brain at birth of all animals. It is, therefore, so early in its development brought under the power and the influences of its environments that these forces can very largely determine its development. This long period of maturing after birth, giving environments and education an opportunity to act upon the brain and nerves and to fashion character, is the one thing which makes progress and civilization possible in the human race, whilst the same are not possible in the case of cats and dogs. It renders it possible for individual character to be developed, and for the child to be better than the parent; it accounts in part for Franklins and Lincolns.

Many rich lessons for education can be drawn from this truth; they are so obvious that I need not stop to refer to more than one. It is this: there is a time in the maturing of the brain when it is most susceptible to given influences, and can be most effectively modified by certain kinds of training. These opportune periods have been called "nascent periods," the periods when given aptitudes are born and blossom out. The determining of these nascent periods is one of the pressing educational problems of the day. Such a nascent period is approximately known for the development of manual skill. We all know that if a child is to learn to play on an instrument it must begin young, and that if a boy is to learn a trade he must likewise begin early. Some one has said: "You can make something of a Scotchman, provided you catch him young." The same is true of the Yankee, the Englishman, the Frenchman and the rest.

The nascent period for developing the various forms of manual skill is roughly estimated to extend from the age of about four to the age of about fourteen. During this period the brain centres which preside over the muscular movements of the hand develop into functional activity, and can attain a degree of efficiency, if properly trained, which it is impossible for them to reach at any later period in life. In this fact is found the weightiest reason for connecting manual training not only with high schools, but also with the grades below the high school. If a boy cannot receive such training in school, he must either miss his opportunity for getting it during the period when he can develop the highest degree of skill, or must leave school before the age of fourteen and neglect the education which comes from books.

Many people seem to dread a judgment day after death. But few realize that life is full of judgment days,-days after which it will be forever "too late" to do certain things. Every

one of these "nascent periods" in the life of the maturing human being is a judgment day which forever determines certain things vital to its character and life. A lost opportunity in early education is not merely a loss which can afterwards be made up,—it is a loss as irrevocable as youth itself.

What does manual training accomplish in the way of developing moral character?

In the first place, it gives pupils whose talents lie not in the direction of abstract thought and of book knowledge, but in the line rather of the mechanical and industrial arts, an opportunity of discovering, by actual experiment during school life, what they are fitted for, and thus tends to reduce the number of those who fail in life because they have entered upon a calling for which they are by nature unfitted. Heretofore the schools have given ample opportunity to pupils whose talents lie in the direction of science, history, language, mathematics and allied departments of knowledge, to test their fitness for vocations in which a knowledge of these subjects is the chief equipment required; but pupils of the pronounced motor-minded class have had no opportunity to discover their talent by actual contact with forms of manual work which appeal to manual skill. They could discover the negative fact that they had little taste or talent for book knowledge, but not the positive fact that they were gifted with a native skill of hand through which their life and their thought might find their freest expression, and which would appeal to their deepest interest as books could Many a boy's life has been wrecked because he found nothing in the narrow curriculum of the traditional school which could deeply appeal to his interest or arouse the latent talent with which nature had endowed him, and many a man's life has been wrecked because he did not discover until it was too late that he had entered a calling in which he was not fitted to succeed.

not.

In the second place, it develops respect for manual labor in the minds of young people, and helps to eradicate the vicious notion that selling goods over a counter at five dollars a week is more genteel than laying bricks at three dollars a day. Finding, as they do, that skill in manual occupations is as difficult to acquire as a knowledge of mathematics or of a dead language, they realize that it demands a high order of brain power, and that those who engage in manual labor of a skilled kind may be the peers of those who are supposed to be engaged in intellectual work. The association, too, in their minds of the literary or academic work of the school with the shop

work increases their appreciation of the dignity and worth of the latter.

In the third place, whilst the manual training school does not aim to teach a boy a trade, it gives him a training which will enable him at once, on leaving school, to earn from one dollar to two dollars a day, and thus become self-dependent. I believe that few things in a boy's life appeal more deeply to his manhood than this feeling of self-dependence; and I fail to see why the earning of an honest dollar by a boy, purely for the sake of the dollar, should be more sordid than the begging of an unearned dollar from his father, or the depending on his father for all the dollars he needs for his support without furnishing any equivalent for them. If idleness, shiftlessness and pauperism are immoral in their tendency, if not in their very nature, then there are worse things for which our schools may be responsible than teaching a boy how to earn an honest living.

It

In the fourth place, manual training creates sympathy for the laborer in those who do not earn their livelihood by manual labor. established a bond of sympathy between laborers and employers of labor. If the future employer of labor takes a course in manual training as a boy, he will not only have more respect for his employees, but, having performed difficult manual work himself, he knows what it means to earn one's bread in the sweat of the brow. That this is not always the effect, simply shows that manual training shares the fate of all teaching.

In the fifth place, manual training helps effectively to develop habits of accuracy which are carried into other lines of work. This is the universal testimony of those in the best position to know.

In the sixth place, if it is true, as is maintained by many psychologists, that all thought is motor in a greater or less degree, that what we call thought is merely repressed action, and what we call volition is simply thought carried into execution, then these motor ideas which control directly the voluntary muscles must have an important function to perform. They are, in a peculiar sense, the raw material out of which the ethical will is formed; they are at least the soil out of which it grows.

More than this, inhibition in the nervous system lies at the root of self control in morals. The man who cannot effectively inhibit his muscles cannot effectively control his passions and desires. Flabby muscles and weak will, if they are not related to each other as cause and effect, are at all events concomitant effects of a common cause; lack of motor efficiency in the brain.

Whilst all forms of physical exercise contribute more or less to this power of inhibition, football included, -it yet remains true that manual training makes a very important contribution to it. All skilled labor, as already shown, involves small groups of muscles. The natural tendency of motor nerve centers is to drain off energy through all the channels open to them, and hence to contract large groups of muscles; to limit the contraction to small groups means a delicate inhibition of all muscles not used in the movement, especially such as are commonly associated with those used. This power of inhibition, and the necessary concentration of attention, form a most important element of strength to the higher ethical will, and may, in fact, be regarded as an integral part of it.

More than this, manual training, appealing to eye and hand, establishes a co-ordination between the sensory and the motor parts of the brain, which is a most important step in the thorough organization of the brain. This proper knitting together of different centers, this opening of paths of association between the sensory and central portions of the brain. on the one hand and the executive portions on the other, is most vital to its health and efficiency. It makes for perfect sanity and mental health, for well-balanced adjustment of life to environment, for good judgment, for self-control, and for firmness and poise of character. Much of our present school work divorces knowing from doing, and often exaggerates the relative value of the former as compared with that of the latter. Examinations test knowing more than doing, and even university degrees are conferred on the basis of attainment in knowing rather than attainment in doing. This may be to a large extent unavoidable, but it is nevertheless unfortunate. The legitimate end of knowing is doing. Right thought, to remain healthy, must ultimately issue in right deed. This is an unalterable law of moral hygiene; and anything which can be accomplished in the schools to establish the necessary physical co-ordinations in the brain, which will open lines of least resistance between the centers of thought and the centers which execute thought, will make powerfully, I believe, for the prevention of that utter divorcement of thought and morals which we find in such characters as Rossea u, and which is expressed so forcibly by the Roman poet when he exclaims:

"I know the better, and approve it too;
Condemn the worse, and still the worse pursue.

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CONTRIBUTIONS.

MANUAL TRAINING FOR GIRLS.

Institutions, established by the state, or by private beneficence, for orphaned or dependent children and youth, usually count it impracticable to provide such complete instruction in manual arts and industries as will adequately prepare their pupils for competition with skilled labor, in future self support.

Especially is this true of schools for girls. Even in the simpler arts of household service and domestic needlework, the daily institution needs being the limit of instruction, both teachers and pupils are handicapped, not only by the unwieldy quantities, coarse quality and limited variety of the materials usually provided for table and attire, but also by the extended scale on which the water supply, garbage disposal, and sanitary requirements must be met. The use of machinery in laundries also prevents practical teaching of that work as done in ordinary homes.

The extremes of cheapness and plainness, in appointments, and uniformity in methods, and monotonous routine, (often mistaken for system) by many supposed to be inseparable from life in institutions, certainly afford little opportunity for the development of taste and ingenuity, to say nothing of artistic success, in the use of scissors and needles, and still smaller scope for skill in the dainty preparations and refined accessories of family repasts, and social entertainments, in the better circles.

There can be no doubt that inestimable advantages to future bread winners in these lines would be gained by familiarity from the first with differing and superior fabrics, and knowledge of the entire range of the food market of our country.

These facts and conclusions would seem quite discouraging to those desiring to establish excellent training schools in these institutions, and holding that the establishments themselves should be, in the first intent, good schools; that, in fact, an institutional home has no reason for existence except as a part of an educational system, and preparing for usefulness and self-reliance.

But it may be that the traditional and popular ideas as to the proper housing and clothing and feeding of these young persons are not correct. There may not be true economy in these meagre and narrowing conditions.

The substitution of cottages for the congregate system, in orphanages, reformatories and industrial schools, which began to prevail some

thirty years ago, was a long step in the right direction. Other long prevalent ideas as to the equipment and management of these households have been and will probably continue to be rapidly modified.

The best, for one family, or class of families, cannot be far from the best for all; and our views of what is best in taste, in outlay, and in environment, in ordinary life will also probably be modified. We shall find extremes approaching. There is much everywhere to be corrected, but already we see a truer refinement and a comprehensive simplicity taking the place of luxury and vulgar display in the homes of our land.

We should not be afraid to aim for the best, taking heart from the old adage, "The best, in the end, is cheapest."

The miscalled eeonomy of mere cheapness will give place to the true economy of education, and we shall shall see all things in their value and relation as educative forces. A low "per capita" will not long be a source of pride to any orphanage, or state school, if made by permitting the future man or woman to grow up incompetent to meet the demands of mature life.

In short, a house keeping conforming in all essentials, even at seeming money loss, to the best home life, must come, in the institutions, whose inmates are so much the more in need because of the early loss of good homes, or the harm received from the pernicious influences of bad ones.

Much of the artificial formality and stiffness once thought to be an inseparable, if not essential, part of the care of such children, has already been proven to be worse than useless. The change is but in its beginning, and must continue, until the slurring word "institutionize" will be a reproach undeserved, and true philanthropy will prescribe the influences and education demanded in the rearing of human beings, whether in private or in public homes, or schools, or schools and homes working under one management.

For five years the Foulke and Long Institute of Philadelphia has been diligently at work on lines lying parallel to these principles, in the training of orphan girls for selfsupport by industrial work.

It was young enough when it began to carve out its own career, not to be greatly troubled by the paralyzing traditions of former days, was bravely defiant of the deadly "always" of the conservative who has let progress go by. It had from its endowment (the entire estate of one generous woman), a modest, regular income from well invested funds, after secur

On taking possession of these, in 1892, it deliberately cut loose from many of the usages long held to be indispensable to such a work. It strove to recognize individuality, and the rights of childhood to be developed along nat

ural lines.

Its sixty-eight pupils, between 12 and 18 years of age, worship every Sunday in the churches of six religious denominations, and are taught in their different Sunday schools, as chosen by their nearest relative or guardian, on entrance to the school.

They visit friends at Christmas and Easter Holidays, and in the two months of summer vacation, those giving them invitations being responsible for their wellfare while away. Those receiving no invitations go in groups, at the expense of the Institute, to the country or sea-side for a change, often in company with teachers.

Out of the ordinary school hours (9 to 12 and 2 to 5), they are at home in two families, one in a large private house, fronting on a principal street just like its neighbors, each under care of a matron and an assistant; here, like other young girls, before and after school they "help mother." Most of the cooking, sewing and laundry work being done in the class rooms during school hours, the home work is easily done, by the many hands, each in an appointed task. No servants are kept. The girls go out on Saturdays often, for their own small shopping, or to call on their Sunday school teachers; and they receive visits once a month, each grade having a Saturday, the highest class offering tea to their friends on this occasion.

Between them and other neatly, even modishly dressed girls there is not the least difference in dress, or personal appearance, that could be noted in public places to their disadvantage. Their rooms are as large, as well furnished, and pleasantly located as those of the ordinary boarding school.

So much for the Home life.

At nine A. M. daily, except Saturday, all go to school in the adjoining, but separate building, used solely for instruction, where, besides offices and library, are six large, attractive class-rooms, each in charge of a trained teacher in its special line of work, awaiting her special class for the morning. The shifts are made in half days, an afternoon and the next morning in each department.

The two rooms on the first floor, for literary studies, thrown together make the assembly The second floor is devoted to sewing,

room.

schools of cookery and laundry work.

The girls above fourteen years old are graded into four classes, and there is preparatory teaching for younger ones. The young

est age

of admission is now thirteen. Side by side with the literary studies of a public school in the secondary and grammar grades, a four years' course is given in each of the industrial branches, grading the work for the respective classes. The monthly requisitions received at the office for clothing of all kinds, from the matrons, give the basis of each month's work a month in advance, to allow time for purchases of materials, and classification of the sewing required into lesson work for five classes.

The weekly lists for washing give the same opportunity to give each class in laundry work the kind of practice work suited to its grade for the year.

This order is reversed in the school of cookery. The principal teacher then, at the close of each week, notifies each matron what dishes and quantities will be sent to the dining room from the school for each meal of the following week.

This gives the matron time to fill in (chiefly necessary on breakfasts and suppers) the things not provided by the cooking school, and to know what stores to keep on hand for that purpose, and what marketing remains for her to do.

The lessons in the school of cookery comprise all those of the Boston cooking school system, as represented in Mrs. Lincoln's textbooks, with perhaps some slight exceptions in those called "fancy courses.

The materials are all of excellent quality, and the variety, of course, wider, and the cookery more uniformly good, than in the ordinary family. The morning classes succeeding each other in the weekly lessons given to each, cook the dinner daily for the entire number of pupils, teachers and employes, each girl preparing alone the full meal, meat, vegetables and desert, for a table of eight or ten plates, using separate measures and utensils for her dishes, watching the cooking, and serving up at its close.

The first and second year girls prepare the plainer meals, from the first courses of study. Those farther advanced, in their turn give more elaborate and richer dishes. Some of the work of the highest classes is in small quantities, and goes only to the teacher's tables. The graduate class of '97 is now preparing to purchase, cook and serve the annual luncheon for a college alumnæ club, of over thirty ladies,

In all the industrial departments, theory and principles, with demonstration, constitute the afternoon lessons, note book reports on all important points being required, and written examinations conducted in each from time to time. This afternoon lesson of two hours, and the following morning three hours, is taken by each girl in each industry during the week. Two hours each day in literary work for all, besides the afternoon and morning for one day, in turn, of each class, constitute the lessons from books. But of course the quality of all the writing done in the other classes counts on the literary averages.

A very considerable amount of chemical knowledge and study of the laws of sanitation and hygiene are included in the laundry and cookery courses, and in the sewing rooms much is learned in relation to manufactures and commerce, as regards fabrics and trimmings.

In the clothing made due conformity to prevailing styles and seasonable materials is studied; all garments are cut and made by such patterns or methods of drafting and fitting as are in use elsewhere. A good, reliable quality, whether of serge, cheviot, muslin, gingham or print is chosen, and suitable trimmings are designed or bought. "Style," when it means tastefulness is encouraged and directed. All the clothing except winter wraps is cut and made. The fresh best dress, for each season, is good and pretty. In spring and fall an instructor in millinery comes and teaches the older class to make and trim all the hats to look like other peoples." "Fashions" may change, but they are taught to aspire to the ideas which make and modify the best fashions.

I will add, that of the twenty-five graduates, nearly every one is doing good and remunerative work, as learned here, in homes, offices, shops, stores or institutions. About one-third have studied bookkeeping, stenography and typewriting in their last year, and about the same proportion have chosen to graduate either in dressmaking or housekeeping.

The per capita expenditure is about $200 per annum. It would be lessened by an increase of numbers, as the teachers are as many and the class rooms as large and well equipped as would be needed for twice the number. It

is estimated that about one. third of the outlay is for educational features.

We do not claim to have inaugurated a perfected or even an original system. There is much remaining unaccomplished which we desire to add, and, alas, something to be subtracted.

But as our experiments and discoveries have given us new courage and confidence in our methods of study, they may furnish an object lesson to some who are also studying the problems of the day, hoping to help those who are to succed us. MARY E. R. COBB.

Philadelphia, Penn.

OFFICIAL DEPARTMENT.

OFFICIAL PROCEEDINGS OF THE WISCONSIN TEACHERS' ASSOCIATION.-FORTY-FOURTH ANNUAL

MEETING.

College Section.

Prof. Geo. L. Collie, Chairman.

Prof. W. W. Daniells, of the state university, opened the discussion of the topic "Science Preparation for CollegeCollege Standpoint."

Chemistry: Physics is more important than chemistry. If chemistry is taught it should be preparatory to chemistry as a college course. Really it is not a fit subject for high school study. There is great difficulty in starting students, especially large classes. It is a new way of looking at things, hence they get discouraged. It is a disciplinary not an information subject. The standards of weight and volume must be firmly fixed in mind. It is necessary to have the law of definite proportion clearly explained at first. Discussion: Several questions were asked Prof. Daniells concerning his subject, which he answered at length.

Prof. H. G. Densmore, of Beloit College, discussed the subject of preparation in biology. He said:

The college attitude is apparently a dominating one, tending to infringe upon the independence and individuality of the high school.

The seeming difference between the college need for entrance preparation and the high school aim is only appar

ent.

The aim of the high school in teaching botany:

I. A knowledge of the plant world outside the laboratory. 2. Training in accuracy of observation and independence in thinking.

The college needs (1) to give a background and (2) to give power for its more extended and difficult courses.

Present dangers in high school courses and how to remedy them.

Prof. Chas. W. Treat, of Lawrence University, read a paper on College Entrance Requirements in Physics.

Prof. Treat, of Appleton, said: In this paper, he has undertaken to show the present stage of the discussion and to call attention to a few facts and tendencies.

It is taken for granted, that we all agree that the completion of the four years' work in the high school should entitle the student to admission to college; that science training may be the equivalent of classical; that we are not working under ideal conditions and that college and high school are equally anxious for the best adjustment possible.

The statement of the problem is: that, nominally at least, more work in physics is required for graduation from the high schools of Wisconsin and other states than is required for entrance to college. The discussion is: That the high school cannot afford to change its curriculum inasmuch as its primary purpose is not the preparation of students for