e Elementary, which
consists of two classes for the teaching of simple sewing and machine
work. This section is rendered necessary by the poor preparation of the
students at the entrance. It would be not only practical but desirable
for elementary public and industrial schools so to train their students
that they could omit this part of the Manhattan Trade School course. (2)
The Vocational. This section also includes two classes. The work is
tradelike in character, but much time has to be given to developing
right habits of work as well as to learning specific kinds of handwork.
The public secondary schools could offer this section to advantage, and
through it train pupils for a better knowledge of the home or for future
livelihood. (3) The Trade Section. This is a business shop, which
reproduces trade conditions as nearly as possible and is subdivided into
the same progressive divisions. Although the object is to work as trade
does, the educational aim is also prominent, and the course of training
has been planned with both ends in view. Order work plays an important
part in this section, for it makes possible the quantity and variety of
material necessary to supply the many repetitions of important phases of
dressmaking, the new views of old principles, and the elaborate costume
manufacturing which are needed in the training. It would be impossible
for a school to adequately deal with the many varieties of garments in
this trade without some equivalent for the order work. The use of models
or of practice material is not satisfactory on account of the great
difference between theoretical and practical knowledge in handling
valuable materials. A girl may learn to run fine tucks on cheesecloth,
but this will not enable her to do satisfactory hand-tucking on chiffon.
Neither is it a correct educational or economic principle to cut up
quantities of good material, which the students will look upon as
"rags," and then, after working on them, to throw them into a receptacle
for waste or sell them simply to get rid of them. To secure the best
results in any line of instruction there must be interest and
enthusiasm. The aim, therefore, must be definite and the results vital.
The work is planned to foster these higher qualities. The students
produce articles for a definite use; they are given a required time in
which the work should be completed; trade itself sets the standard of
judgment, and a definite relation exists between th