Vol. XV

We often declare, among other platitudes, that one condition of good school work is close connection between home and school, and intimate relation between the school subjects. Just how these conditions are to be brought about is usually left to the imagination. Like many another glittering generality this one shines out, forever dazzling the eyes of the faithful, or at least embellishing the address of the "instoot" instructor. To ascertain to what extent such conditions prevailed-particularly as lated to manual training a little investigation was made two or three years ago in a school under the writer's supervision.

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The school is one of the four "semi

industrial" departmental schools of the city and serves as the center for a group of four buildings in a section containing approximately 15,000 inhabitants. At the time the investigation was made, the experiment of conducting a 9B grade (first term high school) was in progress, thus making it possible to cover grades 7B to 9B inclusive.

There were several general, but definite, ends in view in making the investigation, such as:

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1. Is manual training carried over at all into life outside of school?

2. To what extent is it so carried over?

3. How is it expressed in this extraschool life?

4. What general effect, if any, does it have on home life?

5. What relation has it to other school subjects; does it help or hinder them?

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6. In the minds of pupils, how does it compare with other school subjects? These queries were arbitrarily selected, set up because they covered. points upon which information was desired if it could be secured. though it was realized that, at best, the answers would be only approximately true, that they would be more or less colored, the idea was to get expressions from the pupils as free and frank and unbiased as possible; as far removed as could be from the teacher's influence and given without premeditation by the pupils.

To this end, questions were put to the entire department at the same time and unexpectedly, no announcement of the event having been previously made to either teachers or pupils. The writer presented the ques

The questions and directions were written on the blackboard in each room. In addition to the written directions, pupils were asked by each. teacher to give their answers freely and frankly, without regard to any supposed wishes or sentiments of either teachers or parents. As a spirit of good will and sympathetic understanding between teachers and pupils prevailed, it was thought that this request would be properly received and would be a further means of securing accuracy and frankness in the replies given. Subsequent examination of the papers showed this surmise. to be correct. Certain answers which will be later mentioned, were not altogether "according to Hoyle." They were, of course, welcomed and regarded as a bit of refreshing originality and independence, as well as an indication that our hopes of securing a free expression of opinion had not failed. The question, and the written directions placed before each pupil are given here:

1. What manual training do you like best? Why?

3. Is manual training easier or harder for you than other subjects? Explain if you can,

4. Have you made any use of your manual training outside of school? If so, in what way?

The above are to be answered by all department pupils.

The regular school paper should be used, each pupil writing the regular heading on his paper. Each question should be copied before answering it. Answers should be brief but may be as full as necessary to be clear.

Each pupil should write his age at his nearest birthday on his paper as a part of the heading.

Frank and independent answers are of course wanted.

While the primary purpose of the investigation was to learn something about manual training as given by the school in its relation to the home life of the pupils, certain other lines of inquiry were included. The most important of these, as will be noted in (A) above, bore upon the relation of manual training to other subjects in the curriculum-the so-called academic subjects-in these two particulars, (a) contributions to other subjects; (b) difficulty as compared with other subjects. There was also an inquiry into the preferences of pupils for the different lines of manual training. In this, the boys were at a disadvantage, as but little outside of wood working was offered them. An opportunity to do some work in metal had been offered a limited number of boys.

After a careful examination of all

in vain for the actual facts for which they stand. The light of truth begins to break only when we "get down to brass tacks" and examine individual cases.

This is especially true in a simple. inquiry such as this, in which such questions as "Why" and "How" can not be expressed in figures. For this reason, replies which express a common opinion will be stated in substance, and certain others will be considered which throw a special light upon the facts revealed.

(a) Preferences.

In general manual training was liked because it taught, (1) how to do practical things; (2) to be saving (3) to be accurate; (4) to be industrious; (5) to be "handy" at home.

Cooking was preferred to sewing by most of the girls because it was (1) more interesting; (2) more practical and useful in the home; (3) teaches hygiene, the chemistry of food and what the body needs, things every girl ought to know. Those girls who preferred sewing, supported their views and (2) by reasons similar to (1) above, and also by such as these sewing teaches (1) how to make ones own clothes; (2) how to judge the quality style and tailoring of ready-made clothes; in short (3) it teaches a woman how to keep down expenses and look neat.

Most of the boys liked shop work best; a few liked metal designing, and one or two expressed a preference for mechanical drawing. Their drawing. Their reasons were, of course, similar to those given by the girls, but with these additions and variations. (1) Shop work will help one become a mechanic; (2) it