Waterbury evening Democrat., 1893-09-28

manual training high school oourSe would have In meeting the wants of the pupil.
 Such a course would have to be provided for, If at all, in conjunction with already ex- isting classes in mathematics, English, his- tory, and the sciences, ard as an Integral part of the High school. This is feasible as 1t has been successfully carried out in other cities.
 The general plan of such a school might re- quire the boy 10 divide his time ID school equally between English and the other aca- demic studies of the course, and manual training, including drawing and shop work. tanee is given to the study of English ln order to acquire accuracy and effectiveness in using the language. and the love and the habit of reading good literature. Opportunity for the study ot one other mod srn language is already afforded. Next in importance st md American history. civil government and economics, studied in con nection with the history Of the world and with view of learning how to become a good citizen.
 Mathematics should be studied throughout the course. The stu1y of nature. in the field, in the laboratory and from books. should be pursued with especial reference to the de- veloplng of the power to see facts as facts,
 
 The study of form, color and the history ei ornament and expression iL drawing, model ing, designing, and by the use ot tools in wood A.d Iron, should form part of the work Of every day, in order to train the eye and the hand, an1 develop taste, skill and executive power. "A course that is rich in study of the mo: her tongue and it's literature, history. civil government, sciences and ether real studies. involving action and develop ing judgment, exective ability and will power this Is what boys need who arc to become good citizens and clear-headed business men, and this 1t Is the function Of the Manual Training High school to provide"
 From this broad field Of view the dangers ol the choice of a vocation, due to a mistaken idea oi fitness. are, 10 a great extent, averied, and each can make an intelligent choice, in which he can 1nd his greatest usefulness and highest happiness.
 A boy followi such a course for the four years preceding hIs 18th year will be found ready for scien- tihc, engineering architectural eoGrse in a university or technical school. in- to which he not infrequently would be al- lowed to enter with advanced standing. or be would be prepared 10 enter busiaes' life equipped with both the ability 10 make a
 
 In form study and drawing. although it is but little more than year since the adop- ton of the present course, great progress will be noted in the broader and higher grade O: work now done by the pupils. IL is now recognized that form should be studied not only by the eye but also by the hand that touch furnishes "the most direct mode oi experimenting things" and "seems to bring us into the closest relation to external things
 Any outline Of work for form-study should therefore. make definite provision for per ception of form by touch the form models must not only be seen by the children, they must be in the hands of every child. In ac- cordance with this, the several schools have been well equipped with models of the prin- cIpal type forms, by tue proper use Of which pupils "gain theIr ideas Of form through the combined impressions of touch, sight. and the muscular seuse." The exercises In all grades develop the minds ot the pupils through observation. thought and expression by language. by drawing and by "mAkinG.' Also, the three divisions of the su' j>ct are recognized by exercises in representative constructive, and decorative drawing. NC general provision has bsen made for color instruction, although. ut the suggestion ol the teacher. elementary exercises, tending tC develop the color sense. have beenSiven in q few grades.
 In order to have the instruction in drawing placed upon firm educational basis, ex. perIence has proven that it Is essential tC have the class instruction given largely bS the regular grade teacher. and thus tbe work Of the sps cinl teacher has broadened into that of th, supervisor. The supervisor has aimed tc help the teacher. not by doing her work fol her. but by fitting her to carry 1t herself This aid has been gwen at grade meetings and through c:ass room supervision.
 "One of the most significant features in the development of art in public education is the utilization of drawing in other studies-Ten- dered the more so from the fact that the de- mand for It has come. not through those who are specially interested in drawing. but from educators, who see its immense value as 8 graphic means Of expression in all studies and so. side by side with tue technical train 1 ing in drawing Is coming its free application iu geography. history. hnSuage. science. and all lines of school work. thus rendering im- perative broad. intelligent Knowledge of the subject on the part Of the regular teachers who are directing other lines Of school work"
 Prof. John Fiske says: "In a very deer sense all human science is but the increment | Of the power of the eye, and all human art IS | the increment of the power of the hand. Wis Ion and manipulRtion-these,i in their count less indirect anI transhsurHI forms. are the two cooperating factors in all intellectual progress"
 The teacher of manual training and draw ing has nisO, during the winter term, con- ducted evening classes in mech Incdl draw. Ing. These continued from the first ot De cember to April.
 Respectfully submitted. InrIN 1n. rrnr,