It is now recognized that one of the elements in which the public
school systems of the United States are most lacking is in the
practical branches in teaching trades and industry. There is too much
book learning, too little practical education. Throughout the
continent of Europe there are trade and industrial schools which have
accomplished much in turning out skilled workmen for the various
branches of industry. Here we have one. Our deficiency in this matter
was recognized by the late commissioner of education, and attention
called to it in several of his reports, and a number of the State
superintendents of education have also urged the establishment of
manual or training schools as a part of the State systems. We have
such an institution here in the Tulane Manual School. In Philadelphia,
Cleveland, and Chicago, the system has been adopted on a large scale,
and made part of the high school course. Another city which has
inaugurated the manual training school as a part of its public schools
is Toledo, O. A rich citizen of that town, who recently died, left a
large sum for the establishment of a university of arts and trades.
Instead of founding a separate university, however, the money was
applied to the establishment of manual schools in connection with the
public schools, for both boys and girls.
The course of girls' work given will afford some idea of what it is
proposed to do. This begins with the senior grammar school grade and
continues three years in high school. It includes free hand,
mechanical, and architectural drawing, light carpentry, wood carving,
designing for wood carving, wood turning, clay moulding, decorative
designing, etc. But more practical than these things are the lessons
in cooking, sewing, and household management. The course in domestic
economy "is arranged with special reference to giving young women such
a liberal and practical education as will inspire them with a belief
in the dignity and nobleness of an earnest womanhood, and incite them
to a faithful performance of the every day duties of life. It is based
upon the assumption that a pleasant home is an essential element of
broad culture, and one of the surest safeguards of morality and
virtue." The report of the school also remarks that "the design of
this course is to furnish thorough instruction in applied
housekeeping, and the sciences related thereto, and students will
receive practical drill in all branches of housework; in the purchase
and care of family supplies, and in general household management; but
will not be expected to perform more labor than is actually necessary
for the desired instruction."
A special branch which will be well received is that which proposes to
teach the girls how to cook. The curriculum is one that every
housekeeper ought to go through.
Boiling--Practical illustrations of boiling and steaming, and
treatment of vegetables, meats, fish, and cereals, soup making, etc.
Broiling--Lessons and practice in meat, chicken, fish, oysters, etc.
Bread Making--Chemical and mechanical action of materials used.
Manipulations in bread making in its various departments. Yeasts and
their substitutes.
Baking--Heat in its action on different materials in the process of
baking. Practical experiments in baking bread, pastry, puddings,
cakes, meat, fish, etc.
Frying--Chemical and mechanical principles involved and illustrated in
the frying of vegetables, meats, fish, oysters, etc.
Mixing--The art of making combinations, as in soups, salads, puddings,
pies, cakes, sauces, dressings, flavorings, condiments, etc.
In "marketing, economy," etc., the course comprises general teaching
on the following subjects:
"The selection and purchase of household supplies. General
instructions in systematizing and economizing the household
work and expenses. The anatomy of animals used as food, and
how to choose the several parts. Lessons on the qualities of
water and steam; the construction of stoves and ranges; the
properties of different fuels."
Again, there is a dressmaking and millinery department, where the
girls are taught how to cut and make dresses and other garments, and
the economical and tasteful use of materials.
So much for the girls. The courses in the boys' schools are somewhat
similar, turning, however, on the more practical instruction in trades
and industries, in carpentering, wood and iron work, etc.
The Toledo experiment has been tried there but one year, and has given
general satisfaction. The board of school directors has interested the
public in its efforts, and advisory committees of ladies and gentlemen
have been appointed to assist in managing these schools.
It is to be hoped that other and larger cities will imitate Toledo in
the matter. Those philanthropists who are giving money so liberally
for the establishment of institutions of higher learning might do much
good in providing for manual training schools of this kind that will
assure the country good housewives and skilled mechanics in the
future.--_Trustees' T. Jour._
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