Supplies for Eeach Center. (Estimate for 360 pupils for half year). Hardware: 5 quires each sand paper, 00-1, 11⁄2. 20 lbs. cotton waste. 1 ball twine, 1-16-inch. 2 large bottles Three-in-One oil. 5 lbs. each wire brads, 21⁄2-inch No. 20; 3-8-inch No. 19; 4-inch No. 19; 11⁄4-inch No. 17; 11⁄2-inch No. 16; 2-inch No. 15. 3 lbs. each wire finish nails, 6 d and 8 d and 4 d, 6d and 8 d common. 1 gross each flat bright screws, 2-inch No. 5; 4-inch No. 6; 1-inch Nos. 5, 8 and 9; 11⁄2-inch No. 10. 1 gross 5-8-inch cap hooks, brass. 1 gross screw eyes, brass, No. 1214. 1 gross screw eyes, iron, 208. 1 gross sq. screw hook, No. 110. 1 gross sq. screw hook, No. 114. 12 boxes cut steel thumb tacks (100 per box). 1 quart Le Page's glue. 1 lb. No. 6 erasers. 6 boxes cut tacks, 4, 6, 8. 24 Springfield drawing pads (white) for No. 2 kit. and Barber.) Paints and Oils: 1 1-lb. can lamp black in oil. 1 1-lb. can burnt umber in oil. 1 1-lb. can burnt rose lake. 1 1-lb. can red. 1 1-lb. can blue. 1 1-lb. can white. 3 lbs. putty. 1 gal. boiled oil. 1 gal. turpentine. 1 gal. coal oil in spout can. 1 2-gal. can Columbian spirits. 5 lbs. shellac, orange. 1 1⁄2-gal. can white shellac. 1 1-lb. can floor wax. 1 lb. pumice stone powder. (Chadler Emergency: 1 4-oz. botle carbolic vaseline. 8 rolls 12-inch bandages. 1 4-oz. bottle carbolic acid. Supplementary Books: 1 Wood-Working for Beginners-C. G. Wheeler. G. P. Put- 1 Tools and Machines-Charles Barnard. Silver Burdett & Co. 1 "Handbook for Lumbermen," Henry Disston & Sons, (saws), 1 catalogue E. H. Sheldon & Co., (tools and benches), Chicago. 1 "Mechanical Drawing," Anson K. Cross. Ginn & Co. Shelving, closets, black boards, teacher's desk, etc. The above is estimated from Seattle, for the past year. B. W. JOHNSON, Director of Manual Training, Seattle, Wash. $ 176.00 800.00 50.00 $1,026.00 MORALS AND MANNERS. The teaching of morals and manners differs in several respects from that of other subjects. In the first place, these subjects, or, we may say, this subject has not been accorded a place among the subjects of the curriculum. To the pupil thinking of the school work, either this subject does not occur at all or is thought of as secondary and out of place. Even to mature people and parents, this work occurs as something provided for in the Sunday school or the church or the home or in all of these and as more or less of an intrusion on the serious work of the public school. This feeling is rather natural but serious reflection will lead practically all teachers and parents to agree on giving moral instruction in the pupblic school. The purpose of the public school is to make the strong man, good citizen and useful member of society. To this end, no training, either in school or out, plays a more important part than the training in good conduct and the inculcating of wholesome principles of life. The public school training lasts through a period in the pupil's life when his conduct and character are being fashioned and the public school cannot escape the responsibility of a part in this work and the teacher must not lose this opportunity. Another respect in which this teaching differs from the work of the regular curriculum is that it is dependent for its efficiency in so large a degree on training and on teaching of which the pupil is hardly conscious. In a sense, moral teaching may have a secondary place on the programme, in so much as it has a share in so nearly all of the work and even the play of the school. It may well be less conspicuous than the regular class work but, in the plans and purposes of every teacher, it should have a place determined by its importance, which is primary. RELIGIOUS TEACHING. Moral training, in the minds of many people, is inseparably associated with religious teaching. This fact will cause a certain degree of prejudice against the thought of moral training in the school until the nature of the work comes to be understood. In the present religious organization of society, there is a deep-rooted fear that harm might come, directly or indirectly, from religious teaching. This fear is represented, possibly too severely, in our state by a law not permitting any formal religious teaching or regular reading from the Bible. The law should be observed strictly as a law, which act itself is teaching morality, but further than this the discretion and good judgment of the teacher should avoid arousing in any way the fear or prejudice which this law represents. THE TEACHER. If we are not to depend on religious teaching for effective moral teaching, how is the moral influence to be wielded? It should be understood, from the beginning, that the teacher is the determining factor in the training of morals and manners in school. The teacher is the big factor in determining progress in all school work, but this place is unusually large in moral training. A boy may learn arithmetic after a fashion from a teacher whom he does not like or respect, but taking in the spirit of moral principles is a subtler thing and lack of respect for the teacher may mar and distort the effect. That the teacher, to be effective in this work, must be a man or woman of character is rather easily recognized. A few persons might suppose, for a time, that a teacher might teach one thing in character and be another, might teach one set of principles in morals and manners and practice another, but thoughtful teachers would see that this work would be just as poor as the work in arithmetic by a teacher who did not know the subject. There is another essential, in importance second to the character only, of the teacher. The importance of this essential has often been overlooked and not understood. This essential is that the teacher must get a hold on his pupils as a teacher, before he can wield a determining influence on their conduct and character. То get this hold, the preparation of the teacher must command respect, his devotion to his work must show his earnestness, his skill as a teacher must win his pupils' esteem, his generous sympathy and kindly interest must win the good will of all the pupils. In other words, he must be successful in the best and fullest sense as a teacher to gain this hold on his pupils essential to the effective moral influence. Further than this, to wield the best infiuence in the school-room, the teacher must command the respect and esteem of the parents of the community and gain a generous place in their good will. The school, if a peninsula, is not an island. The school is just one of the important factors employed in our civilization to make men and women of our children. Co-operation is the word. To gain this, the teacher must command the confidence and good will among the men and women of the community, as a man or a woman, a member of the community. INDIRECT MORAL TEACHING. When once the teacher has gained this hold on his pupils and on the community, an essential part, if not the most important part, of the moral training of the school will be through indirect moral teaching, the wholesome influences which the teacher can bring to bear on the pupils' lives. While this teaching is indirect, the teacher must realize its force and see that it is fully utilized. In the first place, we can hardly over-estimate the example of the noble man or woman in the school-room, when a strong hold has been gained with the pupils. Who has not heard children playing school having difficulty in deciding which one should be allowed to be Miss A or Mr. B in the play school? This play suggests how much of Miss A or Mr. B will be woven into their real mental and moral fabric. Environment is another important factor in fashioning the tastes and ideals of the pupils. A teacher cannot control environment altogether but he is likely to be able to put the modifying touches on the immediate surroundings that will remove depressing or detrimental influence. It is fortunate if the school house can be a good one and in a good location, if the grounds are good and large and well cared for, if the school furniture is good and attractive. Some of these things the teacher cannot control but he may be able to wield an influence in modifying. For instance, work on improving the appearance of the grounds by the pupils themselves gives an impressive, helpful lesson in good taste. In the school-room, however, the teacher has control, in the main, and everything must be in good taste. The strongest moral influence is for the teacher to succeed in having a good school. By this we mean a good school as measured by the ordinary standards; a school in which the teacher is easily master of the situation, in which the class work is good, in which the government and discipline are good, where the students are busy with their studies, where play is active and full of life; a school, in short, which would be generally pronounced successful. The business-like atmosphere and spirit of such a school puts moral stamina and a good wholesome spirit into the pupils. The pupils learn law and order unconsciously and learn to work in harmony with the other parts of the school community. The teacher should have in mind the moral bearing of all these different phases of school life. The recitation or class room should be pervaded with a wholesome atmosphere. The work of the teacher with the class must be masterful, his attitude generous and sympathetic. His attitude should make the pupils independent, free from fear and unnecessary restraint. His perfect honesty and frankness with them should bring out the honest and independence on their part, and his fairness and impartiality should maintain a feeling of co-operation and good will. The class work should be interesting and appeal to the pupil in such a way that he will study in the preparation of his lessons. A pupil interested in his work is free from a large part of the evils so difficult to keep out of school life. The government of the school must have for its immediate aim the securing of conditions favorable to the working out of the purpose of the school. The ultimate aim of government and discipline should be voluntary good conduct on the part of the pupils and independent responsibility. The teacher should also concern himself with the play of the pupil. With the younger pupils, the play is a very large part of their |