The author wishes to state that the basis of the following courses rests more upon the art or practice of teaching manual training than upon the theory. It is the result of carefully prepared plans executed under public school conditions by the author himself, covering a period of some nine years of experimentation. Wherever plans, or theory, were found producing results which common sense indicated plainly were not for the pupils' highest good, practical expediency supplanted theory.

If manual training practice in the two upper grammar grades has merited criticism it has been because school men have not taken its subject matter seriously enough.

It is too much to hope that results can be achieved that are truly educative, when a shop, however well equipped, is turned over to a teacher but slightly experienced in, and appreciative of, the "finer points" of the subject matter to be dealt with. Loose and unorganized efforts in any line of work cannot become educative, it matters not what fine spun theories 'may be offered as proof to the contrary. Indeed, much positive injury may be done.

If the present demand for vocational training teaches manual training anything, it is that the subject matter of manual training must receive more serious attention. The aims of manual training and vocational training, in one sense, are not so very different; both seek, or should, to assist the boy to become a "thinking doer." The distinction is mainly a matter of "direction" and of allotment of time, with possibly a slight difference in the placing of the emphasis on one or the other of the words "thinking doer."

We do not mean to imply that manual training and vocational training are the same, but we do mean to say that the educative value of any shop training, whether given from the point of view of general culture or of special preparation for life's work, is evidenced in the attitude which pupils are allowed to assume toward their work. Incorrect and slovenly habits of thinking and doing have no more place in manual training than in vocational training. Organization of subject matter is as essential in manual training as in any other line of endeavor.
Among other things, it is the author's hope that the book may offer some suggestions that will help to bring about a better understanding of the relation of the high school and grade school manual training.
The arrangement and division of the subject matter and the grouping of the problems represent one method of attack. The employment of skilled instructors in both grade and high school and the making of the work of the upper grammar grades serious mechanically rather than merely "expressional" will wait in many communities upon the initiative of the school authorities.

Normal school students will find the outline representative of a manual training practice that is being carried on in some schools that are reputed to be progressive. Finally, it is expected that the book will prove helpful to young instructors in their first year of teaching, assisting them over many of the petty details which spell success or failure in varying degree, which otherwise would not be foreseen.

The course in mechanical drawing, like that in woodworking, is arranged in groups according to the principles to be developed. The arguments for the group system in woodworking apply equally to the group system in mechanical drawing.

There has been an aim to correlate the woodworking and mechanical drawing just as far as the logical presentation of each would allow. From the concrete and nearby to the more general has been the guiding principle in laying out the course in mechanical drawing as well as in woodwork. For this reason the seventh grade problems in woodwork have been utilized to introduce the elementary principles in mechanical drawing. Even as the pupils of our primary schools learn to read without being conscious of the "dry bones" of language and spelling back of it, so, in the teaching of mechanical drawing, the aim is to arouse in the beginner an interest in the ability to draw and to read drawings, as an accomplishment, and to inspire him to work, because he sees that there is something he needs, wants, and must have.

Little or no effort is made in seventh 'grade drawing to develop originality. Almost all effort is spent in developing a drawing technique and a good style. Most all of the pupils' drawings are made with plates before them. These they copy, using a, different scale, however. To encourage the pupils to establish a high standard these drawings have been inked by a draftsman selected because of his excellence in this line of work.

The drawing of the grammar schools in most places is best taught by the instructor in woodwork. Extreme care should be taken to see that the pupils are given the correct method of attack in making a drawing. They should be made to follow this instruction just as conscientiously as they are required to attempt correct execution in woodwork. In drawing, as in woodwork, slovenly habits come handier to some pupils, and, if allowed to become fixed, they will cause sorrow to the pupil and misunderstanding later on. In the very first drawing, for example, and all others, insist on having lightly penciled blocking out lines of indefinite length lines that are just visible, that is all. Do not allow the pupil to form the habit of drawing a heavy line between two points previously located. It is needless to say that the pencil must be of good lead, properly sharpened, and kept sharp. It is an excellent plan to insist that all construction or blocking out lines be left just as originally drawn, no eraser being used at all. If lightly made, as they should be, they will be inconspicuous in the finished drawing. They will be proof positive that the method of procedure has been the correct one, will save the pupil's time, and give him a lightness of touch that will come in to excellent advantage later on. After the drawing has been laid out in light lines and inspected by the teacher, the lines that represent outlines of the object can be gone over a second time and made to stand out.

By the close of the seventh grade a boy ought to be able to read and to construct simple working drawings of three views properly related. He will have had all of the simple conventions and should know them by name with their meanings. While inking is not given a place in either seventh or eighth grade, the drawings should show a good finish in penciling and there should be no habits formed that will have to be overcome later.

In eighth grade mechanical drawing, the first four groups review the principles introduced in the seventh grade. They are in the form of problems to be solved, however, and thus necessitate thought on the part of the pupil.

In the solving of these problems a carefully made freehand, dimensioned working drawing is first required. This, when correct, is followed with a mechanical drawing, full size and without dimensions. It will be noted that no attempt has been made heretofore to have the pupils make freehand working drawings or sketches. It has been the author's experience that better results are obtained by introducing the freehand Drawings after the pupil has been taught and has had experience in the exactness of the mechanical drawing.

The working drawings of this grade introduce no new principles but give opportunity for practice in more difficult combinations of elements. They provide opportunity for acquiring greater facility in handling the instruments which results in drawings that are to be used in the shops. While the drawings are copied from plates, as in the seventh grade, the pupil is permitted to modify the designs within certain limitations, with one problem in original design, structural and decorative.

In high school drawing more time is allowed and the drawing becomes more of a subject in itself, requiring more and deeper thought on the part of the pupil. The high school drawing course is complete in itself. The first four groups are given mainly as problems in inking but they furnish a review of that part of the eighth grade drawing incidentally. They also furnish a familiar starting point for the high school work and make of the high school course a complete whole. High school drawing is best given by a specialist.

As in the eighth grade, these problems are to be solved and drawn freehand with dimensions. Afterward they are drawn mechanically and inked. The inking of problems is specified in only the first four groups in the outline for drawing. The amount of inking to be done thereafter will best be determined by the instructor. Too much inking has a tendency to result in careless penciling. It is for the instructor to determine w r hen his class is doing its best in both penciling and inking. The problems of these latter groups are well calculated to necessitate thought and study and the instructor will do well to make much of this part of the subject.

The making of high school working drawings 'is placed early in the course that they may be ready to use in the shop by the time the exercises in joint work preparatory to their application, are completed. These working drawings are to be original as far as possible. Plates of suitable projects are to be provided to give the necessary starting points.