FRANKLIN UNION, BOSTON, MASS.

At his death Benjamin Franklin left to his native city of Boston £1,000, which was to be loaned at 5 per cent interest per annum to aid young printers in starting business. At the end of one hundred years the accrued amount was to be divided, a portion being continued at interest for a second century, and a portion being expended in " public works which may be judged of most general utility to the inhabitants, such as fortifications, bridges, aqueducts, public buildings, pavements, or whatever may make life in the town more convenient to its people and render it more agreeable to strangers resorting thither for health or temporary residence."

The fund thus created became available in 1891, but litigation was necessary in order to secure a construction of Franklin's will by the courts. Accordingly, the supreme court was asked to construe the will, which resulted in the appointment of a board of managers consisting of twelve citizens. It was decided by the board to establish an industrial school, and the fund of approximately $400,000 was expended in providing a building and equipment. To provide for maintenance, Mr. Andrew Carnegie gave sufficient funds to produce an annual income of about $20,000. The school was formally opened in September, 1908. Only men who are employed during the day are admitted to its classes. Evening classes are held on Mondays, Wednesdays, and Thursdays. The season comprises seventy-two evenings.

Courses of two seasons' duration are offered in machine construction, industrial electricity, steam engines and boilers, structures, architectural working drawing, and industrial chemistry. Courses of one season duration are offered in sheet metal drafting, mechanical drawing, industrial arithmetic and shop formulæ, estimating for architects and builders, firemen's class, heating and ventilating, practical mechanics, heat, and hydraulics, and gas and gasoline fixtures. If sufficient interest can be secured, Saturday afternoon classes will be organized in the season of 1909-10.

ROCHESTER FACTORY SCHOOLS.

During the summer of 1908 the board of education of Rochester, N. Y., made an investigation "to determine what form of education would best fit boys and girls to enter the industries of the city." The supervisor of manual training was directed to visit a number of local factories and ascertain their needs and requirements in this regard. Superintendents and foremen were asked these questions:

1. What deficiencies do you find in the education of the boys and girls who come to work in your factories which prevent them from rapid advancement?

2. Can you suggest any form of manual or mental training which would increase their earning power and make their promotion more rapid?

In response to these inquiries superintendents and foremen of factories indicated in substance the class of boys wanted, as follows:

1. Boys who can apply the mathematics they have learned in school to the actual problems of the factory.

2. Boys who can state their needs to the foreman clearly and concisely.

3. Boys of wider general information who know something of the materials used and the processes of their preparation.

4. Boys who will take an interest in their work and stick to the trade being learned.

As a result of this investigation it was decided to open an industrial improvement school, and the Rochester Factory School, opened December 1, 1908, was the outcome. An 8-room elementary school building was fitted up with rooms for shopwork, drawing, and study. During the spring term of 1909, 100 boys received instruction. These were divided into four classes of equal size, as follows: Class A, advanced woodworking; class B, elementary woodworking; class C, advanced mechanical and electrical work; class D, elementary mechanical and electrical work.

The following is the course of study for the first year:

The school is open from 8.30 a. m. until 3 p. m., with a half hour at noon for luncheon. On Saturdays the shops are open from 8.30 a. m. to 12 noon. Only short summer vacations are allowed.

Other factory schools are to be opened from time to time as the demand for them grows. Mr. Alfred P. Fletcher, formerly supervisor of manual training, is director of industrial training. (Circular of division of trades schools, New York, educational department.)

SCHOOL FOR APPRENTICES OF THE LAKESIDE PRESS, CHICAGO. The school for apprentices of the Lakeside Press was organized July 6, 1908, with the object of training competent compositors, pressmen, and other workmen for its many departments, some of whom will be able to fill responsible positions in the factory and counting room. As stated in the announcement of the school, issued May 1, 1909, boys have a hard time learning a trade under modern conditions:

The workmen are either too busy, or have no inclination to be bothered, and as a result the apprentices pick up what knowledge of the trade they can, usually imitating some workman, good or bad, alongside of whom they may work.

To meet this situation the Lakeside Press takes boys and teaches them the trade under factory conditions, at the same time continuing their academic education.

Only grammar school graduates between 14 and 15 are admitted as apprentice compositors to the school. For apprentice pressmen the age requirement is between 16 and 18. A contract is entered into, the firm in each case agreeing to teach the boy the trade, and the parents agreeing that the son shall remain as an apprentice for a term of years. The boys are paid $2.40 per week the first year, this being at the rate of 10 cents per hour for the time actually in the factory. The second year the rate is $3 per week. Beginning with the third year the rate is $5 per week, with a substantial increase every six months, until the scale of $20 per week is reached at the end of the apprenticeship.

The students are in school three and one-half hours daily the first two years, one-half of this time being devoted to trade instruction and one-half to academic work. They also work four and one-half hours daily in the shops in different departments, where they select ultimately the department they will enter. After the first two years they will work regular shop hours in the factory, except two or three hours a week devoted to school work, this latter including a review of arithmetic with applications to the printing trade, algebra, physiography, and particularly English.

SCHOOL OF THE LEHIGH VALLEY COAL COMPANY.

The Lehigh Valley Coal Company has opened a trial school for its employees at Lost Creek, Schuylkill County, Pa. The courses of study of the International Correspondence School, of Scranton, Pa., are used, supplemented by personal instruction. Employees are admitted upon the application of their immediate superior. The only charge to students is the cost of the correspondence course. The company provides teachers, rooms, equipment, and lecturers. The enrollment in February, 1909, amounted to about 100. The students were taking various technical courses, more or less directly connected with coal mining.

XIII. HOME ECONOMICS.

SCHOOL OF HOUSEHOLD ARTS, TEACHERS COLLEGE, COLUMBIA

UNIVERSITY.

A school of household arts was organized in 1909 as a division of Teachers College, Columbia University. As stated in its first announcement for 1909-10, it is designed primarily to provide preparation for teaching positions of all grades, from the primary school to

the university, in the special fields of the household arts and sciences; also for positions as supervisors of domestic science and art in the public schools, heads of departments in normal schools, and superintendents and teachers in training schools for nurses; also special preparation for various social workers who teach the household arts in connection with settlements and other social institutions.

A two years' professional curriculum, requiring the previous completion of two years of academic or technical training in advance of the usual college-entrance requirements, leads to a bachelor's degree in education. Graduate curricula for advanced students lead to higher degrees and diplomas. All candidates for degrees and diplomas must spend at least one year in residence.

Not only is provision made for the training of teachers, but a proper combination of courses provides the necessary technical training for institutional positions which require much the same equipment, such as those of household manager in school and college dormitories, hospitals, and other institutional households, dietitian in institutions, superintendent of school lunch rooms, manager of institutional laundries, superintendent of day nurseries, house decorator, etc.

The courses given in this school are grouped under 10 heads: (1) Household arts education; (2) nutrition; (3) household chemistry, physiological chemistry; (4) foods and cookery; (5) textiles and needlework; (6) household arts, fine arts; (7) household administration; (8) hospital economy; (9) physiology, bacteriology, hygiene; (10) house structure and sanitation.

Special classes are provided for nonmatriculated part-time students who wish to perfect themselves in such subjects as household management, buying, household accounts, home care of the sick, care of infants and small children; foods, and cookery in its various divisions; and various divisions of textiles and needlework.

In September, 1909, will be opened a building costing more than $500,000, and devoted exclusively to instruction in the domestic arts and sciences. One floor is devoted to foods and cookery, another to textiles and needlework, another to the application of chemical and biological sciences to household matters. There will also be various special studios and laboratories.

STATE NORMAL SCHOOL OF MANUAL ARTS AND HOME ECONOMICS AT SANTA BARBARA, CAL.

On the 27th of March, 1909, Governor Gillett, of California, approved a bill creating the above-named normal school, said to be the first of its kind in the United States. The legislature appropriated $10,000 with which to begin in August the work of the school in

training teachers for this branch of public education. Miss Ednah A. Rich, through whose efforts mainly the school was established, has been elected president of the institution by the state board of education. Teachers who have had a year of successful experience, normal and university graduates, and students from such institutions who bring satisfactory recommendations, will be admitted as students. Previous preparation in methods of teaching, pedagogy, and psychology is required before entrance. The one-year course will entitle graduates to teach in elementary schools the special subjects studied. This state school absorbs the Anna S. C. Blake Manual Training Normal School, heretofore conducted by the city.

NEW COURSES IN HOME ECONOMICS AT THE UNIVERSITY OF

WISCONSIN.

A University of Wisconsin bulletin announces (June, 1909) that the courses to be given during the next college year in the reorganized department of home economics of the college of agriculture of the university include three distinct lines of work adapted to different classes of students, as follows:

1. A four-year general course with special reference to preparation for home making, leading to the degree of bachelor of science.

2. A general course in home economics, including supplementary work in pedagogy, which will prepare students for teaching domestic science in grade and high schools.

3. A general survey course in home economics for those desiring only a general knowledge of this subject, which may be pursued by students in the college of letters and science who are candidates for the degree of bachelor of arts.

For advanced students, a teachers' course will take up more advanced problems, and an opportunity for special investigation in home economics will be offered.

STOUT INSTITUTE HOME MAKERS' SCHOOL.

Stout Institute, Menomonie, Wis., established a home maker's school in 1907, designed to prepare young women for the responsibilities of home life. The subjects included in the course are the house, food study and cooking, clothing and household fabrics, care and nurture of children, home nursing and emergencies, and the social, industrial, and ethical relations of the woman in the home and in society. Eighteen students were enrolled in the course in the year 1908–9.

In September, 1908, the institute organized a trade school for plumbers and bricklayers. There were enrolled 16 students in the course for plumbers and 1 in the course for bricklayers.

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