Boston structure of the simple tissues of the body can be more intelligently studied (epithelium, connective tissue, muscle and nerve cells); embryology he approaches from the general philosophical standpoint, which he believes to have real pedagogical value. In his opinion not less than five hours a week for a year must be devoted to the study of anatomy, physiology and hygiene, practical and theoretical, if the student is to teach the subject subsequently in Grammar and High Schools. Like many other scientific men, he deplores the limitations hitherto imposed by the state legislation as to the teaching of these subjects, one regrettable result of which has been the unwillingness of experts to write text books, which the law requires to be submitted to a lay committee prior to acceptance; but his consciousness of the loss to the rising generation which results from this attitude has prompted him and his colleague, Professor Sedgwick, to consider the preparation of a manual, which should be at once reliable and acceptable; there is evidence also of a movement to secure desirable modification of existing legislation on the teaching of hygiene and physiology. Much attention is directed in this course to the science of movements and to corrective gymnastics, the object of which is to impress the avoidance of harmful exercises and the use of preventive measures. The etiology, development, and pathology of lateral curvature of the spine are dealt with so far as is necessary to a practical understanding of the subject; special stress is laid upon the examination and detection of this condition as found in children of school age, with illustrations of the practical methods of recording such changes. The question of treatment is taken up through a consideration of the principles underlying the conditions which demand attention and of the range of application of the different means which may be employed. In the clinics of the Children's Hospital, and in the school itself, the students acquire considerable experience in the gymnastic treatment of various deformities, as well as in the practical application of massage. The brief course in Symptomatology is intended to convey to the minds of the students an estimate of the general appearance of the more common diseases. Two reasons are advanced in support of such instruction, first, that it enables the students in their future work as teachers to detect conditions of doubtful health in applicants for gymnastic training, and to warn them to consult a physician before undertaking the work; second, that it fits them to comprehend more intelligently the information given by physicians regarding patients whom they may advise to take gymnastic training. A most careful physical examination is always made previous to the admission of candidates; expert advice is at once taken on any doubtful point, free of expense to the would-be student. The physical training is undoubtedly severe, but great consideration is shown, while students are expected to co-operate with their instructors by the exercise of discretion and by the conduct of their daily life along healthy lines. The aesthetic dancing which enters into the curriculum of the second year is a form of applied gymnastics, in which the power of co-ordination and the sense of rhythm School of are especially trained. The movements are more complicated, less Boston localised, less sharply defined than are formal gymnastics; they Normal are continuous, rhythmical, of constantly varying character, Gymnastics and involve blended but partial action of a great number of joints continued. and muscles, rather than powerful, complete action of a few. The practical results obtained are grace and ease of movement and bearing, together with a considerable amount of endurance. It seemed. to me that they constitute a valuable addition to the more ordinary course of training, for they develop a graceful control of muscular power, charming to the beholder and refining to the possessor. The school itself contains rooms of unusual proportions. In addition to the gymnasium proper, which has an area of 4,000 square feet, there are lecture-rooms, an anthropometric-room, a library, a gymnasium for corrective work, etc. Shower baths and ample dressing-room accommodation are provided, while, thanks to the well-selected aspect, all the rooms are well lighted and flooded with sunshine. The equipment of the school includes forty microscopes, mounted and disarticulated skeletons, preparations of joints, a life-size Auzoux model of the human body, and a large number of anatomical charts, etc., besides a complete set of anthropometric instruments. The library contains about 1,000 volumes, brought chiefly from Europe; these are largely professional in character and include, in addition to the purely technical matter, standard works on psychology, metaphysics, sociology, natural science, and education. The personal interest taken by the staff in their work for this school impressed me to a marked degree; no pains seemed spared to adequately prepare the students for their work, and the thoroughness of the training struck me forcibly. Miss Homans does not consider the experimental stage of the training to be yet passed; she would like the two years to become a four years' course, though compelled to await the realisation of her ambitious ideal until subsequent remuneration is calculated upon a scale which would compensate for the investment this prolongation would involve. She quotes insufficient opportunity for practice in teaching and the difficulty of raising the standard of admission, as the existing prominent defects, together with the pressure of study which necessitates a great deal of home work. The individual development and mental growth of each student is carefully studied; Miss Homans deals personally in a private interview with any pupil with whom she, or any member of the staff, has cause to be dissatisfied. Students are required to be careful of their personal appearance, and at all times to be neat in their dress, in the belief that professionals cannot be too careful on these points. Black serge is used for the gymnastic costume, a red tie distinguishes the junior class, while the seniors wear orange. One hundred graduates are now earning from $800 (about £160) to $2,000 (about £400) a year, and only those who for family reasons, such as marriage, do not desire to make use of their certificate remain unemployed. All applications 6490. M 2 pass through Miss Homans' hands, and she has devised a system of promotion, which gives advancement to experience, backed by sound knowledge. All graduates can, indeed are advised to, return periodically for further exercise and study-and they avail themselves fully of the privilege; they are in such demand, that unusual advantages are in most cases afforded them to visit Boston for this purpose. The male students are generally members of the medical profession, who have made a speciality of bodily deformity. The cost of training is about £170, inclusive of board and lodging. The tuition fees and incidentals average £18 to £20 a year. D. TECHNICAL INSTITUTES. There is no more striking illustration of the growing national faith in the importance of affording to young people adequate opportunities for industrial as well as for purely intellectual training than is found in the Technical Institutes of the United States. This faith is certainly known by its works: from east to west, from north to south, it has found expression in the erection and endowment of numberless such schools. Of these, the intention is invariably excellent; and of the greater number it may be also truthfully said that they are handsome specimens of architecture, usually the pride of the city to which they belong. Their spacious lecture halls and laboratories are equipped with the latest and best appliances; the staff of professors is selected from the most highly qualified and experienced teachers available for the funds at the disposal of the Committee; and their students are imbued with an esprit de corps which at the same time stimulates study by the desire it fosters to maintain the prestige of the institute, and develops a healthy spirit of corporate life. It is hard to resist the temptation to enlarge upon the good Courses in work carried on in the teaching of Household Science Domestic (General and Normal courses) and Hygiene in a considerable Science (General and number of these Institutes. Typical Normal Courses) and in Hygiene. The increased attention which hygiene claims is clearly observable in the emphasis laid on a study of the sanitary aspects and applications of such subjects as architecture, engineering, bacteriology, and physiology- the last two are frequently obligatory-upon all science students; and I was surprised to find courses on sanitation and personal hygiene required even of those who had selected classical or literary studies. (a) Bradley For instance, at the well-known Bradley Institute at Peoria, Illinois, Institute, courses in physiology, bacteriology, and hygiene, based upon Peoria. biology, chemistry, or physics, are taken by the science group in its fifth year; while sanitation, food work, or dietary studies, based upon the same fundamental sciences, are required of the classics, literature, and general groups in their sixth year. It appears to be quite usual to arrange courses of study in these Institutes so that a student may enter at the end of a Grade School course and continue in attendance for six years. This ensures time for the acquirement, first, of a broad and practical general education, corresponding to a general High School course; and subsequently of the special preparation essential to the selected trade or profession. A limited amount of specialisation is allowed in the third and fourth year, but it is in the last two that the special work is carried forward with energy, usually with a considerable amount of freedom. Thus it comes about that the students' courses in the subjects of this Report become annually more prolonged and thorough. A further illustration in this connection may be drawn from the Bradley Institute. The required study of physiology comprehends not only the structure and functions of the body, but time is afforded for a careful microscopic study of the tissues, as well as for carrying out some of the more simple physiological experiments. The course in bacteriology and hygiene is sufficiently prolonged to carry the student on from a general introduction to these subjects, through the cultivation and systematic study of the common non-pathogenic organisms and their effects, to the more distinctively hygienic aspects of bacteriology, such as the examination of water, air, soil, milk; in conclusion, some problems of public health are discussed. Again, the sanitary science course includes, besides personal and general domestic hygiene, a study of the details of sanitary house construction, of building materials and of house decoration; practical treatment is pursued in this course as far as possible, extending even to visits to furniture stores, and to the selection of suitable articles. Typical examples of Technical Institutes which offer General and Normal courses in Domestic Science may be found in the Pratt Institute, Brooklyn, N.Y.; the Drexel Institute, Philadelphia; and the Mechanics' Institute, Rochester. Perhaps in respect of equipment, the Eastman building, at the latter school, might take first place, though its Normal courses have not been conducted for a sufficient time, or under such conditions, as to place its graduates as yet in the front rank attained so justly by those of Pratt and Drexel. at (6) Eastman of Mechanics' Institute, Rochester, The handsome technological school opened in 1900, Rochester, New York, is the outcome of the munificence Mr. George Eastman, who gave $200,000 for the purpose, supplemented by princely donations from Mrs. N.Y. Henry Bevier and others. The Institute previously carried on its educational work in detached buildings, poorly adapted for the purpose. Space, light, ventilation, and heat have now been provided without stint; the large rooms, wide halls, and abundant provision of apartments for officers, teachers, and caretakers, covering a large area. As far as practicable, the building has been divided between industrial and fine arts and domestic science, the latter department having been established in the south end. the first floor, for the Department of Domestic Science, is found a large demonstration room used for lectures and instruction to large. audiences. Close to this demonstration room is the first group (b) Eastman of Domestic Science rooms, those devoted to cookery; a small Mechanics' dining-room and butler's pantry which belong to this suite are used Rochester, by Normal students for planning and serving the luncheons and Institute, N.Y.continued. dinners required as part of their training. Beyond the group of Normal class-rooms are three large kitchens, each with pantry and other adjuncts, used for day and evening classes. These constitute one of the most interesting series of rooms to be found in the building. The second floor is arranged on a similar plan. On the south side is a series of six large rooms used by the Department of Dressmaking; they are exceptionally well arranged, and have abundance of light both from the side and from skylights in the roof. A very attractive room is devoted to the study of art history; and an office for the head of the Department completes the suite. Close at hand are the millinery class-room and teachers' room, while continuing around to the rear are the first, second, and third grade sewing rooms in the order named. The laundry is placed in the basement; the equipment includes nine porcelain tubs, an immense boiler, a dryer, and other essentials.* The branches of study offered in these departments of Domestic Science and Art are cookery, home science, laundry work, a housekeeper's course, a course in general and household chemistry, drawing, sewing, dressmaking, millinery, and physical culture. These are arranged to meet the requirements of several classes of pupils. (1) General Courses, which afford practical instruction in all the subjects that pertain to the daily routine of home work. A pupil may enter for a single term or for a year, taking up for special study one or more subjects in which she is particularly interested. There are three terms of three months each in day and evening classes. The first, second, or third grade work in any subject may be taken up at the beginning of either autumn, winter, or spring term. (2) Certificate Courses, i.e., separate courses in cookery, home science, laundry work, needlework or dressmaking, so carefully systematised and graded that a student may specialise in a particular branch and become fitted to take it up as a means of livelihood. Courses of twelve lessons each in advanced, invalid and fancy cooking are also offered to meet the needs of professional students, uch as physicians and nurses, or confectioners, respectively. Certificates are granted to those who complete any of these courses satisfactorily and pass the required examinations. (3) Normal Courses, which give such special training as shall fit young women to become teachers of the various branches included in the domestic arts and sciences. For admission, at least a High School education or its equivalent is required. The course may be completed in two years of five days a week. To those who satisfactorily complete the full Normal course of two years the diploma of the Institute is awarded. The Board of Education is * See Fig. VI. |