for a period of six months. These boards composed of small groups of representative men and women have assisted, to the writer's knowledge, in satisfactorily training and in placing several thousand adults who otherwise might have been human wreckage.

The training schools should possess modern upto-date equipment and be typical of whatever phase of comerce or industry it attempts to train for. The instruction staff should be selected on acount of its industrial and business experience and be able to hold its own in industry, be up-to-date in methods, and be of a moral type which may be classed as character builders. Its program should be so aranged that beside instructional duties there is an opportunity to interview in the counsellor's office and follow up students who have passed on to the ranks of wage-earners. The written records of those who have gone out are the best index of the successes and failures of vocational counselling. Ultimate Consumer Will Judge.

In conclusion, remember the pupils who have gone out are the product of the educational manufacturies, and the ultimate consumer will judge the work by the articles which he may either demand or reject. It would indeed be deemed a very short-sighted policy for a manufacturing firm or business to merely dump its product just outside the doors and let it market and distribute itself.

Remember that modern business has spread into a chain which embraces: Organization and control, plant management, merchandising and marketing; accounting, cost finding, credit, financing; business correspondence; advertising; inland traffic and foreign trade and shipping; banking principles and exchange; insurance; office management, auditing and commercial law. All of these fields are external and necessary that a product may be marketed.

In order to produce the product there must be: buildings, power plant, mechanical equipment, draw ings, patterns, tools, and material handling. In order to operate it there must be labor which must be compensated, work which must be planned, and studies made of operation time and item costs. Purchases of material made must be followed by records for the receiving, storing and issuing of the same.

Training is necessary either in the office, the plant, or in the school in order that the various phases of financing, manufacturing, distributing and marketing may be satisfactorily carried out. The long chain of service, from the raw product to the ultimate consumer, needs strong, well formed, and well forged links in order that the undesirable snapping of the weak link may not occur.

Vocational guidance and training extends far beyond the mere training of artisans or machine workers. A convalescent business world is carefully opening its doors to start housekeeping once more. The walls of most plants ring back an echo of your voice as you

enter. She calls for capable workers and doers and not job holders, and will look to the school for aid as never before. Will they reply: America, I am Ready, Ship Ahoy- We are ready, name the port.

PROF. L. D. HARVEY DEAD.

The death of Prof. Lorenzo D. Harvey, President of the Stout Manual Training Institute, Menomonie, Wis., which occurred on June 1, 1922, removes one of the great pioneers of vocational training in the United States. His eminence in this branch of educational effort, owing to his many years of service and the character of his work, is well known throughout the country.

Mr. Harvey's career as a schoolmaster began at Sheboygan, Wis., where he served as superintendent in 1875. His activities soon widened in institute and normal school work. For six years he served as instructor at the Oshkosh Normal School and in 1892 he became the president of the Milwaukee Normal School, in which capacity he served for six years.

He was then chosen state superintendent of public instruction. In this office he manifested remarkable leadership. His aggressive championship for better things in the educational life won for him a strong following in the state. He was able to realize many of his legislative recommendations through his great sincerity and inspiring personality, and to lead the teaching profession of his state to higher aims and service. In 1903 he was chosen as head of the Stout Manual Training Institute in which capacity he served until the time of his death.

During his term as a state superintendent he also came into national prominence. His forceful platform oratory, incisive discussions on pending problems, and manded attention of the school public throughout the his progressive attitude on educational tendencies comcountry. In 1908 he was elected president of the National Education Association. His writing on educational topics, principally in vocational lines, have been considerable.

Lorenzo Dow Harvey was born November 23, 1848, at Deerfield, N. H. After receiving a common school education, he prepared himself for his future calling at Milton College, Wis., where he received his A. B. degree. Those who came into personal contact with Mr. Harvey were always impressed with his geniality, his conversational powers and his fine sense of humor. He was always a splendid man among men, a lovable character, a loyal friend, and withal a true leader in the field of industrial education.

The person who would promote ideas or projects gets but a little way with his plans before the prob

lems of finance and commercial method must be considered. It matters little whether the project be one of moral, aesthetic or educational purpose; there is no possibility of affecting the sensibilities of many people without resorting to some form of commercial enterprise.

This fact alone makes it necessary to combine industrial and commercial training with the development. of the individual in the use of his talents. Education can no more hold itself aloof from commercial and industrial interests than it can disregard the physical materials and conditions of life.

The charge of commercialism that is so often brought against religious and educational movements is usually unfounded. Those who go in for making money by extortion or unfair profit choose other fields. of endeavor than these. Religious and educational impulse are now too well understood to be exploited successfully.

We hear occasional regrets expressed concerning the commercialization of art. We presume that "commercialized art" is art that is made the object of barter; art bought and sold at a profit. We wonder how artistic things could be dispensed in fairness to the artist otherwise than by commerical transaction. It is evidently one of the artist's serious problems to market his talents.

With the conviction that trade is essential to the proper distribution of all good things the charge of commercialism which one hears applied in condemnation implies that the things of most ready sale are not good. On the other hand nothing can be good in art that is not appreciated. Some of the finest products of the artist have been lost for a time for lack of appreciation. The enjoyment of art measures its value. That enjoyment is the object of education and gives to the work of art a value which makes it commercial. Trade is the great distributor of all desirable things. Let all of our valuable commodities be commercialized to the fullest extent and not withheld selfishly by private interests.

be developed through drawing. The speaker who followed was of equal experience and authority He stated with emphasis that drawing was the readiest method of developing interest in beauty of form and construction. So do authorities disagree on methods. that many faithful teachers have assumed to be of established value. Methods of teaching will probably always be subject to discussion. Even the established facts of science are frequently denied by persons who jump to conclusions on little evidence. We are living in a time of revelations and the wildest guess will get a temporary hearing. We are living in a time of much exchange of opinion and the temptation to overstate opinion in order to attract attention is not easily resisted. So one who will listen may hear strange and revolutionary doctrine that sounds plausible but is not convincing on second thought. The only safeguard against those who listen to opinion is individual opinion based on experience. The only safeguard against first thought is thought raised to the nth degree and Even verified by actual experiment. the result of experiment must be considered in the light of conditions. It is probable that many people have a fine appreciation of art and music who can not draw or play or sing. It may be true that some who have attempted to draw or play or sing have been limited by their poor performance to a less appreciation of the arts than they could have acquired otherwise. There is much evidence that the best way to teach in classes is by careful adjustment of precept and practice so that some definite project is carried out by each individual under the guidance of a trained expert and abundant examples of the finest production is used to give a standard of excellence. It is on this assumption that our schools have developed into shops, laboratories and atheneums in one.

BIG WORDS.

"This is a fine, rhythmical day," said the precocious pupil to his teacher. "Well!" replied the astonished teacher, "a harmonious and well-balanced day, I hope." Balance, rhythm, harmony had been harped on in design until the pupils had caught a vague sense of meaning for the words but had little discrimination. in their use. Some of our teaching is of that sort. We use words freely and without clear application to definite example so that our pupils get their heads full of high sounding terms and apply them as best they can to some experience.

"Tardy pupils will be dropped from the register.” said the stern teacher as Mary slipped into her seat three minutes after the bell.

That evening Mary informed her mother that if she was tardy again the teacher would put her in the fire. The school register covered a pit of fire according to Mary's experience.

We are told by those who teach ignorant foreigners the elements of our speech that words must be fitted to objects not objects to words. Language was devised to describe things and not things to fit words. So must words be the expression of some experience and the experience will assure understanding of the word even if it be as long and peculiar as the last of an old time

spelling match. So will the graphical and industrial arts give to us a much enriched vocabulary if words. are found to express the things and effects produced. BETTER TIMES AHEAD.

There's a bit of optimism in the air as school closes for 1921-22. The tide of business depression is perceptibly ebbing.

In many ways this has been a difficult year. Policies of retrenchment have been adopted in many places and there has been a decided uncertainty and nervousness, in all matters of finance, materials, building programs, salaries, etc. Even though the year has been a difficult one, the schools and school work have fared surprisingly well. With prices and costs settling and with the summer and early fall in which to complete the readjustment, the schools and school people may look forward with assurance to the new year.

This cheerful note in business as well as in education has been in no small degree due to the optimistic spirit and teachings of those faithful, undisturbed teachers who refused to become panicky when the rest of the world was panic stricken.

THE CONTINUATION SCHOOL.

If anyone expected our experiences with the continuation school to be different from what they have been, they must have been reckoning without a full knowledge of the history of this movement and of our teaching resources. That our continuation school efforts have not brought the results hoped for by overanxious friends is due to numerous causes. First, many of the teachers in these schools have never caught the vision of their opportunity. In the second place, a very large number of them have not had adequate or ideal preparation for the work which a continuation. school program demands.

Even yet, there is great confusion in the educational world as to the meaning and purpose of such a school. A satisfactory program of work for continuation schools has not yet been formulated and put into general practice. Satisfactory textbooks have not yet been written. Adjustments to the working schedule of the students have not in all cases been satisfactorily made with the educational system on one hand and the industrial and commercial world on the other.

But why so soon despair? Why be in such a hurry. to pronounce judgment upon an educational departure that must at best require a considerable term of years to work out even a tentative program and body of material, method, and practice.

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The continuation school is the only device yet proposed that is designed to do something for the working boys and girls. In a few states where it has had able leadership and sympathetic trial under favorable conditions, some perfectly wonderful results have been produced. A method has been discovered for this type of teaching. A balance has been established between the academic or general courses and the shop courses. cooperation has been promoted between the school and the working world. Lesson plans have been worked out that give promise of usable textbooks for this type of work. The working boys and girls have been studied in their working tasks and environments. Aptitudes have been discovered and classified. Guidance, employment, and adjustment agencies have been perfected. Thousands of boys and girls have renewed their ambitions or have developed different ones. Others have found inspiration and hope in the instruction and guidance the few hours per week have furnished. Many a young

person has found his or her way back into full-time schools through the assistance, advice and training of the continuation school. And many a task in the working world has taken on new meaning and significance through the lessons in the continuation school.

The continuation school has justified itself and the hopes of its friends wherever it has had a reasonably fair trial under reasonably competent direction and instruction. It deserves a better chance than it has had, for it has in it some sound and vital principles and some virtues worthy of a permanent place in our educational program.

VOCATIONAL COUNSEL TO YOUNG MEN. H. E. Stone, Boys' Counselor, Erie, Pa.

1. It is better to choose a vocation than merely to "hunt a job."

2. No one should choose a vocation without careful self-analysis, thorough, honest and under guidance.

3. A wise choice of a life work requires a knowledge of the requirements and conditions of success, advantages and disadvantages, compensations and opportunities in different lines of work.

4. Every young man needs careful and systematic help by experienced minds in making the important decision as to how he shall spend his life.

5. The growing complexity of our industrial organization has multiplied opportunities for employment. It has also increased the difficulty of obtaining accurate information with regard to them.

6. Unfortunately the avenues leading to blind-alley jobs were never so numerous or so crowded as they are today.

7. The choice of an occupation has an important bearing upon the life of the individual and his relation to

the state.

8. If the choice of a life occupation is settled unwisely or not settled at all the state must pay in decreased efficiency, increased pauperism, and bad citizenship.

TEN REASONS FOR TEACHING MANUAL TRAIN-
ING.

F. M. Groshong, Supervisor of Manual Training,
Portland, Ore.

1. Manual training develops handiness, initiative and resourcefulness.

2. Manual training provides a means for developing technical skill and aids in the discovery of special interests and aptitudes in individual boys.

3. Manual training is mental training, and judgmentforming education.

4. Manual training offers the boy an opportunity to do a man-sized job from its inception to its completion.

5. Manual training introduces the boys to a working vocabulary of terms common to American trades and industries, and awakens an interest in the work of the world.

6. Manual training develops an appreciation of industry and instils within the boy the invaluable habit of

work.

7. Manual training directs and builds upon the natural instinct of the normal boy for making things, through problems that are varied, interesting and practical.

8. The manual training teacher is sometimes the only positive male influence the boy meets at school, and often becomes a powerful factor in moulding his mental activities during the important adolescent period.

9. The practical shop methods and industrial content of Manual Training are incentives to keep the boys in school.

10. More important even than the training given in tool manipulation and the actual construction of projects, is the attitude created in the boy toward his work, his fellowworkers and American industry.

"Youth should be a season of instruction in industry and the useful arts, as well as in letters and the sciences. Each child should be trained to skill and efficiency and productive labor."-Horace Greeley.

PROBLEMS

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SWING CUT-OFF SAWS.
Chas. W. Frost, Philipsburg, Mont.

SWING cut-off saw with convenient tables is one of the most efficient labor-saving devices that can be installed in any woodworking plant. By its use long, heavy lumber that could not be handled on the ordinary saw table can be cut to any length. Any number of duplicate pieces can be cut with time spent measuring and marking but one.

Swing cut-off saws are of two types; those with overhead, and those with underneath drive. The principle involved is the same in each, so while the overhead type only is shown here any mechanic can work out the details of a machine hung on a floor shaft.

The home made swing cut-off saw illustrated here consists of a stoutly braced wooden frame hung from its top end in babbitted bearings upon a driving shaft. near the ceiling, and carrying a saw arbor in babbitted

bearings at its lower end. Upon the shaft and between the upper ends of the swinging frame are two pulleys, the larger of which is connected with the saw arbor pulley by a three inch endless leather belt. The smaller pulley is driven either from the motor or shop counter shaft instead of a special shaft of its own. In this shaft, unless the swinging is hung upon the shop counter case the small pulley is omitted. Firmly bolted to each side of the swinging frame near the top, and projecting about two feet in front of it are wooden bars near the outer ends of which is hung a weight box similar to that on the belt tightener of the hand block sander.

The Swing Cut-off Saw frame must be very strongly built, with its members carefully mortised and bolted together. The lower ends of the side pieces are mortised into the pieces that carry the upper halves of the saw arbor bearings. ("A" in drawing).

Using a cross cut saw fourteen inches in diameter, and with a distance between centers of the shaft and