin.''"and
cutt.n- to lenj,'th, turning; st.aij;ht tapers, outer curve, inner curve
combination of curves in maki.io- chisel handle, testinj; l.y th.^ eve
c.ttin- shoulders, cutting heads, cuttin- flute, turni.?- section on
si|iiare piece, .sandpapering;, poli.shin;,' with shellae.
Face hate Work :-Knul., co.mr block, match ho.v, l.arrel, vase
and napkin lin;;.
In connection with th,. alove ex.Tcises there are tiu-rht the fol-
lowing: Reading drawin<rs, lessons on materials used, can- of lathes
with names of parts,
Cour.^e in Ti,ixmithl„'i, r.quirinr, ah„uf lOu ho„v^.~Uxy\\vr out
and developinir patterns for cylin.Iei-s, cones, pyramids and other
geometric forms. Cutting to straight and curved lines, joining e.Iues
t.y seaming, riveting and .soldering. Making up useful articu", si7ch
as a tin cup, s(,uare pan or bo.x, covered pail, .lustpan, etc,, two- and
three-piece elbows in stove pipe, making T Joints, V joints, sheet-iron
dnppirg pan, and chim.iey top. Cse of tUi.xes on tin, galvanized iron,
copper, lea.l and zinc, (.\se of all the con.mon tinners' to..ls and
machines.
CIRLS:—.Seit/H7.— Continuation of the work of the Junior
year. Each stu.lent cuts and makes hei^elf a full set of underclothes.
Coo/.u»(/.— Two lessons per week for four month.s. Instruction is
given in the care of the kitchen and kitchen utensils , care of .lining
70
LEARNING HOW TO DO
r..nn, ; c-..nk..rv „f v.....taM..s, ,.,,vals, .n.nt., m,,,,.., .i..s..,-.s l„va.ls
.•a an.l -otfee ...akin, of yc.st ; p.vpara.ion .m.l s.,vin« of na-als
SKMOH VKAH
'-.I.l.n, n.Hl car,. ..f ti,.. H..atin, th. in.n n.-awi... .,„.„.,. i,„„ t.,
-MUaiv tr..,i, s,,„are .„ uHaj;.,,,, IV.an ,,Ha^'.M, In n,nn,| |!,.n.lin„
nn^.« ot roMn,| an,l Hat ir,.„ I...i„ti,„, an,| l,..,Hlin. a .s,..„.l- nraw^
...K, hen.l.n,. ..u.l twis,i„. i„ ...akin. a l.,„,k. l-,.,.,ti,„. a,„l r„nni„..
>r.a.va„,i „.xa,n„ I,.,..! l,„|,s. l-„„,.hi,.j; an.l onttin,. s,,„a,v l,..va...n
nuts, •'.•iwliii- t\vis-ii,^rari.i piinclii,,:: ,|,it in,n
S.wipx Cl.i,.s .11 W!.,it,.-r Svluol.
^(IIIMI'I-
T I-sottin- .Irawin- I.,.,.,!!.,-. pu.Kl.in^ ,.,..1 .-ha.nf.Min.r
"Hi^le ,.-..,■... I>s..,tin., uvMin;:. r,„„,i„;:. a„.l ,,nn,.IuM. iuuMn.
ca.»,. l,av.|,.nm;r n. n.aki,,,. l„.a,ii,.. ,„ul. |),.,,winj: and n,.otti,M. ..nU
an. ..vts ,„ h.a.lin,. ,o„ls i;,,,, uolding. II-M-li,, ..,,,,!,;:. and
w.'l.ln.,. ,n wash,.,- .naki-.f. l^ndin^r ,,„,| w,.|,li,.,. i„ ,„aki„;r chain
borami- funehin- .slottin- ami hen.lii.;: a has,,, [,;,vi,„. ofF-,,,,!
'"•-;!'" '"f, ' '"•'^••" '^"■•^i-^ '•c-ntri.. strap, l.n.wh,. i.u
l>on.h„;: an.i thn^.h,.;; ,.y.h,.h witl, rin;:. T u-Mi... .Iu„.p .j;,,
St.M'l. F
>r''injr S wrcM:
1)
cliisel. F
haniiiicr. I)
lawin;,' oa.st steii aii.l iiitioil
uciiii,' ti'iiiiMritii.' ill iiiakiiic cul.!
"rsm- and |..in|HMinj,r Hat .hill. For-i,,- and
rawiiur
l.lMid
F.
orgiii;; and ternpirin^' lathe to,
lilack.sinith ton^s.
n.l.njr. j.nnfhinv;, and tesiipor
iiij; arcii
WeldinLT steel to iron. F
tempering.,'
Dii'in'r
AT HAMPTON
71
In roim.ctioii witli tli.' iiIm.v.> coiirM- will l.r liriiti^'lii in tli«- iva.i
inu' of .lra\viiij;s ; tlif c .n^tnictii.n ..I' iron. sttM-l, ,ic.; tl,,' stii.ly nf fiirU
'Hill til. ir ( iliiiNtiitn . tin-
•-tii.iy of i(M,|s an. I tlirir |,;ir t- j^"^ '
I'l I'liK f I'iiiclsniitliin;,',
Scniiir Imy-. ait> sunntinii'i
.illow.'il ti) t.ik,. niicluiiiicnl
.Iriivvin;; ..i t.. s|„.,|.| tli. ir
linii' in ..nine nf tlic tcmli-
.lt|l!lllMlCI ts n( til.' sell. ml
iiWH.S- Sr,rni;l — Tllr
i)lijict of till' S( iiicr Use in
M'winu i^ t.i .•niiMe fiic-li
y.inn;.'\\. iiuiiii liifi.liintini; fimii
Mani|it<.n i.i drufr. cut ami
make lnT own .Ir.ssc^
Ih-'iil'i,,!] - I, .iltiri;,' an. I
iiiilini,' nf «kirts ari<l waist-
lh-i^^,,,iil.'nvi Making; inn.l-
,.|,nf li.-s,.>wliicli aHni.l |irac-
liCL'in .|.->i-inn^', |)nttin;4tnj:.'- '"„„„«.
tli.Tan.l tinisliin^' lin.'.] suits Ka.-li pupil makes a wash dn-s »',„■ |„r>,|f
MO.IK TRAINING FOR GIRL*..
I'lio principal .il.jccts of tin-
trjiiiiiiii; i;i\..u tn i,'irls at
llanipt.m itistitiitc ar.' as f,,)-
Inws ; — First. To iiiaMc th.-m
t..makci,' I Imnies ; Sccnn.l
— 'I'o .Sfnil nut strniiij tuacliii s
wcll-i'.juippiMi fnr li.)tli acailf-
mil' and in.lustiial t.-acliiii;^
llnlSKWnliK All til.- IliUsl'-
work ill till' yirls' i!..riiiitori.-
ani! teachfis' rn.inis. ini-lii.lini;
I'haiiibi'r - \\..rk. sweijiin-
.lusiin^' and sci-iilil.iiii; i^ d.inr
l.y th.' yirls.
I..\l NDltV \V,,liK.~Iii th.'
scliool's st.aiii laiin.lry tlio
;:irls do all tin- wasliinnr an.l
iioniii;,' it^i tlie stmk'nt's hoanl-
in^dcpartnient ami tli.'Tfach-
rrs' H.i'ui'. 'I'lif followim,'
72
LEARNING HOW TO IX)
>•""•>.■ in ,l.e .•lM.,„i>trv „f l,,un,|ry work i> ,,l,mn,..| fur ,1,.. ,,„.|..nt.
who are >'Ui:,i):,.,\ {„ tlii. in-liHtrv.
r/,„^,V , , „„/,,^ W.,d,-TU\. i,u-.,..|..> lal,.,nu..n w.,rk ..„
■•"-is an.l alkuh.-s, l,anl «Ht. r an.l ■ l„v...lu„« • a^r-nts, .suiv,.,.,. ,u..l
'•"". Kih-i., <a|K.,MMcatiun, m.mI hlurin^.. Th.. ai... in this n,u.s.. i. ,„
.i.ni.an.s,. ,h,. u,...,at.„- with th.- ,,rinri,.h.s which „„,|,..li.. ,|„. |,..st
'•n.n.i.y n...th,.,|, nn.l tu ,„«k.. h. r a ,hi„kini; and .,,..., .„nin.^ w..rkn-
(■u,Kt.N<i.-./„„,„ra,»./ J/;,/,//, v'./r<-Txvu l..,.H,,n. ,.,■, vv-rk Inr
..nr n,„nth.s Inntnu-tion i. .urn in ,h.. m.v of ,h.- kit. h.n an.|
k.tch.-n nt..n>ils ; cm- of Winin- nH,n, rookerv of v^-tal.h.s rrrcalH
nivats, sonpH, .h'ss-rts. hrm-N. tm an.l cotf.-e , niakin- of va.t pr-'
piii-utiMn ,111(1 sfi-vin- of meals ; tHl)h- lavini,' an.l waitin-
Cotton SrnmniK .ind Rug W.-Jvinu.
yor„.„l anars,:~Th,- nUy-a of this conr... is to train students to
teach cookin;ran.l to ,„v,,an. th.-.n for work a. inatre.ns. Two years _
MuehiMactic,i,,i,hiin.vK,kinL';exi...ri,ni.ntsvhowinj,n.nti.rivii.-prin.-i-
I'lesw. cookM.jxn.vals.c^rj,,. „„|k. .neat.-, ve-etaUes, an.l HonV n.'ixtures •
>|.ec>al stu.ly of s,.,rch, aihn.nen, ;relatine. yeast, hakin- posv.ler s,„hi '
phmniriii of „,eals : preparation an.l servin- of meals ; tabic layin-^ an.l
-. ; ■^••n'-., ->,!•! jtratt:t:.t! woriv in Kitchens and <iinin<f-
rooms ot th. -hool , ca.n.in- of fruit ; practise teachinjj ; n.akin- out
courses in coukini'. "
' s^
AT HAMPTON
73
SKVVIN.i With II vi.w (..iliakin;; llir i-mUIs, ill -..will;; „s piai'ticul
as i..K.il,|,. a slu.ly is ma.).. ..( -iiU .lutliir..;..!: ll,,. -x ,.|,ii,i;, piv.v.lir,^'
tlifir wi.ik "liu—.
■ /u,n,.r y.„r. Tw .. |. ij. mU a « ..k to ,„. I, rla^s. TliruLjirt ,,(
tlii. work is lu -i\,. iwli p.ii.il a tl.uruii-l, kii..wl..|._ ,»C il„ stiicli.s
iiM'.l in plain M-win^'. I.astin,', niniiiii- us.-ica-stiii- Imck >titfliiiii,',
ov.'ihaiicliii;;, h.inmin-. tVllin^r, l.liii.i-Niiu-liin;,'. frn>,s->iitcliin-. Kach
Htu.K'iit itmk.'H for li.T.*..|f ,1 I k (■..iitiiiiiin;: sainpl... ,•( ilu- "litr.T.'iii
kiiicis !.(■ wiirk
.1/,./,//, )',,,, .-c.nti.inatioh nf tl,.- \v,,rk uf ili,. .luiiiur V.,ar.
Eat'li stu'l.iit cuts hikI iiiakrs h.-i-Mlf n full set of iiihl.iciutliiii'
Mattrtf.vi M.ikiii);
iS'i (/'•>/• Ydii: — 'I'll.' (ilij.-ct of till' Senior course in ^cwin"' is to
eniililf -ach youn » woman ;,'ra(iuatinj,' from lliimptuu to <lruft cut ami
make lit-r own dreHses.
Dkaktim;.— Drafting' ami tiittin;,' of skirts anil waists,
DlitssM.vKlNci. — Makini,' UKolfls of ilrt'ssts which allonl practise in
ilesij,Miin<,', puttinjj; to<jethcr, ami tiiiisliinj; jim-.l suits. Kach girl
makes a, wash dress fur iierseif.
Wkavix<!. — Olil-fashioneil hand looms are maiie in the Trade
School and are used hy the jjirls in niakinj,' carpet rugs, portieres, ami
74
LEARNINC, HOW TO DO
loun;;r,nN..,, Till' Htii-l.-ntM ,i.v tnunht to iih,. nufiv.. mtli.T ll.Ht.
luiiliiii' ilvcv
Maskkiiiv- A i-oiiis.. iH^-JN,.,, i„ tl... mnkiii;j..f tiu.sk.'tM ,,f nirtia
lattuf.. 0.1... an.i oti,,., inat..rial, Tl... stwU-utn ai« -•ncourni^nl (m
iiuik.. tl.. „• wn .i..si^r„s uM.I it is |,.,p..,| ,„ ,.,,„,,„ v.Nf..ally a .li.
tiiu'tivo i{iiiii|itiin liankct.
La<k M.vkiN.. (A,,,' /„,/;„„ ,,,,/, „„/y,)_A .....irs.. i„ ,,i||„w Jar.
iimkm- IS -iv.n t., t|„. Lilian ;ri,|. ;„ „n|t.r I,, funuMl, tl.-m with ,-.
I'n..l..ctiv.. ...,iM.Miy tl at will he ....fnl to th.-n. ,.tt...- thrir .-..i,,,-,, ,.,
in tl... mak.n;,' ..f Ch,..-,.kcv pottery is ^riv..„ f. the Indians hv a
I'hen.k.-.- In.iiau -niJ.,,,t... It is l,„j,..,I to -ra-lnallv Jevel..,, „U,..,
curses in the native In.jiai. ii.d.i^tries.
rpHOLsTKiuN.; vNi. C.v.MNG.-L,.ss..ns are -iven in n.attre.ss-
niaking. the oaninj; oC-h^sir^^ and othvr !,r:uic}us of uphoist.-. v , f,,,- .he
purpcse of enahl.n- the students t.. nmk.. or repair various articles ..f
houseliold furniture.
AT HAMPTON
H'-l,skllnU. HaMH.-UAKTM — Th.N.- incl.l.lr Mil, pi. .H|..ii||, ,
>;lii/iiii; whir. -wa..hiiij;. |miiitih:,' itiul pH|Mriiiy
rhc.l.irpt (il tins (-.ur<«- i. to i.mki it p.^nil.!.- f..| ;;i,U to .!<•
-pliiiaiy r. piiiriitj: (.. ki-.-p fh.ir h .l,.,,!! „im| Httincirvr ,iii.| t„
(l.'V.-l,,|. whut a N.'w KnL'lati,l..| w.miI.I .l.iin,. „s -iimpti.-n
All -Ills ,nv;;ix.ii ,i thiv \, ,iis' cm-.- in A-riiMiltiin wliirli in-
t'liiclr> imtiii- -fii-iy. ;.'ar«l.'iiiiii;. ■luiiyins.'iin.laniiiiiil in.liistiy llaiiip-
ton (•.■.IsfliM f|„. iinp.irlaiic.. , i ..-linilHiiv (or iriij, ,i> vvlhis f.-i-
lHivs ,■,11,1,, ,■ b.' too sfn.n^.ly (iriplmM/.i.l A IiiV;-.' put of tli.- c-.irr of
th..o..iry, tl,.- l.r.-.Mlini; of poultiv tl,. i«i-imi: of , , ,i,|,.> hihI mi,m11
fniii. ai„| il„. iimkinK of -ani.'ii. -Ih.iM l„- i|„ « ,1, ,,| ,}„. „-,.n...|,.
StiiJ. nt'i. B.Jr..KHi.
TRADH COL'RSK5.
Thr Trail.' School nfliTs i-niirscs in CariiiTitry, Cahiii.t makiii;:.
Harness inakiiii;, I'aintiML' \Vh,-.| vvri-htiii-, Hlac'kMuitliiii-, Macliiiif
work, 'I'ailorin-. liricklayiiii:, Sho.inakiii;,'. Strain Kiiiiiii.'frinj,' 'I'in-
siiiitliiiiir
'I'lic ailvauta;,'.' of .•iiti-riiii; tli.' Trail, ■ School is tliat oii" can takf
U|) a traile hy lM;;ical ami systematic steps from heoiniiiiiL; to .ml.
Eacli ilcpaitiiicnt is f,,, t-. dm^h fim.laiii.i.tal princijilcs. I.y the care-
ful iipplieatiMii ..1 which to eoinineicial work, and I.y constant .liiil in
the use oftools, it ishdieviil the .tinlent l.as a far Loiter ctiaucc of
well-rouinlel trainini,' than iitnler the Mp|.renticoship system.
Ill ail.htion to the ahovt- tliere is iar;,'e opportunity for experience
ill the various proilu'tivc iinliistries on the sc'.mol cioDn,!-: TliiJ^e
iiiilustrics are ilircetiy under th.' control of the Institute iirnl are open
to the 'I'raile Scliool stmlents, who ate expecteil, as a part of tlu^ir re-
spective courstw, to speml in them a portion of their time. The Traile
A%..
^. )
76
LEARNING HOW TO DO
Scliool, throuirl, til.' iMimitkvnr.- of IVicihls, Ims oi t' the Ust .M|iiip-
"^'*"*' '""1^ "'"' ••ii.i.liuiKvs U, U- rniiii.l ill tlic c.imtry, mi.l trit-H to
cany out Maiiiptoii s uii.ln lyiiij; lli..ii^rl,t nl' i.rovi.liii;; .such ,,11 .Mhu v
tion as will 1„.H lu'lp nd only to thf iihlivi-lnai, l.iit tliroii-li him to
liis iJii'i'.
Kvfiy Tni.li' School stu.jciit is rc(|uir.M! (o devote nine lioiirs a
ilrty to h's trade ami two hours to recitations in tlic Mii,'lit school
Kaeh Trade School course is thr.'e years, a |.ortioii of which riia\
l.e s|M.Iit in s,„|,c of the outsid-- industries. The fol low ill;,' lines an ■
taken up: -Ist, actual work at the hench ; 2nd. instructiT.n in the
In vhc Priming Ofli j.
knids, -radesand prices of niat.Tiais use.!; 3rd, iiiechanicaldrawin-
which, as far. as possil.lc, l„.ais,.n each trade : 4th, drill in competitive
lalior.
In addition to the courses otfered in the 'I'nich. Scho,,l. ,-,pprentic..s
•••retak.r. in J'rintiM- and UphoLsterinj;. The I'rintin- oltice .{...'s a
larp- out-side joh-print in;,' hiisiness in ad.jition to all the printin;,' re-
'iniie; in the Institute, the "S.,uth.'rn Workman,' a (;(»pa,'e moiithly
eo!ni,.cted l.y the Institute, as well as two smaller thlies, ..no on
Nature-study and the other on in lian work.
PRODUCTIVE INDUSTRIES.
These are conducte.l as husiness eiiterpri.ses, an. I are open
to students who have passe.j a year in th,' Trade School They show
liow productive industries are ma-; r<'il. .md how to pracliciillv appiv
principles tani,dit in tlie Trade School. Stuch'nis .•an h. r, cnn' waf,'es.
or work for credit to entei the Day or Trade School. In addition to
most of ;lie trades named aliove. there is a lanv .-iiid weM-cuiMM,,"
saw-mill and the iinid)er yard, pianin;,'-inill, ami carpenter and cahinet
AT HAMPTON 77
.slu.ps known uHtl Hiuitin;;l(>n In-liistrial H',„ks, the -ift of (li..
lateC. P. Ilnntii.jj;lnn,.,|- Srw Vn.k, wlmsr wi,l..w 1ms ifcvntlv .'iv,.,i
»10(»,()00 lor tlie iHw lil.n.ry.
Ill all til.' tia.l.s nixtrarh,,,, is ma.l.' a l.r.Mniii..iit tVuliiiv. and
'-I'lysu „Mifl, of 'pHHluclivf iihluMry is allow.-,! as will lirlp tli.-
Ntuil.'rils lo a„in a i)ra<'tifnl knowl..|^r,. ,,f ii„,i,. t,„,|,,^
■riio-Cljpic " lias l„.,ii intn«|uei.l into tli.' various .l.part nts,
an.l it is not innisnal to s.,. a ImmIv ,,f sin-lrnts .liscussin.r th.lM.t
t'l.i'.: in Bru>.Uivni
inrtlioiis of 'opnarin;,' upon n ln-ok.-n oanini:.- or picv of rnriiitiin-.
Til.' principal ivports (hal tlu- work lial.it ' !•< j;ainiiii: -'""iihI at
ilaiii|>l(in.
PHYSICS.
" Kvcrytliin;,' nais! 1... as concntv aspossil.lr h.r,.. ' reinarkcd tli,-
ti'acli.T. Tlui. for.' till" work is mostly (|nantil!itiv.-, aii.U-onsivts of
.■x.rcis.s pfrf.)rni.Ml in the physica: liil«>nitory l,y th.' stii.I.'iit an.J
ciiri'fully ri'corili'd in a not.- hmk.
Thfstn.l.-nts ar.' encoiiraLr.M, (o apply th.' ].rincipl.-s sluiji.-.i, to
the V
tn..i;.s tiadrs piirsw. ,i at liHliiplon Instiiiii.-, ami it is th.' .i.
)f thf c.uns,. to stiniulatf- inttnst aii-l ori^nnal tlioiii,'ht in thf trad.
78
LEARNING HOW TO DO
Tlic lollowirif^ i-xainiiiation i|nestions will indicate tlii' clmmcter
of the work in this flepnitiiient : —
Mrih'iniis. — Does water have any inor<- lifting ell't'Ct on wood
than on stent' ' \\ hy ' How could you tell whcthtr there was much
metal (iron, etc) in a specimen of ore? Why are fisheries always
found on " hanks " ?
Light. — How would you ini'asure the candle power of a li^dit ' (two
methods). How is lijjht l)oui;ht tind sold ' Could a photograph he
taken throutjh a key-hole of a door ' How is it possihie to see around
a corner .' E.splain the popular fallacy "that the stni draws water.'
The eye is a lens; are the pictures on the retina erect or inverteil i Is
water as deep as it looks, or deeper ?
A BUSY LITFLE WORLD.
"Just as far as possihie Hampton is made a miniature world,
wliere the younj; people learn to deal with prohlems similar to those
that they will meet later in the outside world." Thus writes Principal
Frizell in his annual report. He adds that supplemental wurk iti the
- # iWHtii
* '■■■ ' •« Klil
r"--T TB r-TTfH ||-
wc^
■^'^i^^!7^
f
■. I
^bM
'.*
0M.4
7^ '^^^^Hfcfafe^
., .f:;^
I
T);*: Sl-.oc Shop.
\ aiidUs tradrs hiis Ici'ii iiukIc more and iiniii' a |iiiit (if each l"i\'s
Course. ThisycMi-'a tinishinj; class in carpi'ntiv lias taken I'nr half the
year one half day each at tuickljiyin;;. painting; and tin-smithin;,', fuur
hours at wood turnin'j, and (I hours at de-ijrninji; siiinll houses and
if the til
lie eacli weel
estiiiiatii)^' the materiai for them. The hahun
has iieen spent at the car|ienter's h.-nch. Two of t he carpenteis hiiill
an oak screen, i:{ feet lonj; by 17 feel hif,;h, which was sent to the Pan
Av,
riean V.k
XpOsith.-ri
AT HAMPTON
7"»
Durinj,' last year tlie slioc (leimrtint'iit iiiadi" :W'> i>airM tjf shoes ;
the harness depaitinent, .")0 nets of harness; tlie luicklayeiM laid
4o0,0()(> brick in Cleveland Hall (one of the Institute lpuildin<,'.s) ; also
rebuilt a .stack at the mill, and attended to all the repairs of brickwork
and pla.sterin},'.()n the grounds. The machine department eiit 17!)
jiear, machined 700 trucks, and did eonsiderable work for tlie Electric
Power and Lij,ditin<j Co. in Hampton, besides bniidinj; a (i hyi. vertical
enijine. The wood-workinjr-niachine shop built and sold 727 tmcks.
The tailor shop made 302 uniform suits. In some cases work has been
j;iven out to a student by contract, and he in turn employed other
students, thus gaiiiinj,' a practical knowledjr*' of business. In the
steam-eii','ineerin<,' department the youn;,' men, in addition to the ex-
perience of ruiniing the various eiif;ineH on the grounds, h. !pe,l |.ut
the steam pipes into the new buildii.g, and al.so helped in all the gen-
eral repairs on the place.
'■ In all the.se departments," says |)r FVizell, 'and in others not
mentioned, a regular cour.se in technical training is giver -n the stud-
ents, which is as .systematic as their work in aritliii or algebra,
progressing from easier to more ditficult problems. Meclmiiical draw-
ing is given to all the students in the Trade School. By all this work
there has been developed a .spirit of co-operation ami community lif.
wliich w'll do nnich to make our boys good citizdis wlieii they leav.'
soil >ol."
NATURE LRSSONS AND AURICILTI KE.
In the Junior grade the pupils ,iii- intro lueeii to a knowli Ig" of
plant and animal life, hi the Middle (jra le, iiistrui tion i- given in
drainage, rotation of crops, and |)lant propagation, with Mbs.rvatiun
and experiment in the field. The Miildle i^irls are being taught da,,v-
ing, .-ardening and the cnre of poultry .-iTid oth' rsfixk. In the Senior
year, lessons are given in aniin.il iieh"-try and natiir.- sfiid\ ,i- ^q.plitd
to the farm The Normal class and the Whitticr teachers are a!s.) in-
structed along these line>, and a leetur.; on some agricultural topic is
given once a month l)efore the County Teachers' As-ociation.
The assignment of individual garden plots to the Wiiittier children
has not only created a love for working in the soil but has .leveloped
ideas of pos.session and jir.jduction. at the same time that it has cidti-
vated in the pupils cooperation, order and system. The new brooiler
house now being erected will provide object, lessons in the studv of the
best varieties of poultry. There is good prospect for improved dairving
and poultry rai-ing in the South, and the Hampton young people will
lead in thi's.' lines of imlustry. To show what excellent opportunities
they have for gaining a knowledge of practical birming, tliey have
made xh\- year I] 'A';'.] pounds ol' biiiter. On ilie .schools two
.J '%'
to
(Hrms tiler., aiv ;j2 I
LEARNING HOW TO DO
=7-, f, ^, , - . , '"• ""''*^'' '""' <="'t-' 2.-.(i onvs nn,| youn- stock,
. 7.. f wk an. . ,neMl...U,„.s. all ea...,l ,.„• l.y .stu.l..nt.s. k su^U fann
a nly can I,. ,s„p,>o.t..-l o„ a h„,„11 pi,.... ,( ,,,,„„., -,-,„. ,.xp..,i.n.n(
.tH,.,H. Kuvs mstructiu.-. i„ i,„p,.,v,.,l „,,,.,„,. .,f ,,,i..nl u...
.on,M.Jeas.... t o n„p,a,a.K.,. of t.achin. i, i.. ..v,.,-v scl,.„.l ..„,si,ie
tilt. lar;,'.. nties. He siys —
" Tin. t..nn Natur.. Suuiy is si,„pK „ „..,, „„,„, ,.,„. „,,, ^, j
H^ .nta,-y ..,..,,,..., ....iicatin, a ..han,.. in n.Kh.,.!. ,, ...adnn., .a,!,...-
l.Mrn> tact. .l,n.„,.l, p.,,.,,,,,, ,,„„„,, ,„„, .,,,,„,.i,.,„.,. ^^,.,^ _^_^^^_^.^ .,,|^^_
Cl.. V St.dv.tiK Formatioi, ol So.U ,„ ,, Swamn
I"' '• '..■■/. '....ro, /,,,,,
I'..n.os.. „f this ,„,.t|.o.l is to hroa,h.n ,h,,. pnpils i<nowle,l;:.. obtain.,1
.y p cas,n, an.i ,n,..n.stin, ..sp-H.-nc, to an.us.. in h U. v,. , "he
-. .hat,h,.,,.a..hin,,.fa,n..„ltu,.einvo,v..s. Without the ,
X'r ''■■■''■--'- '-^-•-'nn..o,.p..ive,.on.ai,or;;s
Th..si;:n,softh..t s n.,li,.at.., Mr (Joo.irieh think., the .vm-rpl
eaoh.n.o, a.ru.uhu,al scienc- in the near fut.nv, heeause nat.nCstu ] '
eac .j^ ti...,n.runnerofa^ncnIture-o„H,in«-iswi.ie,ver^^^^^^^^^
the attention ot the teachin- wnrl.l ii ;... ., . -. " ^
(icators are
teachin- wori.l. If,. poi,„,H „^^^ ^1,,^ ^.;,
stiliilr I'ri
• umI I III!
ItNII.
"lis t.,1 ,S,||...,| ,
A IS
lllM Ih' hail (,„ ;||
|.anr
iikI Kill
'k llial
I'.v « ha- I..
>I<1 I ,
liosi tl.
'I >;"'iil \al
111' li, Haiiipton, \a ],;
any luial LmiIi.-i
iX
. .» f^-
AT HAMPTON
81
■"'•'•n.r iMs„p,,.,sin;:tlmt this is now l„.i„. ,|„n.. ir. aj^.in.ltural cul-
l.'^e.H )„, ,„ ,s.,,s ,s!.!.„„ly 4.IMI stu.len.s in M the .,j;ncni,ur«l c.lio.res
«i tlif I II I Stati-i "
wciv stinKitii,' u^ij.
fnltiin' Many .'clii.
Clllor-i. I,,, viiys. wh.
••ire rri.'inls i.f iiatiii-f
It-afhiii;;, n|ipos,. in-
struction in Hjr|i,.,,|.
tiiii-.claiiiiin,' that the
•'■'"■'liiiu'"!' ■ I'ractiral
thing's" liDivs the |.ii-
I'ils ati'l (l.tVats tlic
"lijc-cioriiatiir.' tc.ich-
in;.' Mr. (Jun.hich
pifl'iis rather to em
phaM/r the i)raclieal
•~iih- of iiatiiii' stuily
--the >i,i,. ,.,., ,,ften le-U-ctel-au.l to show how a-rieuhnral lessons
ol ^.Teiil value iiuiy !„■ tail;,'iit in a siiiipl,. way.
Am aiT^nvoat,. ,,|- live iiiMiitl,-. .hirini; fall and s|.iii|.r are .levote.l to
""••'"i'"'i>i- the ,„.|„U at llaiiipuin to I'lant life, Soils, an,! I„seet Life
I ii • i<.llo>vii,- i. a l.ri.f .ietail <<( []„■ to|iies stii,iie,i :-
/'/„„/ /.,,; IVin.ipal parts of plant ami the use .,f th.'sc parts to
MNin, how tluM. parts -r,.\v an.l uhatthey .lof..rtiie plant; con.li-
tions n,.e,.s.aty f.r e.K-h part to make its hest -rowlhan,! to ,|,nts Im st
wo,k for the plant and lor man : le.w to hrinu "l-o'it thes.. comiitioiis
on th.- f.irm
E^p'rimcnlmx ♦ >th PLliit. and Soik.
S,)il.-<— l\elation
ot soi' to plants ;
.sami, ciay. hiimn;;
how s(i i 1 .s a re
mailc; W(irk of vun.
w a t e r . ice. air,
[liaiits, ami eartii-
wornis in mak-
i 11 ;i soils; soi I
eomiitioiis whicii
art'ect plant ^'rowth;
relation of soil to
water, heat ami air;
t ■ -'■ ■•'•■ ■■'••■ ''"-^ '■' '-'.'.u-^ ,!i:;i:il ami liiaintaih soil
comiition.s which favor plant <'inwtli
Ellc. t ol Or({.inK Mjltcr on Pljnt Growth
82
LEARNING HOW TO DO
/meet L,fe.-C.cncr^\ .structure, iiieum..r,.hosis, n„.| l.ahits are
stuchedin «ra^h..pp,.r.s, ,s,,„a.s|. h„«s. beetles, Hies. Mu.tl.s, ami l.utter-
"icm; the halnts of other insects e.M.unun on the farn. are stu.lied as
they are found during field excursions.
These three divisions of the Huhject are not taught as separate anJ
distinct topics, hut an attempt is „mde to impress the student H-ith the
close relations existinjj between them, an.l the interdependence of each
on the others The work is conducte.l by observation and experiment
in held an.l class-room, by written exercises, and by discussions.
A STUDENT'S SPEECH.
^;'> [>''tte«- illustration of Mr. Go<Klrich8 teaching or methyls could
be had than by quoting from a speech delivered by a Hampton student
(aged about 19) at the Anniversary Exercises which I atten.led on
April 23rd. 1902. This speech. I may say. was delivere,! without re
terence to a note, and given in a clear tone and with faultless enuncia-
jon be ore two thousiind pe,.ple. The speaker, the subject matter an,l
the style were all su^;gestive of the "Hampton idea." I .,uote extracts
"Since the nuisses of my people are engaged in farming of some
kind It .so, great importance that we under.st^ind how to farm intel-
ligentlv and successfully.
" The average far.ner finds it .lifficult to earn the plainest livinir
.tn.l in most ca,.es it is becau.se he does not understand the condirions
his crop.s nee^ to develop into large, strong plants which will yi,.|,l
much fruit Farming that brings with the ,ears en.l no recompense
tor tod but rather continued poverty will ,Iri ve the farmer to any place
that appears to ..tfer better things ; ami as the city seen.s to be his
.etuge. It ,s nal n. ,,.. wondered at that w- see farms d.-serted an.l
cities crow.le... The fanners s.y that the -listrict sch..ol .l.,es not tit
h:s children tor usetulness on his farm, h.it rather takes them from it
ami nsuallv alx.ut th.. time they are large enough to help make the
farm pay. So the ,,ucstion eo,n.>s : Can tlu- training in the public
scho.ls be ma.ie more useful t<. the farmer ami his chil.lren '
■Mr. (!oo,lrich .ays: MJive to the farmers children ,u:.ct;rnl
nature stmly an.l gardening, teaching tluough th.so .subi..ets le.sssons
"h.eh will be valuable on the farm.' I shall atfiupt to illustrate som.-
<.» tli- ways by which Hampt.m is trying to bring this at..ut. In the
spnngot the year, ainait the time for plantim,, this .,uestion should
*-n.e to ,he farmer : What are the cnditions necessary for th.. .^erm-
"'='t'<'" -t n.y se..,ls ' At the Whitti.T, ,air training .ehool, the chil.l-
r-n who receive nature stu.ly an.l ganiening, answer ,1... ,,„esti.m bv
.^':: ^^:iL
AT HAMPTON
S3
''■ S<Mik two lots n( sve<U twotity lour Imiirs nn<l two Iiouih nspt-c-
tivoly : ihy with doth ; |Mit in two lM>tl!,s ; crk tij,'ht ; set asi.h- aiui
watch from linu. to tim.-. It will ho si-t-nthut th.'sefils soak.-.j tu mty.
four hours have spn.ute.l whili- th(.s,.soik.'.l two hours <li,i not. Why ?
Becaiis,. th. rirst ones r.-civ.-l siitlici-nt nioisturo while Hie second
ones iliil riu».
To SKow Ihjt Steia nsti Moisture jrd An
Plant seeds in two tunibif
other low ; watcli f
■rs :j;ive oi,e hii;h temperature and th(
rom time to time and keep soil moist. It will b.
seen that tlie seeds given lii<,'li temperature sprouted while tl
low did not. Why ' 1
others did not.
lose yiven
i-eause the first got sufficient heat whil" th
" Souk seeds twenty-four hours, d
one bottle, and till the other
aliout half full . cork ti'dit;
ry with elotlis : p.ut a fe
w in
and watch fi
■oin time tl
time. It will I
the lew in i
II' seen that
)IIC' liottli'
sprouted while those in lln
bott
le half full di.i in.t.
Wl
y ' (introduce li^jhted
match into i-aeh
:>ttl.
match goes out ). W'livdi
the match ''> out ' I
>ecausf
the Iresh air has been re-
placed vvith foul air, or the
o.xygen has been n'placeil
with carbon dio.xiile bv
the .see.is. The bottle with tie- tea' .s Is colllaille,| rMoligh flv.sh air
to sprout them while the other will
1 many .seeds did not In the snn
84
LEARNING HOW TO DO
way st....Is will s,„,,ut ill H,i„.i, uhiH, a.linits snlHH..nt ;.ir fur tl...
piii|M.>,.., Nvl.il.. tli.-y will i„,t .s|,|Mnt ill |>ii.i.||.'<| d.iy.
■ Tims tlu- .|ii..,tiuh in ,insw.T.M| an.i tl... cliil/lni, Irun, tli.. I.mmoii
""" "* '^ ""■*' ''"^'' xullKM-.nt m„;«^,,v. s„llifi,.„t /".'/, aiLlsiitKcirnt
""• to ,...;„nt -.■nninatiuM. Kmn, thr .■la.s.n.,„„ i|„. dnl.lr..,. «., int.,
II".' s.l.,.,,| ;.ar.|,.„, aii.l i;vU puts int., p.a.-tic.. in his l,,..! th.-s,. ,i„.|
I'lli.T l..>s.,n, l,.,un...l |„ tl..- i-anl,n tiny als., I..,un th,- us.. .,f tt.-
IH- laiv... an.l s,,;,.U. |,.,^, to ,,r,.|,a.v tl... s,,il fur th.^ir s Is ; l„,w t..
'''""* ''"• ^''''^ • '"•"• '"■•• •'-"• tl"' I'lanis as tl...v yi-.,w l,.,t|, V.-,,..
tal.i.. an.l ,,rnan,..niMl : what kin.j n( ..nitiNati,,,, i. n.r.s.ary l,..fore
.•n..l.|U>I atl.M a ran, ;|„,nv tu .nak- s.,ii nHi!,.|, in .a-lor to ..hw.k .•vap-
H..,iu- Built by H.n,.pl„„ t.,v^ ,it Oiuid.,.
...vui.,,, r ,„„ist,nv. ..t... Tins is ,1... ,.|ass ..r w.ak h-i,,^ ,|,.n.. at th.
W liittur.
What wonl.l it mean In th,- farm...- if his chihinn r.-c-.^iv...!
sm-h trannn^ ,„ .-vrv .listn.^t s,.h„„l ■ Why, his ,.hil.ir,.M w..nl.] carrv
',."■'"""""" ""• '"""•■ "" ""■ *■■"•«.., an.lput int.,pra,-ti.vth..
ea.-hn,u r,....,v...| in ,1... seh.,„|.nM,n. an,U-.,nl..n Tluv wraihl h..I„
'".. IM r,.N„lut.,uni/.. his p.,„r ,n..tho.i „f farnnn;:. Th.-v wu„h| si,., a
"'.. h„y„ ,,!„.. .l....pn.st..a.i „f smu.-hinK th,- snrfa,; „f ti... s„il
Im.w t., ,n ,.k W..II an,l how t., pn-pan- a u.h,.! n,..||.,w s.,i| f,., l,i.
s.'.M|s , .„„,, „f his lan.l was ,„.. ,.|,.se f„ a.inu. M.tficient air, „r t.«,
'.p-"t.,h.,M s.ullnVnt n.,.istun. f„r plant j-r..wth. th..v w.n.l.l slu.w
">"'l'">^ " w„rk .,rp„..c .nalt.r int., tl-.-so soils hv applyin-r stahle
inannrr.s
t.i iiirn und. T, ami l,v thus irl,
urv.Whi^' row i<,:i. ciDV.T ami other
ii;.'ini; th.' texinre uf tl
nanuriHl (•r.,!!^
le (iiicc w.irthlt'ss
f-*-^
AT HAMPTON
ftS
"<"ils. 1)1 ill;,' iil).iiit llic ri.iiillt'tiiis iifCfssaiv fcir tlif ;;c iiiiiiint iMii ,,! „ ..U
mill ;jiiiwlli of [iliiiitN
M (on lllllcll II' ;i Ili.'I'lialli'
.irillill;,' lllll-.t, 1'. cImII;,'!!! it I llii c llil iii-
li.it i-. ■iciciil itic fiiniiiiii; siivr nlicyin^ ih.- law-.
wiiikihM willi iial iiii' if lir
'I"Im' iiii^iM t'ariin r wnik^ li;iii|. Kut ji
il
il I
Hi
IIi.mI, ,,f
VHl In scicn
nt' Iiatilli- ' Si
WciuM ^iici.icl
tilic. Aihl wliat
he must harii iliu scent i»t
'I'IumiimIi M'iiii|itoii tl.i, w..ii< i» In in;; alitM'lv iiiti w.iuciil iul'
^•' t In- tilMi- U ill --c'Oh fnliM
ll' till' [Plllljir ^clin.iU ot' 1 1,1
.f til.' >cl,o..U ..f V
ii;,'iiiia, ami i Im'Iii'v
wlii'ii this kiml nl' traiiiiiiir will I
III III' III III'ISI <ll
Mllllll.
inm-sTic scii-Nci:.
(ii'lltltl! Al-lllstliili.^ the I'lill.nlt liif lluin|itiill lll^titllti- ri-litK -:ii.i
Ourwoik is iii'v.is..ciii-.'tillit ti rmiiiattsin tiiiiiiU lilr, wiiich istliiunit
W'.rf Working Tt.id.- D.'i
if Cliiisliaii civili/atinn \\ itli tlii> 1 1
tl
111'!' Clllll'^
if ciMikiiiL;
a \ I r\' rli'iiiciitaiv
;,'iils wiiiiaii' not likely III ;,'.'t 1)11 \ 'ly fiiiiii t li
I'liiii-si- for till' iiiiijilli- ^iils. ami a ii.'iiiial rm
iiti' stiiijiiits who iiiti'iiil t'l lii'coiiii' ti'iiclirr>
r<'i.'iilar loiitiin' in t he ;las^ looni, the i,'irl,' ai'
liinini; rooiM. iiiiil uri' traiiii'ii to ^rt a taliic
tahlc, III onii'i- to i^ivi' a ] ractical tun: t
Week is c'lokcil ami sci I at 'I p. n
rcspoiisiiile
fast
for till' i!
iiiiirr. Olio I if I III m aciiu
a wofk Is siT\ 111 at I a in
11^ IS a
hlt'st (lauj^htvi- is siipp !>f.l (i) 111' rt , ijv ti
lait on the otlici-.
lit ill \ icw lliiy h;i\i' now
II ■ ill hoini' Cii'ikin;^ for
i'sclii>ol,a inoii' aiKanciil
use fill' tlio^i' I lost iriaijil-
of cookiii;;, lii'-.ii|i's till-
V tau,'lit the call' of till'
proptrly ii.iii to wail mi
o the Work 111.' ijiimt'i a
three ;^ii is in turn ti iii'^'
^ as waitri---. Oin- lireak-
faii.il\' liiiakfa>t anil the
imp ii|i from the talile ami
8«>
LEARNING HOW TO DO
'\t,<- iM>nii;il clii-> ill (•'.oklii^; lius II shoit Niii.|.l.- CMiirse in clifin-
iMtrv. urn- in thf tli.-..iy an.l uit of t.-iioliin- .•.H.kii.;;. aihl aii..tli..r m
|ii .otii'i' tcachiii;,'
Til.' sfwiiij.' cla-s is (.».■ m|' til,, most p,.j,iil„, ,,ii tjii' |>l,.c . TI
->tiii|.nt-> show iviil .ntliiiMiMHiiimi.i ii ,s|iiiit of iu-.,|H.niti..M an.l l..yalu
wliicii I- iiio-f hopeful \ small pn^lucliv .If. Mi.ai.in- ,|,.|,„,,,„..„",
h 1- Im.,i, stMi-t.-.j S work has alrra.jy l..v„ ,| l.^r th.' I.,vmis.
|>< '|ili'
111 a.|.|iti..n t.. th.' r.-ular s.^.n-, i-h.-s, rlass.s inhask.frv an. I
I'M-. Iliakili;,' liHV.' I..rn il.TO'lnn.l tli,' |.IT.s..||| y 'I'h,. hivi.l ot' til.-
'I.'l.aitiiR-nt .-..iisi.!. rs i\ui\ . ns a traiiiin- loi haml an.l .•n.., l.Mskiliy is
iiis..ni.' [.■.p...!, iip,.|i.,r to sowihj;, l„CMu„. inacnu.icy ,,r solv.-nlx
w..rk ran !»■ .|..i..'t,.| iii,n,...liati-ly ; th.- laof w..ik isuUo" t import.
trtiit. in h.lpiii;; to t.-acli acoiirarv an.l pati.'nt . .iiTniliii.ss.
INTIikHSTINCJ ACADEniC WORK
" Th.- aoa.l. nm work is hroa.l.^r and stn.ii^.r an.l in (■i,,s..r t..iiol.
with li!.' .!„! with ih.' oth.T .|..parti..rnrs ..I' th.' s.-hool than v\,r
Prmnrv Ci.\>. in Lnu'.ir Mc.i '.rw.
1..I.IIV' ,,]„„is th.' I'riricip.il ■ F„ oui' stu.ly ..f lan:,'na;;,. we an-
t.'a.l,in^'.,ur.tn.lr„ts i,, .]„ so.nHhin- thrn to talk an.l WTit. ahont
It, an.l tinally to r.a.l ah.,ut it In tlir n-nlar n.nrs,. no l„„,kHaif
u-.'.l r,.r th.. Hrst thiv.. niont! s .Mvpt Cor r.-f.n.nc... In th. lahor-
at..ri,s tin- y.nm;; pi.op|.. n.ak.' .•xp.'Hni.'nts in ..nlrr to l-ani al.out
wat.T, ail 'h,. >oil an.l pl.,nts Th.-s,. atv lolh.w.l l.y caivfrsations
nii.l wntti-n .■\.'rcis,s np-n u hat thry hav.- s, , n an.l .l.anv Th.- stu.lv
<.r ni.'.thfinatics is cf th. -mi, practical character Ka< h stu.lcn't
kcejis a cash hook sh..win_' what th.- •.choo! ow.s him l'.)r work, \v ' ,.
he owes th.- school f r l.oar.l. ,-tc. Kach in.>nth th-; stmlcnt 1 i
accmnt rcn.l.-n-.l him by the tieiisurer'-- .•}!!«-. The.se tw.> --^Ht^.ii:.'^ts
-honll Hf,'),-.- ; if th.-y ,lo not, means are taken to .li.scover on which
AT HAMPTON
87
siilf tlif tTinr Vu-H. Articlfs aw iiiMiiitacinnil \<y ".in.lcntH, ati.l tlif
v»t in iimtirinl. tiimv itc i- CDinpultil. Suivtym;.' ifptriUiotiH iin-
citrri^ I nil liilU uikI iii'iiioriiinlii cnncciniriy f niii«tm'tiiiii>< i»ii tin- fiiriii.
iti*tlif niiiiiiiissai y nixi kitihins, arr sent in tui tin- fliisN.s (■> put
inti |>f<i|nr sliapi', I- i:,'iiri>. arc ina If ti> /i'v.
■ III uiir ;;(iiL;iiipli\ licpMiliiii'iit We arc finpliiiNi/in;; pliysiii;,'iapliv
ami iiiilii-triiM. A stiiijv of cuifiiil fvints is still tin- l>isi> .,1 n jai^jr
part d' mil ^I'l.^THpliy pniirse S.iinc of tin- iiinsl viiliialdi- ami iiit.r
f>tmj,' wui Is is iloii"' ill cuiiMi'i'tiMii witli tli<' -laily iu'ws iti-niv As
IVol'i'ssor |i. vv.-y says TIm si;;mlieiiii'r 4.f ;,'.■ >,'rapliy is tli.it it pic-
A p.
I .v
sciils til,' lailli as tile I'lulin iiii,' li..iiii- • ' thf oci'iip,!' iniis nf man
Tlir ^cIkmiI'v •.arir-l iinliiNtrics air iiin<!i-, . fir as pussiliji-, a('ti\ i-
cc'iiti IS .if X ii-iitit'i- iii-> L;lit into iiaiural n iii'i nl- ainl pr.ici ^s.'s. jM.ini,
<if i|( pailtir.' u 1,1 nee piijiils may 1 i'-'l into a nali/at ion of tin- liisinric
ilcvclopiHiiit "( man Tlir ciiDkin^ scwilij;, ai,Miciihiili- aiiil simp
\\Mik arc thus mailc tu ontriliiitc in ti,.' nnliTstamlin ' ut' "•"oirraiilix
^ '^ ^ I .
luni Mi»t"ry
< Mil tcacliiiii; 111 tlic natural sciciicis iivi^in-- witli I he dirci iKscr
vatiori ..I' nature, tlic sfu.ly „\' tiers and anim.ijs. aii'i tin- :; itl-rin^
and ssit'yiiiL! lit' specimens Much cmpliasj^ is |ilaccd upnn the
teMchili'' 4»f p!'.*lf*t ic-'i ! fill V'-.ics ;i;!d cljelti!'.! ! *. v. ith^iV! '.'.!*.;;•!• ;i|'I* S:ri-i_
culture^ iiieclianical « rk ani i^eo^rrapliy unuld he must siiperli' ; il
MICROCOPY RESOIUTION TEST CHART
(ANSI and ISO TEST CHART No. 2l
A APPLIED INA^GE Inc
^^ 1653 East Main Street
S^S Rochester. Ne* York '4609 USA
'-^ (716) *82 - 0300 - Phcne
^SS (716) 288 - 5989 - 'o-
88
LEARNING HOW TO DO
"PrM,„in..nc. isuiv^.i, to,iiawin-, iint onlv nLchuMi,.;,! tnit fivrlM.pl
■v,l^^m,^, Thr Inv....- i.|ass,.s l„..i„ wifh l,msl> w.-rk, niakin.- ,..r.ls ,,n.l
I'Mok CMVcrs. Cnlor work is takr,. ..,, \aU-i; ,il.s„ si.npl.. R.sv ,. i,, in,-
hmd p..r.s,„.,.,iv.., an,l the -Inuvin,. of |.i,.lu.v f,,.u,„..s ....i window
l-x.'s ma.k. ,„ tlM. .sl,n,,<. (),i.i,„u .i,,i^,„, ,,,,. ,^|,„ ,„.^,|,, ,..,,,,^ 1^^^^,^
.•mil (itlicr olij.cts ill iiHtiirc.
■ It is doar that tl.o stii.K.nts aiv nion- tlu.ruuirlilv mtc.v.t.d in
tlu. .^d.onl s work than ever hdnr,.. Thr .levo,..,| lahor that is ,,„t
'''"'" '''"'" "'^■l''-«-'- ' an.l workshops is .-cTtainlv havi,,.- i,s ert'., t
Nu. value ot a car.f.il sdection ni stu,l..nt nwit.Tial. hoth \,-.ro ami
I'Hlian, ,s l.econiin- appa.vnt, Altlmuuh w,. hav,. a lar/.. school con,-
poso,l ot hoth srx.s, very little punislnnent is necessarv If son.e of
">'i- pessinnsfie tVien.ls n,„l,I s... the insi,!,. [if,, o' th. voin... p.opl,. of
the school ,t wouM 1»- a revdation to then.. Not onh- is th.te aln,o,t
MO violation of the iMonil hiw, hut there is an ahsei.cc of low talk an-l
nnpure thouj^ht. that «-oul.l seem to he wdl-iii;,di inere-Hhle It is
utt.rly in.possiMe (or those of us who hav for main- vears con,,- into
contact with these stronjr. tine charaet.Ts to .■ntertain'the .lark .iews
as to the future of these two races tl,at have hen pres,.nte,l in some
recent books aii'l niai,'aziiie--."
THEORY APPLIED TO PRACTICE. •
On the hlackl,oanls all ahout one of the rooms I found a >,ii. s of
drawings illustrating; Geometry as applied to various occupations as
follows : — '
\V(>,>,l-f>n-,il,>;f.~t\mc aii,I frustrum, iiew,d cap.
7';//.s..///,(,,^._Ellii,tical pipe meetin- a n.und pipe at other than
rij,'l,t anfjie.
Mae/, in isfs.— \ thread. S,|uare thread.
/ir(VA/„,yi-„,;._l)oorway of brick buildinj,'. Archway
Carpenter;, p.-Vhn of roof of two pitches, showing d.-vdonment
and bevel of rafters. Stair buildincr.
-Va«.-,,;r,.,.ta.,,,y.-Pattern ..raking. Mo.saic with bevded Un-
der,
Ta/Zor/wr/.— Outline of coat moiisure.
narnfsi,m,i/.;v,j.— Pattern for breeching.
^/r.s«,u„/,n,,;._ Pattern for <ire.ss, drawings showincr outli.ie
Following out the method of working from the concrete to the
abstract, Han.pto.i students •' absorb" arithn.etic by mea.su.-in-. the
school turn.ture and grounds : .science by niaking apparatus a.id^e.st-
in^it; agriculture by working in the soil ; mechanics and physics bv
work in n.anual training and the various industries.
The .nanua! training teacher told me that a year is .sa>ed in arith-
metic by co-ordinating this study with manual training in a wise way
Mt^'^^ '^mi
AT HAMPTON
89
90
LEARNING HOW TO IX)
THE INDIAN ELEMENT.
Old Timo Dak
■ot.i Home.
Whilf the ^i
iNt'Sioes li.iv.. eertai.i adviiiit
are not so I'ai- in jid
li'd^re of En^rlisli, (he
Indians discourageint-nt
" The Indian needs ron.stant and
in order to establish the work hal
IIWS
OS
lUVll
•acos has certainly proved
te <|uarters an<J tahh-.-
in the dinini,'-
rooni, they min-
gle freely with
tlic colored stu-
dents in the
shops and school
rooms. As the
west n schools
have imj)rovcd
>ve have hem
ahle to secure
more advanced
students, and to
place them in
the same classes
with the colored
students, thus
doing away vvitli
a separate Ind-
ian department
pccially in the knc^vv-
icc as to cause the
training given in the nightschool is sufti. „ „„
complete manhood.* Five Indian boys have been
Hem
lenway Farm in oider that th.^ „
farm hfe. Indians have also done much
the h
)rne farm. The reports f
Science department in.'icate a real ad
boys and girls.
sy.stematic training of the hand
■ amount of academie
icient to round him out into more
sent this year to the
ley mi-ht get thorough training in
lilking of i„e Jierd on
lool and the Domestic
le part of the Inth'an
of tl
le n
'rom the Trade ScIk
vance on th
)-s.m„,„. .. H,. (|„ng l„m.,.|f i,„„ f I w ,^.k\,i,,:'V''' "", ••'■'-(-■■■- UU,M. near
fu»M,lat,„ns. .|,.„v.. th.. first nail. .Irow ,„ t , , . i """ '" ""'■'♦■'•^ ' •'™'''''' 'I"'
^■'■••'.■., H, a u„r,l. „a,s ar.l,it,.;, ,.,„t, ,,, ' ' '"'•'!-"''l <l"'n. as tlu- «„rk pro-
was 1„.|,1 last ,-..ar.- The ,l,.s,.r,pt .f U^^ .'Tt'''\ r '"■", ""• ^"""'''' "^'"-i''"
AT HAMPTON „
' Havint; two races at Hampton makes the work in some respects
more complex, l,„t at the same time it ^^ives the school a hn.a.ler oui'-
look on the race problems than it wouM otherwise have. Our reconi
o return..,! stu.lents continues to he satisfaet. .rv. Each year increases
the number of th„se win, hav. .njoye-i the privweyes 'oi ,he .school
and makes ,t possible for them to hoM their own easily a,min,st ol.i
traditions and customs," Thus writes the Principal,
EDUCATION IN THE SOUTH.
_ The Southern Indu.strial (JIasses for cookin- and sewin.r to^r.-ther
with the mothers' meetin<;s, .so admirably eonduete,! with th. s,ipp.,rt
ot thehUter Hoanl. under the -..ner:,l diivcti.m of Hampton's princi-
Hjmpton StcdcTit:;' Home in D.iKofa.
pal hav.. this year increased in usefulness and efficiency. Th, public
press of Norfolk, Va., is beginning to demand the intro.luetion of si„d-
lar work into all the public schools of the city, both white and colored.
DAILY " TOPICS."
One of the most interesting and profitable features at Hampton is
the discussion every morning of the topics of the day as gleaned from
newspapers and magazines. The young people, und-r the guidance of
a wise teacher, discu.ss the world's aHairs, each one in turn addin<. his
or her contribution of fact or theory. This not only ensures accurate
and ready speech -any slips of the tongue being corrected in a kindly
92
L ARNING HOW TO DO
way ,y ,1... teac K..-l.„t al.so instils h.l.its of ,.l,s..rvatio„ a,..i thnuH.t
as «H1 as l,h.ml„y nt vi..w, whic-1. a.v n.o.t helpful, Th- fnlloul,,;:
.s a spcun,.,. ut tlK. ".lays news' as s„n.,nunz..l for cla^s-uork and
wntten out l,y the stu.le„ts. an.l ,.rinte,l l,y then, on a cyelo.style :-
Nkws Fkidav, Mav !Iiii, I!)02.
"C,nujr,s. : A seMMutional inei.le t ominv,! in tW Senate \Ve,lnes
<iay .n connection vyi.h th. Philippine .leh.te. Senator Tilhnan
repb-.n,. to Senator Lo.l,.s ,lefe„ee of the .ove.nn.ent's l>hilippine'
i-o ev l,ron^rht n. the color .p.e^ti,,,. ;„ „,e South, which he discu'snl
with characteristic vi^c.r an.l reekle.sne.s. Every De.nocn.tic Senator
e.Kcep Senator Teller left ti.e Chau.her as a re.-uke to Mr. Tillnuu"
v.olent an.„a,re. The I)eu,ocrat.s propose to ur;,e the sending, of a
.•on.nuttee to the fslands to investigate conlitions there.
Class in PUstcrmg.
"*'"'''f A/'-'-'" . Lonl SaliHlM.ry, in a public ad.hess a few .lays ac,
poke ...uch n.ore opefully than fonnerly of the South African .^r'
froL h Tf """ •' "" ''''' ''"'''' ^'•'''''" '^^'' -* '•--'-' -e inch
S ^;"'*\^^.'-'-, The town 01 O'Keip in N.W. Cape Colony,
bv a B it- r" "T T *'' ''''"'' ^'"•^•^ ^P'-' ' '"- »-- -'i--d
RK .f ^^';^\ Gen. Lucas Meyer, commandant of the Oran^^e
ab.::: !:r' ' " "^ ^''^ " ^''^ ^^""'-^ ^"^^ p^^^^ ^-^ '-^^"^v u. ..ne
'•&« ;>>mir,yo : The Dominican capital capitulated yesterday to
the revolutionary forces under Vice-Pres. Horatio Vasque.! President
tTZlTr'^'-r?''' "'"^" '" '^"^ ^^^•'"^^^ consulate. and many
government officers obtamed shelter in the French and United States
legat,on.s, Puerto Plala has also surrendered. Cable despatcl s -tate
AT HAMPTON
93
tliat Fr.'.s. .liiiiincz l,us sigiu-d ,i imp..!- r.'lin(|ui8liin^' his claiins t.. tliv
Pivsidcncy.
"Chnt,,: Tlic Ftviirh l.ishoi) in fhiiia has mvivcil infonnation
that a f., IT.. „ lO.OOO annoci reLcK ,ir.. participating' in th.^ r.-vult in
Chan^r-ting-F,.,,. \,„th China. The l..a.l.r..f the uprisin- is a niiiitaiv
mandarin. wh<. kille,! his family }„ r,„v raisinu th.- tla- ,',f r.voh. so a"s
to pivvfnt tli.'ii- piinishnient in th.- case of his faihnv.
" Voriom Items: Hisliop Putter faint.'.] wliile making anad.hvss
at a hoys' school in New York city.an.l was taken home in a carriage.
He IS ill at the present time, from overwork, his ph\-.sioians say.— The
rnite,lMine\Vorker.scommitteereache.lno.IecisionWe(liies.iayni;rlit —
The report that American sailors from the Chicai,'.) wen^ arresred in
Trieste proN,., I tu l„. fals..-l)r. Schurmun .leclines t.. strw on the
Hjmpton Studinis Building .i Tovvii Hoiu.- Under Contrjct.
Philippine investijiating committee.— Senator Hoar introduc.s a new
canal bill, autliorizing the President to decide on canal loute and to
expen.l 81«0,0(J(l,0(iO "
A SUQGESTIVE DEBATE.
One of the features of the Anniversary C. lebration was a dehate
on the ([uestion : "Resolved, that the vocations taught at Hampton can
be pursued to better advantages in the coum.-y than in the city."
Tlie affirmative .speakers chose as their occupations— farming,
blaek.smitliing, carpentry, teaching; while the negative side elected
business, bricklaying, concreting, tailoring.
I was much interested, not only in the speaking, which was clear
and pointed, but even more in tracing the influence of the "Hampton
idea" in tlie aspinitions and ideals of these Voung negroes. The
** LEARNING HOW TO DO
H,.eakor wl.o ...xtnll. I tlu. ,>n,f..Hsio„ uF t.ac-l.inj, (an.l la- was a W)
what is )'.'?"." "v """V;"' "*"' «°'^ int..«c-lH.ss roo.n an.i teaCu-s
what ,.s „. hooks. No ; a Han,,.ton student who is a teacher is one
who K0.n. .n,o a ciass-ruo.n without desks, will n.ake for iLLlP
.o.neth.n. ... serve her a. de.sk. un.il she can «et .o.nethin. "tlr
She W.I, .how he., children how to keep a clean'oon.. and w^ll ae h
nd her teaclnn. her children to obey the laws of the land. With h
n lei ,-ard..n an.l s.n.ple nature le.sons »he is training up aKoneration
of young »arn.ers. Take the he.t preacher that hasever . een p oTceT
an.lcan hedo this community the ,ood that this teach r 'a wo
knows^t^e people ^ The teacher is the f-undation of the ;:a:!::
After contrasting the usefulness of the teacher with that of the
awyer .nueh to the latte.V, disa.lvantage, the speaker pr d d
bhow hun (the schoolboy) how to play instead ,'f «gh.^ and when
he geas to be a man he needs no lawyer to convict hhn' To wh a
does the state.nan owe his ability to use his language . Te 1. ng
at the toundafon of every thing that requires any inrelligence '
tions whicr'T';? °"""" "^ *'*^ """P'°° •"*^*''"'''^- -^' 'he illustra-
us thif rr; ' """ •"'P'-°^'--"ts .„ present n.ethods.
1 rust that what 1 have written may lead to the introduction of
Ht east son.e of the Han.p^on methods, as well as those of th '1110
Industrial Art School, to the great advantage of our ^oul peopl
amUhrough_them, o^our^eonmion country.-TB. ^^
• Note ti.Ht all h:„„p,..,. ^tu.ien^^Jxpe^ ,,„„;,,:,„ ^.^,.,;n;7^,;,:^;;^,-,~
I