4. Make cake.

(a) Cookies.

NOTE.-Spices; from where and how obtained; their properties and use in

cooking.

(b) Ginger snaps.

(e) Dover cake.

NOTE.-Citron; from where and how made.

(d) Sponge cake.

(e) Jelly cake.

5. Make pies.

(a) Pie paste.

(b) Apple pie (peach, rhubarb, etc.).

(c) Lemon pie (custard, etc.).

6. Make puddings.

(a) Bread.

(b) Cottage pudding.

(e) Sago, rice, or tapioca.

NOTE.-Sago, tapioca, rice; from what and how obtained; how prepared

(a) Show that pure fat will not boil.

(b) Show that fat containing water boils.

(c) Show the proper temperature of fat for cooking by putting pieces of dough or a little beaten egg into it at different times (before it is hot enough, when hot enough, and when burning). Note the difference and draw conclusions.

2. Show the economy in the use of eggs in kettle-frying.

3. Scramble eggs.

4. Make an omelet.

5. Make griddle cakes.

6. Make fritters.

(a) Batter.

(b) Salsify, parsnip, corn, etc.

(c) Apple, oyster, clam, etc.

7. Make doughnuts (raised by yeast).

. Make crullers (raised by baking powder).

Third year. High school.

The third year's course in cooking has not been fully developed, as it will not be needed this year, but when developed it will include the preparation of more difficult dishes than those before given; the preparation of fancy dishes; the preparation of dishes for invalids; and the preserving of meats, vegetables, and fruits.

SHOP-WORK.

To give breadth and scholastic power to the work, instruction is given in the qualities and appearances of different woods under various conditions, the sources of supply, the uses and commercial values; the nature of irou, the location and importance of iron fields, the processes necessary to fit it for use and the uses; the manufacture and uses of steel, with sufficient historical study of these subjects to show the influence of their use upon the material development of the country.

The aim is to make this work practical in all its bearings. To this end a degree of accuracy, accompanied by the economical use of tools and material, is required.

Twelve teachers are required to teach 1,700 boys from the seventh and eighth grades and from the high school. The course commences with the seventh grade. It includes the correct use of tools, the laying out of the work, with the aid of knife, pencil, and try-square, and the making of chamfered blocks, moldings, and various T-joints. Simple special pieces are made, such as tool-racks, shelves, and squares for school-room use. Towel-racks and steps for the cooking schools are successfully undertaken. Originality is developed by designing and by making objects which are constructed from original working drawings. The eighth grade shows more difficult constructions than the seventh. In the high schools many articles of school furniture are made for the laboratories, the cooking schools, and the other schools.

After learning the care and management of the fire and the shifting of belts, forging is introduced by heating and drawing to a point a square rod of iron. This shows the value of care and attention in the performance of the simplest tasks. More difficult work in iron follows, which is succeeded by work in steel, including drawing and the making of punches and chisels, which are tempered and hardened by the pupils themselves. Each pupil is required to continue his efforts until he has made a chisel which will cut iron and steel without injury to itself.

In the department of wood-turning, practice is given with chisels, gouges, calipers, and other wood-turning tools. Elementary work in this branch is soon followed by more useful and difficult designs, including drawing models for the schools of the city, standards for physical apparatus, telephone receivers, Indian clubs, etc.

The practice in molding includes molding from a simple flat pattern, from turned patterns, and from those of difficult design. Thus far the work has been limited to two-part flasks and the casting of cylinders, hollow cylinders, wheels both plain and grooved, handles, etc. This training gives the pupil a knowledge of molding, the difference between cast and wrought metal, and also a knowledge of correct forms for patterns from which he is to mold. As far as practicable it is intended that the pupil shall make a casting from a pattern which he has made from his own drawing.

In the draughting-room the elements of mechanical drawing are taught.

Including the drawing teachers, there are 33 teachers engaged in industrial work.

COURSE IN SHOP-WORK.

SEVENTH GRADE.

Bench-work.-The correct method of using planes, handsaws, chisels, gouges, brace and bits, hammer, gauge, and other tools in the working of different kinds of wood. The laying out of work with knife and pencil, using try-square, bevel, and dividers. Simple joint-making from blackboard sketches, and one piece constructed from an original working sketch.

EIGHTH GRADE.

Bench-work.—The making of more complex joints from blue prints, jig-sawing, and one piece constructed from an original finished working drawing.

The making of articles of practical utility for the schools and shops. Plain cabinetmaking, involving the use of brads, nails, screws, and glue.

HIGH SCHOOL.

First year.-Draughting, simple molding. Wood-turning, including elementary pattern work.

Second year.-Pattern-making, including lathe and bench work. Molding and casting in soft metal from patterns made. Forging-drawing, upsetting, bending, punching, welding, and use of swages, fullers, etc.

THIRD YEAR.

Completion of course in forging-making of steel tools, involving hardening and tempering, and lectures in elementary metallurgy.

Filing and chipping.

Machine-work, iron-turning, drilling, chucking, etc., on engine-lathe. Use of shaper in making surfaces. Hand-tooling, drilling, and polishing, in speed-lathes. Draughting of machine-work and the taking of blue prints.

I submit herewith some statements respecting the manual training schools that were furnished the United States Senate, first session Fiftieth Congress, in response to a resolution asking for the same. These show the cost of the plant of the respective kinds of schools, as also the cost of material used in the same.

O Street:

School of cookery: For chairs, table, wash-stand, cupboard, dishes, refrigerator, range, boiler and fittings.

$202.20

School of carpentry: For benches, $180; tools, $211.94; lumber and nails, $4.64...

39C. 58

(The benches and tools used in the High School last year furnished one of the shops in this building.)

School of turning: For molding tools, $16.51; forges, lathes, and tools for same, $545.70; shafting, belting, pulleys, and fittings, $439.08; engine, $799

1,800. 29

Total.

2,399.07

Peabody Annex :

School of cookery: For chairs, table, wash-stand, cupboard,

The number of pupils trained in each school of carpentry is 180-15 classes of 12 each. The number of pupils instructed in each school of cookery is 225-15 classes of 15 each. The sewing teacher gives instruction in the regular school room and teaches all the girls of the school.

The time given is, in the school of carpentry, two lessons a week of one hour each, or one lesson a week of two hours' duration; in the school of cookery, one lesson a week of two hours; in the sewing classes, one lesson per week of one hour's duration.

The above table is made to show the relative cost of manual training. It must be remembered that the schools of carpentry and of cookery require school-rooms, involving the cost of fuel and pay of janitors. To this must be added also the cost of materials.

ENTIRE COST.

The entire cost of the schools per pupil, which includes the cost of manual training, was $19.11, while the entire cost of manual training per pupil, including the cost of janitors, fuel, and incidentals, was $2.27.

A less comprehensive statement than the above would be misleading and unfair. Manual training will add to the expense of education. To show the cost of schools without manual training, however, it will not be correct to subtract $2.27 from $19.11, as the cost of the manual training schools was included in bulk with the entire cost of the schools and divided by the average enrollment. The amount to be subtracted from $19.11 is $0.31. The proper statement, then, is:

Cost of schools (per pupil) without manual training.......

Cost of schools (per pupil) with manual training (if all take it)

$18.80

21.07

In the above statement the cost of buildings and permanent improvements is not included.

KINDERGARTENS.

The kind of school that has been most far-reaching in its influence. on education and is the most important of all introductions into, or changes of, the educational thought of the world is the kindergarten. The kindergarten, with its methods, in this country, has not only revolutionized the processes of primary instruction, but has changed its purpose. I mean to say that the primary school is taught for a different purpose since the introduction of the kindergarten, with its underlying truths and philosophies showing the true character of child-mind and the true purpose of educating processes.

The especial value of the kindergarten, in connection with the graded system of schools, is that i; takes the child at an earlier age and fits him for student life without repressing or doing violence to child nature physically, mentally, or morally, thus insuring the prevention of much pernicious growth which is so difficult to eradicate.

No school system can be perfect without the kindergarten, as no school system can afford to ignore the advantage of its training for good or to undo that which has been ill-done or wrongly done before the child becomes of school age and presents himself for instruction.

The benefits of the kindergarten are most valuable to those children whose homes are less fortunate and whose parents are less cultivated. I respectfully suggest the establishment of kindergartens as a part of our system of schools. At the beginning, it would probably be wise to start a few-two or three or more. That they may do the most good, these should be located in those portions of the city inhabited by those who go from home to engage in the occupation of the day, leaving their younger children in the care of older brothers and sisters.

THE HIGH SCHOOL.

The high school of the first six divisions, its purposes and its condition, are fully set forth by the principal, Dr. F. R. Lane.

These facts must demand your earnest attention. It is unfortunate that this school is considered in the light of one separated from the graded schools. It ought not to be so considered; it is not such in fact. The grades of the high school are but a continuation of the graded system beginning in the school for the child of six years. Schools are provided for the children or beginners, and are further provided for those children, year by year, as they advance in age and acquirements, growing less in number, because some of the children. withdraw to engage in the active pursuits of life. Thus, in the upper grades, because of the smaller number of schools, the children must go farther to attend school When several schools of the same grade are reduced in numbers, one or more of them are discontinued. A school of a higher grade, however, is provided whenever children of school 290 A- -3