The rapid development of this type of second ary school has resulted in an institution peculiar ly American. In other countries the introduction and spread of manual training has been confined to the elementary school, and no institution ex ists in Europe. of a purely educational eharacte•, that presents any parallel to the comprehensive and costly equipment of these schools. The shop wo•k comprises joinery, turning, pattern-making, forging, and machine work. and sometinies foun dry practice and tinsmithing. The nature of this work has been very similar in the various schools, and until late years has been almost uniformly based upon the prineiples of the 'Russian System.' The central idea of this system of shopwiirk instruction, developed in a technical school for the instruction of engineers, is the analysis of a e•aft into its elementary processes and constructions, and the presentation of these details in an orderly and sequential scheme as separate elements. Compared with the develop ment of manual training in the high school, the introduetion of the work in the public element ary school came at first but slowly. Experi mental classes in ea rpentry, the expense for which was borne by Mrs. Quincy A. Shaw, were condueted at the Dwight Sehool in Boston, in 1882. These were taken under the care of the city and transferred to tempo•ary quarters in the English Digit School building in 1884, but the work did not receive a place in the course of study until 1888. In Springfield, Mass., sewing was introduced in the schools in 1884, and in 1886 a manual training school was established. at which pupils coming voluntarily from the ele mentary schools received instruction in knife work. In 1S85 the Legislature of New Jersey passed a law providing that the State would duplicate any amount between 8500 and $5000 raised by a city or town for instruction in manual training. This led to the early introduction of
the work in a number of places in various parts of the State. In 1888 the city of New York began the introduction of a manual training course of study, including drawing, sewing. ing, and woodwork.
All this early work was crude and experi mental, and it was not until the influence ema nating from the Sloyd School of Boston began to be felt that tool work for boys in the elementary school took on a more definite character. A vital principle of the Sloyd work is the appeal to the interest of the worker through the con struction of a finished ohjeet of definite use re late& generally, to the needs of home life. This principle has gained general acceptance in the work of the elementary school, and has to quite an extent modified the character of the work done in the high schools. From the upper grades of the grammar school with the provisions for shopwork for boys, and cooking and sewing for girls, hand work has made considerable progress in its way downward. Work in clay, paper. card board, sewing, weaving. basketry. bent iron, and simple wood construction are the processes most commonly employed.
Consult: Dewey, The School and Society (Chi cago, 1899) : James, Talks to Teachers on Psychol ogy (New York, 1899) ; Parker, Talks on Peda gogics (New York, 1894) ; Salomon, The Theory of Educational Sloyd (Boston, 15410) : Ware. The Educational Foundations of Trade and Indus try (New York, 1901) ; and the Proceedings of the National Educational Association. Data on the early history of the movement in the United States are contained in part ii. of the Report upon Education in the Industrial and Fine Arts in the United States, issued by the United States Bu reau of Education.