evolved out of constructive processes. From this point of view manual work is not a subject, but is the very core of the curriculum, giving life and value to all subjects. It has further significance as an application of the principle that learning should be by doing, and as an application of what is learned to life situations. Speaking of the two famous pillars in the Piazzetta of Venice, Ruskin says: "You must find time for a little practical cutting of capitals yourself, before you will discern the beauty of these. There is nothing like a little work with the fingers for teaching the eyes. The late Colonel Parker classified all educative activities as attention, judgment, and expression. Construction he treated as one of the nine modes of expression. "1 The same analysis that has been made of the psychological need for constructive work applies to the study of industry. Industries represent that phase of life in which construction finds its principal use. The committee hopes that constructive work and the study of industry in the elementary school will in future be of such a character as to enable the pupil to make a wise choice of a vocation. At its meeting in Chicago in 1912, the National Education 1 St. Mark's Rest, by John Ruskin, Merrill and Batzer, New York, p. 15. Association adopted the following resolution, which embodies this same idea: "RESOLVED, That the courses of study in our elementary schools should be so enriched as to make it possible to discern the tastes, tendencies, and abilities of the child previous to the time when vocational decisions are to be made." According to the last United States Census Report the principal industries with the number of male employees are as follows: There are, of course, many subdivisions of each of these industries which give rise to additional trades. What particular trades shall be studied and taught in a given community will depend upon the prevailing occupations of the place. Some of the concrete suggestions of the committee are given below: (1) An example of the study of the textile industry, second year, Horace Mann School, New York. (2) An example of candle making, third year, Francis W. Parker School, Chicago. (3) Study of a local dairy, fourth grade; lumber industry, fifth grade; Teachers College, University of Missouri. (4) Garden work, Francis W. Parker School, Chicago, first three years. (5) Study of transportation, third grade, Francis W. Parker School, Chicago. (2) The Grammar Grades. Among the suggestions offered by the committee are these: (a) Study of ceramic industries, from a course of study in Manual Training, by C. L. Boone, Manual Training Magazine, December, 1908, and February, 1909. (b) Study of a machine shop, sixth grade, Horace Mann School, New York. (c) Study of printing, from "A School Print Shop," by L. W. Wahlstrom, Manual Training Magazine, December, 1908. |