ling the chisel, the gauge, and the file, as there is in using a table fork, a tennis racket, a drawing pen, a violin, and a crayon.

Moreover, as he has a score or more pupils to teach, he teaches them as a class, and not individually. This enables him to make his instruction much more sys

Application."

tematic and full, and it leaves him time to observe whether his instructions are followed. The class lecture is, therefore, almost a daily feature in his shop. It may occupy fifteen minutes or only ten, but while it lasts it must absorb the

attention of every pupil. During his demonstration his room must be noiseless, and he must have at hand tools, materials, drawings, and blackboards. It is not a lecture properly so called, for as a rule he does not read to his class: he talks. explains, and illustrates. He suits the action to the word and the word to the action. This is an important point, for, like every other teacher in the school, he is a language teacher. When the need of a new word is clearly seen he gives it to his pupils, writes it before them, and henceforth it is a part of their vocabulary. He knows just where the class stands, how much and how little they know of the work in hand, and he discreetly leads them on a step at a time, and a step that they never need retrace. He teaches the theory of every tool, and how it is to be put in order and kept so; he shows just how it is to be used and when; he analyses a complicated operation into a series of simple steps, and points out the logic of this arrangement; he warns his pupils of peculiar difficulties and dangers; he leads them to see that drawings may represent not only the details of form, but the order of construction. Gradually he helps them to build up a habit of careful analysis and a love for system, precision, and plan.

When his class instruction is over-and he is careful not to confuse and mislead by telling too much; he never tells all he knows-the pupils go to their separate places and reduce to genuine practice what to them is still only theory. The work of the class is as uniform as that of a class in algebra engaged on the mastery of the same processes and on the solution of the same problems, or in chemistry, when the pupils are performing the same series of experiments. A glance is sufficient to enable our teacher to detect a wrong tool or a false step, and he supplements his general instructions by such individual directions and explanations as may be necessary. He thus economizes time, and no pupil waits for him to come round." All have been taught; all have had opportunity for the same personal experience. If a pupil is inattentive or dull, he patiently repeats what he has already said and done or sends the dullard to a brighter pupil for direction and light, but he would no more take one's tools and do his work for him, as the ordinary mechanic is generally apt to do, having an eye more to the finished exercise than to the development of the child, than the teacher of English would write his pupil's composition for him or the teacher of penmanship would fill out his pupil's copy book or the teacher of drawing would finish his pupil's sketches. Success lies not in having certain things done, but in getting one's pupils to do them as well as they can.

and

When our teacher has examined and graded the pupil's work he does not throw a poor piece into the waste box, but he shows the pupil the manifest defects of his workmanship, carefully preserves the specimen, no matter how poor, encourages the pupil to replace it by a better one, made during such spare time as he may secure by getting other work in before "time is up." This encourages and rewards care and attention to business. There is no waste time in his shop. The rapid workers who have no need to repeat their exercises are always furnished with "extras" (corollaries to the main proposition), which fill their time, tax their ingenuity, and fire their ambition.

The discipline of the shop is such as promotes industry and fidelity. The standard of behavior is not that of the recitation room; it is rather like that of the chemical laboratory. Necessary communication is allowed, but all trifling and distractions are strictly prohibited.

While in the shop our teacher dresses as he expects his pupils to dress, appropriately. He sets no bad example: his language is correct and pure; his manners are those of a gentleman. The atmosphere of his shop is that of a science laboratory. His pupils soon become zealous and enthusiastic; there is no sense of drudgery, and no sordid motive impels to work. The pupils are as innocent of definite plans for utilizing the knowledge and skill they are acquiring (beyond

the making of a toy, a present for a friend, or a convenience for one's home) as they are in their arithmetic and history. The consciousness of growing power, both mental and manual, gives a satisfaction which throws a charm over every department of school work.

As a mere matter of convenience I have spoken of the teacher as a man. With equal propriety when dealing with elementary manual training, and even with the lighter forms of bench work in wood, I might have thought and spoken of the teacher as a woman. I have seen young women who understood the theory of manual training; who knew how and what to teach; who could make and read projection drawings, and who used tools with great skill, producing results of rare beauty and accuracy. For sloyd work and the rudiments of mechanical drawing I heartily commend such women as teachers of both drawing and tool work.

SIZE AND EQUIPMENT OF LABORATORIES.

Full details would carry me beyond the limits of this article. Every laboratory should have from 40 to 60 square feet of floor space per pupil, the floor should be

dry and warm, the room should be well lighted and ventilated, all moving machin

ery should be driven by an electric motor under the immediate control of the

teacher in charge, and immediately adjoining should be a storeroom and a suitable laboratory.

The mechanic arts equipment of a secondary school with 300 boys should contain a series of at least five working laboratories, viz:

I. For bench work in joinery and carving and inlaying wood.

II. For wood turning and pattern work.

III. For modeling, molding, and casting.

IV. For forging, brazing, and soldering.

V. For metal work with bench and machine tools.

The second and third laboratories named above should be grouped as one stit

with one laboratory and storeroom. This combination is for the tenth grade, or second-year pupils in a high school.

Among engineering students (who are three or four years older than those I am now writing for) one finds heavy wood-working machines, foundry cupolas. steam hammers, gear cutters, and 18-inch lathes. Such appliances are out of place in secondary schools.

It may be well to point out the difference between a mechanic-arts laboratory and the ordinary commercial shop. They differ in equipment, in the character

and functions of the skilled men in charge, in the method of management, and in the character of the product.

1. In the commercial shop there is a great variety of tools and machines. In he laboratory there is a large degree of uniformity.

2. In the commercial shop the men in charge are skilled workmen, but not