their full, favorable and most interesting reports; to the railroads and different transportation companies for the facilities which made this Association possible in the far West; and to the genial, noble-hearted citizens of San Francisco for the cordial, courteous, and charming hospitality which has made every day a song, and has contributed towards making this National Teachers' Association one of the most memorable and delightful in all its history. San Francisco, Cal., July 20, 1888. SARAH B. COOPER, NATHAN C. SCHAEFFER, MARY C. MOCULLOCH, Committee on Resolutions. VOTE OF THANKS TO THE LOCAL EXECUTIVE COMMITTEE OF THE NATIONAL EDUCATIONAL ASSOCIATION. We should fail to do justice to our keen sense of appreciation, were we to omit the following set of Resolutions, which were but the spontaneous expression of our feelings in regard to the many favors received and facilities afforded, in the preparation for the Kindergarten Exhibit. At a regular meeting of the Board of Managers of the Golden Gate Kindergarten Association, the following Resolutions were unanimously adopted: WHEREAS, The Local Executive Committee of the National Educational Associatiou have extended every possible courtesy and facility to the Local Kindergarten Committee, thus affording them every opportunity for carrying forward their work; therefore, be it Resolved, 1. That the Officers, Managers, and Teachers of the Golden Gate Kindergarten Association herewith express their sincere and grateful appreciation of this considerate kindness on the part of the Executive Committee, and that they do hereby tender a hearty vote of thanks to them for the same. Resolved, 2. That a copy of these Resolutions be sent to the Local Execu tive Committee, and that they be published also in the forthcoming new edi tion of the Golden Gate Kindergarten Report, which, at the request of said Local Executive Committee, we gladly donate for distribution at the coming National Educational Association. LOCAL EXECUTIVE COMMITTEE-Ira G. Hoitt, President; Jas. G. Kennedy, Vice-President; Jas. W. Anderson, Treasurer; B. F. Howard, Fred. M. Campbell, Jas. K. Wilson, Joseph O'Connor, W. M. Friesner. H THE KINDERGARTEN THE BASIS OF MANUAL TRAINING. Forward is the watchword! Industrial Education is here to stay. The philosophy of Froebel is the underlying principle of all true development, for its mission is the full development of all the powers of the child; and the Kindergarten principle must work its patient, steadfast way up through all grades of school life. Manual training will give vast results, if introduced as a means of educational development. There is no natural gulf between the Kindergarten and the Primary School. It will be a smooth, level, enchanting road, if only the way is prepared. This matter of Industrial Training is in the common air of the country. It has become atmospheric. Nay, more-it is getting to be the very climate of Educational Life. Read the following opinions of some leading lights in the educational world: President Butler of the Industrial Association of New York City says: "Industrial training, to have its fullest value, must be an integral part of general education. It is because manual training is mental training, because it supplies a general and not a mere local need, and because it is founded on the nature of the child's mind and its capacities, that the work of this Association is justified and will be successful. "It is with a sense of profound satisfaction that I say that the intelligent interest in manual training increases almost daily, and that the extension of its application is very rapid. It is a rare exception to find a Teachers' Association or Institute at which, in some form or other, it is not discussed. Some few objectors still harp upon the folly of teaching trades at school, regardless of the fact that no one of any standing whatsoever has ever proposed to do any such thing. It is coming to be seen that manual training is simply one of the many reforms demanded by the spirit of educational progress, and that it stands side by side with the Kindergarten and object teaching as the best means toward the desired end." At a recent educational Conference in Boston, held for the purpose of considering how instruction in the Kindergarten in drawing and in manual training may be made more harmonious and more effective in public schools, Gen. Francis A. Walker, President of the Massachusetts Institute of Technology, said the object of the Conference was to consult upon the best methods of introducing the new ideas of Kindergarten and manual training into the public school system. He was in favor of introducing manual training into schools for boys when they had reached twelve or thirteen years of age. Mrs. Louisa P. Hopkins, Supervisor of Schools, Boston, thought the great value of every department of manual training was in the fact that it is the language of some form of thought. We want to develop the individuality of every child in some way. Elucational principles must be applied to all the departments of practical work. Miss Josephine C. Locke, of St. Louis, said the West was in sympathy with all practical progress in education. We need unity in our efforts to introduce new elements of truth into the public system of education. Hon. A. S. Draper, Superintendent of Public Instruction of New York, says: "We are now working in many departments of education at cross purposes. We need to harmonize all elements of power for the good of the Republic. I am a convert to the Kindergarten work. I have no doubt that this class of training develops the natural tendency of child-mind and prepares for mind-growth at an early period. Manual training has a place, especially in the lower grades of schools. We must do something to make labor honorable, to stimulate thrift, yet our views are at present narrow on the subject. Drawing is the basis for all manual training." Dr. J. W. Dickinson, Dr. John D. Runkle, Prof. T. M. Balliet, Mrs. L. P. Hopkins, Miss L. B. Pingree, Mrs. M. D. Hicks, and Mr. James A. Page, were appointed a committee to report a plan of organization for an association of educational workers, to specially consider the inter-relationship which exists between the Kindergarten, Form and Drawing, and Manual Training, and how the instruction in these three subjects may be made more harmonious and effective in public education, with power to add ten or more members to their number, as they may deem wise. The Manual Training Experiment in the New York Public Schools. Testimony of the Teachers. BY HELEN AINSLIE SMITH. The following is from the Journal of Education: The manual training experiment made in the schools of New York City during the latter half of last year is generally regarded by Committee, Superintendent, teachers and children as a decided success. "The principals and teachers," said Superintendent Jasper to me recently, "are now unanimous in its favor. Its success has been even greater than its most sanguine advocates anticipated, and many among the teachers and others who were in doubt about it or opposed to it, now heartily testify that the introduction of the new studies has been a boon to the schools." Prin. Henry P. O. Neil, of School No. 1, in Vandewater street--one of the three first schools in which the new course was tried-speaking of the five months' experience which he and his teachers had had, said in a letter to Chairman Holt, that the favorable results have far exceeded his expectations, and he was fully in sympathy with the spirit of hand and head work. He says further, in referring to the delay in getting appropriate and necessary instruments and appliances for mechanical work, and the substitution of cruder tools : "If I had needed argument or experience to make me an advocate of what is called manual training, the results obtained in this way from the very youngest pupils, the keen delight taken by them in the doing of their work, their excessive, painstaking care shown and demanded under such disadvantages-which care and engrossed attention could have sprung only from their feeling of delight in their work-the absolute freedom on the part of the teacher during these exercises from the necessity of 'keeping order'-all these would have opened my eyes to the value of this change of methods in teaching, for that is what this innovation' really is. It is not, as some misunderstand, so much an introduction of new subjects to displace subjects previously taught as a change of method in all subjects wherein the child can be permitted to use his activity of hand and eye in the doing of work conveying educational ideas to his brain." Mr. O'Neil is so greatly impressed with the benefits his school has derived from the new studies, that he would like to see it in all the others. He says: "If teachers could realize how valuable to us has been this change from a disciplinary point alone; if they could see as we do, that a large percentage of the expenditure of energy by the teacher now required in 'keeping order' could be saved, and that their classes would become as eager to receive instruction and do the work required as the teacher is to impart it, the demand for the new methods" would come from every section of the city. "As one regult of my five months' experience, I find, after consultation with my teachers, that I can abolish the practice of 'keeping in' after three o'clock for disciplinary purposes. The work and the spirit evinced by the pupils were not confined to selected classes, they were general-in fact boys with the previous reputation of being 'troublesome,' 'restless,' and 'inattentive,' showed in most instances the very best results. "In the 'workshop,' covering the higher five of the eight grammar grades, there has not occurred a single instance of misbehavior needing even rebuke." Among the other testimony on the experiment, none, perhaps, is so im portant as the brief letter from Principal Sieberg, well known among the friends of industrial education, in whose school the experiment was introduced in January, at the same time as in old No. 1. He says: "There has been no deterioration in the effectiveness of study in the pedagogic branches. Shop work and kitchen have been aids to discipline. I would instance the case of a boy who had committed a grievous breach in this regard. As a punishment he was refused permission to work in the shop. After three days had passed, he humbly apologized to me, promised future good behavior, and begged to be allowed to go to the shop with his class. He gave no further trouble to the end of the term." INDUSTRIAL EDUCATION A PREVENTIVE OF CRIME. It has been clearly demonstrated, that the best education for the prevention of pauperism and crime, is that sort of education. which, from earliest childhood, develops all the powers of body and mind, fosters good habits, cultivates a right spirit, imparts practical information, develops skill and capacity, and trains the young to active and skilled industry. The fact that a large number of paupers and criminals cannot read and write, has been deemed a conclusive argument to the effect, that all that was needed to suppress these dire evils was, to teach the people to read and write. The truth is, illiteracy is not the primal cause of pauperism or crime. In proof of this assertion, read carefully the following remarkable set of statistics, written for the Journal of Industrial Education, by Ethelbert Stewart. It gives substantial facts in regard to our prison convicts. Mr. Stewart says: Not that they can not read and write; of the five hundred and fifty-two convicts received into the Eastern Penitentiary, of Pennsylvania, in 1886, four hundred and seventy-seven had had a "fair common-school education" --and that proportion seems typical. Not that they have not been to Sunday-school; of the five hundred and sixty-four convicts received in the same prison in 1885, five hundred and fifteen had been Sunday-school scholars for longer or shorter times. Not that they were intemperate; of the five hundred and fifty-two, one hundred and four were total abstainers, and of the five hundred and sixty-four, ninety-nine were total abstainers. The most common, the most generic fact is, that the convicts know no trade. Of those five hundred and fifty-two, thirty-nine had learned a trade by apprenticeship; ten had been apprenticed, but had left before finishing; sixty-two had "picked up a trade or two by working at them," leaving four hundred and forty-one "entirely ignorant of trade knowledge." Of the five hundred and sixty-four received the year before, four hundred and fifty-nine had no trade knowledge. Of the four hundred and sixty-one convicts received in 1884, three hundred and sixty-one had no trade knowledge. Of the four hundred and seventy-one male prisoners received in 1883, three hundred and seventyeight had never learned a trade. Between 1876 and 1885, this Pennsylvania Penitentiary received, in all, ten hundred and sixty-nine convicts under twenty-one years old; of these, eight hundred and sixty-four had fair com mon-school learning, but nine hundred and ninety-three had never learned a trade. Of the fourteen hundred and ninety-four convicts in the Joliet Prison, Illinois, one hundred and fifty-one are illiterate;" one hundred and |