to the illness of the chairman of the committee, these circulars were not sent out until nearly the close of the school.

The lack of a general response to the circulars should be attributed doubtless to the time of their issue, a time when so many demands are made upon all school officers and teachers.

Fifty-five replies were received; 19 from normal schools, 33 from superintendents, and 3 from special institutions known to be developing this work.

All the normal schools reporting, use drawing in connection with other studies to a greater or less degree.

Twenty-five superintendents report drawing in connection with other studies. Nine superintendents report drawing either as not in their course of study, or as not used in connection with other studies.

Sixteen normal schools report "making" in connection with other studies; two of these, however, report making only in connection with drawing.

Fourteen superintendents report "making" in connection with other studies; five of these, however, report "making" only in connection with drawing.

Drawing is used by those who report, in 27 different subjects, as follows, the various names given being those found in the reports :— Art.

"Making" is used by those who report, in 23 different subjects as

The list of subjects in which "making" is used, is, if anything, more comprehensive than that in which drawing is used, except as regards those falling under the head of Language.

The replies as a general thing were brief and of such a nature that they are embodied in substance in the list of subjects.*

The lists given of objects made were in some cases quite comprehensive. One teacher says, "All materials have been used and the facts will justify me in saying that the variety of objects constructed, if enumerated, would include almost everything in the heavens above, the earth beneath, and the waters under the earth."

The detailed list of objects made will be found in an appendix.†

Some answers to questions concerning the use of drawing are of special interest. Mr. W. J. Corthell, principal of the State Normal School, Gorham, Maine, says, "We use drawings to illustrate all natural science, all natural history, history, geography, and all other subjects to which it is applicable, yet we do not use it one half as much as we should."

Mr. J. C. Corbin, principal of the Branch Normal School, Pine Bluff, says, "To illustrate many points, to train the eye, to train the muscles, to teach the art of taking pains, to impress forms of letters, countries, apparatus, etc."

Mr. Thomas J. Gray, principal of the State Normal School, St. Cloud Minnesota, says, "We use drawing as a means of expression of thought, hence it accompanies all branches of study." An enclosed slip quotes the following from the Ammaire de l'Enseignement Elementaire for the year 1886, published in Paris by the French Minister of Public Instruction.

* See Appendix C.

+ See Appendix D.

The reference is to the educational exhibit at the World's Exposition in New Orleans. He says, "I wish specially to mention the showing made by the three normal schools (of Minnesota), and above all that of St. Cloud, which had its entire system of pedagogy set forth in very interesting tables. All the pupils of this school execute physiological and historical diagrams on a large scale, which they take out with them to assist in their own work in teaching. The same plan is pursued in geography and arithmetic."

Mr. H. S. Jones, superintendent of schools of Erie, Pennsylvania, says, "Drawing as an instrument in education is used in all the grades,-that is, as a means of imparting and receiving ideas. . . . . Every one is helped. by drawing in a broad sense, it is a pleasing and valuable language and is slowly but surely winning a place in all good school work."

Miss Anna Baldwin, in charge of the night school connected with Hampton Normal and Agricultural Institute, Hampton, Virginia, says, "The scholars who work in the industrial department attend school two hours in the evening, and most of the drawing done in the school is in connection with the various trades as represented in the evening school. We have had this year one class of boys who have done very good work in mechanical drawing, using instruments. Most of these were in the carpenter and blacksmith shops. The aim is to have them make the objects drawn and have them adapted to the trades."

Mr. Charles M. Carter, supervisor of drawing at Quincy, Massachusetts, says, "Since I have had charge of drawing in that city, I have taken every convenient opportunity to show teachers the importance of using drawing, both as a means of obtaining and expressing ideas, connected with any subject. To this end two years ago, a circular giving directions in regard to an approaching exhibition particularly requested teachers of all grades to make a part of their exhibits illustrate the manner in which drawing had assisted them in connection with other studies. The result was a number of drawings referring to all studies which had in any way to do with form. The primary schools make considerable use of drawing in the way indicated.

"The superintendent and teachers are alike agreed that the use of drawing in connection with school studies is of great importance, and we should gladly welcome any suggestions which may result from your committee's investigation and report to the National Educational Association."

Mr. Thomas M. Balliet, superintendent of schools at Reading, Pennsylvania, says, "I greatly regret that we cannot be of any help whatever to you at present in the matter. You are going to do a valuable service and I trust we, at Reading, shall not be the last to profit by it."

Mr. James MacAlister, superintendent of schools at Philadelphia, says, "I am exceedingly glad that this matter is to receive attention at the

meeting of the National Educational Association, and I trust an effort will be made to call the attention of teachers to its importance. The use of drawing for the purpose of illustrating other branches of instruction. would, I think, do much to promote improved methods in every grade of school work. We intend to do what we can here to further the objects for which your committee has been organized."

Mr. Walter S. Perry, supervisor of drawing in Worcester, Massachusetts, says, "Drawing as an aid in teaching other subjects, although much used, is not as systematically employed as it is hoped it will be when teachers can be brought to see its full value.”

PERSONAL OBSERVATION AND INVESTIGATION.

Personal investigation in various directions has shown that the educational value of drawing and "making" is being heartily recognized, and that in many cases these means of development are being adopted.

Doubtless the foremost leader in this work both in drawing and "making," in primary education a work essentially of the new education — is Col. Francis W. Parker, of Cook County Normal School, Illinois. The committee regret exceedingly not to have heard from him just at this time. The influence of his work in Quincy, some years since, in this direction is seen there now, and this work as well as that done by him later at Normal Park has inspired a great deal of that which is now reported from so many other places.

At the same time that Col. Parker was developing this work in primary education, other thoughtful minds had recognized the use of drawing as a feature in education. A tabular statement of the use of drawing in natural history was given by Dr. Alexander Winchell to the students of Syracuse University about ten years ago.*

It bears so directly on this line of inquiry that the committee have thought it desirable to have it reproduced for this report. It will be found in full in connection with the exhibit made by the committee.

In higher education the college of the city of New York is prominent now in the use of drawing and "making" in school work.

Gen. Alexander G. Webb, the president of the college, has the strongest belief in these agencies in mental development.

"Making" was introduced this last year into the Art Students' League of New York by Prof. Thos. Eakins of Philadelphia. To make his ideas clear he used a skeleton, suspended from a frame, and a pot of clay. Taking clay, he formed a muscle and fastened it on the skeleton; then pointing out a cast, he asked the living model to bring it into action. The muscles of the shoulder, abdomen, and arms were thus taken up.

* See Appendix E.

It is interesting to know how "making" is used in the education of the blind.

"The most interesting feature of the commencement exercises of the Perkins Institution for the blind, held in Tremont Temple, June 2, 1885, was the practical illustration given by the younger pupils of Froebel's methods of instruction, modelling in clay and embroidering, at separate tables, with deft facility and sometimes with quite amusing originality.

"As soon as the children began to work thus, the Rev. Edward A. Horton made a pathetic cogent quickening and altogether admirable appeal in behalf of the poor little blind waifs, and of the kindergarten enterprise, presenting its demands in a manner that was inspirational."

While this appeal was being presented it was supplemented and enforced by some twelve young pupils, six boys and as many girls, who illustrated in the presence of the audience some of the fruits of their own kindergarten training. From the class in physiology one made the model of a heart, another the human spinal column. A boy from the class in zoology moulded the form of a large turtle with its articulations; another, polyps at work on a coral reef. Pupils from the botany class made the stem, root and leaf of a plant, describing the changes which the leaf undergoes. Little fellows, who had studied geography, modelled in clay from memory very good representations of the valley of the Nile, and North America, with its capes and crannies; and a very little girl exhibited a book as her work and named it "Heidi," in honor of her favorite story book. Thus they gave very effective illustrations of their object lessons, demonstrating better than any formal address the possibility and propriety of such a preliminary school as the necessities of the young blind demand.

In Johns Hopkins University, Baltimore, "The forms of organs of the body and even microscopic tissues greatly enlarged, as the ultimate structure of the retina and cortis organs, or mathematical surfaces, or figures illustrating the so-called three dimensions of color, or horopter surfaces, are made in clay by advanced special university students, with advantage. The educational value of this is high, and it has been highly commended and urged by many eminent biologists."

The students of Pedagogics, under Dr. G. Stanley Hall, have made a great deal of illustrative apparatus in wood, paper, twine and thread, clay, metal, etc. Dr. Hall will at some future time make a report in detail of the work of this kind done at the University.

THE EXHIBIT.

The collection of school papers made by the committee to illustrate their subjects of inquiry shows Primary, Grammar, Normal, and Collegiate