PAGE One versus Two Sessions 631 Kindergarten Promotions-Miss Aborn Story-Peter, Paul and Espen. Evolution versus Revolution in the Kindergarten Work-Miss Harrison. 611 Function of Literature in Child Life-Mrs. Thompsen 634 644 645 The Education which will Make Women Efficient in Home Life-Sara Louise Arnold 143 The Kindergarten in Pennsylvania-Mrs. Letitia P. Wilson. Trained Parents-Ellen Lee Wyman Truth versus Lies-Earl Barnes The Kindergarten in the new Practice School of the Chicago NormalTwo Sessions in Chicago 489 495 285 432 147 Two Stories from the German of Thekla Naveau Twentieth Century Round Table Do we Unwittingly encourage Militarism-Phyllis Wardle How we secured co-operation of Pupil's Parents-Elizabeth Needed Changes in the Ethical Instruction of the Young-W. T. School Extension in Englewood, Chicago-Cora C. Bright. 517 518 521 The Little Things that Encourage us-An Incident in Kinder 463 464 521 592 657 Universal Exposition at St. Louis, 1904-Rules and Regulations. What Kindergarten Clubs Propose to Discuss During the Ensuing Year. 175 Winter Festival of the Guild of Play, Bermondsey Settlement, London, England-Eva B. Hooper Moon of the Falling Leaves (Poem)-Bertha Johnston My Attic Room-In Lofty Altitude-Florence Percy Open Thine Eyes-Phyllis Wardle O Littel Childe-Words and Music. The Poetry of Life-S. W. Foss Two Men: Columbus, Cyrus W. Field (Poem)-Hattie H. Louthan. Were I the Sun 202 64 172 414 203 .325 659 316 344 151 558 Courtesy Doubleday, Page & Co. From "How to Attract the Birds." DRAINING THE COLUMBINE'S HORNS OF PLENTY. KINDERGARTEN MAGAZINE. Vol. XV.-JUNE 1903.-No. 10. TWENTIETH CENTURY SERIES. THE MANUAL ARTS IN THE ELEMENTARY SCHOOL.* JAMES P. HANEY, DIRECTOR MANUAL TRAINING, NEW YORK CITY. C LEAR thinking in matters concerning educational means obliges us to scan closely the educational ends to be served by such means. That teacher is but a blind leader who plods on at his daily round of lessons ignorant or heedless of the philosophy which has shaped the curriculum. The term "Manual Arts" may be to some an unfamiliar one. It is, however, one of value and of definite content. As a broad title it includes all forms of drawing, construction and design taught in the elementary school. Constructive work, or what is commonly called "Manual Training," forms but a part of it. The broader term recognizes the intimate relationship which exists between the subjects named-sees them as definite educational means, working toward a common educational end. Defining in a general way the different branches, it at once emphasizes both the motor and artistic elements in their performance. Within the recollection of many present, the arts have sprung into existence in the schools. The forms of their instruction are still far from settled, yet already they are claiming place with the long established triune of the Rs. Surely the force which is working to their development can be no feeble or uncertain one. Many great teachers have advocated them, pointing to the advantages to be gained in a disciplinary way from their study, pointing also to the skill to be attained in their practice, to the democratic ideas of labor to be engendered, and to the elements of an industrial education to be acquired. It is to be doubted, however, if the forces which have caused the development of the arts have in every case *Address delivered at the I. K. U., Pittsburg, April, 1903. been recognized even by their advocates. A majority of their supporters have viewed them from the limited standpoint of the kindergarten, the elementary, technical or industrial schoolroom, without seeing the broad foundation underlying the whole scheme of their instruction. In consequence the systems of training developed in these separate schools have stood separately, unrelated to one another and to their immediate surroundings. In the elementary school, the arts are still by many viewed as subjects extraneous to the curriculum—addenda or frills added at the instance of some enthusiast, or given place by virtue of the power of some group of doctrinaries. Too often their advocates have, by leaving them isolated, given color to this view. The race, like the individual, wakes but slowly to consciousness of its powers and resources. Like the growing child, it first realizes one power, then another. Its rise to knowledge of self is ever becoming keener, more complete. Our modern life is largely constructive—our canons of training have for generations been clerical. Slowly we are coming to realize that constructive training is absolutely necessary for a people who are to live a constructive life. It has been recognized that among the child's primitive instincts his desires to examine, to construct, to build and to decorate play a most significant part. Upon these desires depends his interest. Without interest in his work there is no natural growth. His desires bring him at once to the world of things and cause him to deal with such things, and not with their symbols. Physiologically we have learned that without motor training there can be no perfect sensory development-that upon the coördination of sensory and motor brain areas depend the future evolution of all higher forms of skill. Motor training thus broadens ali sources of impression and strengthens all power of expression--it makes for the complete development of the brain. The child to succeed in life must be made executive as well as reflective. He must be given opportunity for expression-self-expression-in many forms. On the economic side we see the world which surrounds us changing from a rural to an urban one, from a world in which things were done by hand to one in which the machine stands as typical of our civilization. A body of constructive knowledge has |