History and present status of instruction in cooking in the public schools of New York city

In 1887 the board of education of New York City, after a very care- ful inquiry into the subject of manual training, concluded that it might be well to incorporate this work into the public school system and the committee in charge stated it to be their opinion that the introduction of what is generally known as manual training would be an improve- ment in the course of study. In consequence the board caused to be prepared a course in manual training which began at the lowest primary grade and progressed through every succeeding grade of the primary and grammar school grades. This course was placed under the immediate control of the committee on the course of study which was given authority to deter- mine what modifications, if any, should be made in the course, and what schools should be permitted to introduce it upon application of the boards of school trustees. The first school to adopt the new course entered upon it February 1, 1888, and by the end of December, 1890, no less than 19,47G pupils were pursuing the regular manual training course of study. Commissioner Holt when presenting to the board the first report of the committee on the course of study in regard to manual training said: The committee on the course of study, to which was referred the subject of the introduction of manual training into our common schools, respectfully report that they have given to the matter the careful, deliberate, and extensive consideration ;hkI investigation which its importance demands. Inquiry into its origin and development in Russia, Germany, France, England, and other foreign countries shows that its leading purpose in Europe is to foster industrial skill and to produce specialists— artisans— in order to advance the interests which 10 11 these manufacturing nations have in domestic and foreign trade. Only incidental reference is had in most cases to its general educational, disciplinary, and intellectual relations. It also appears that the department of education now generally known as manual training was introduced into this country by certain broad-minded, practical educa- tors, to whom its educational possibilities presented themselves as its chief claim for adoption. Under the lead and example of the educators referred to, much of the detail of the plans and purposes of the European system has been judiciously modified, and the subject made more fit to be incorporated into our system of popular instruction. It has long been a matter of deep regret and even of apprehension that a large proportion of our young people are growing up with a positive distaste for manual labor. With an ever-increasing number almost any other form of occupation is preferred. The introduction of manual training in some one or more of its various forms into many of the schools of higher educational institutions of the country has already begun to exert an influence toward bringing about a better state of things. It can not be doubted that this result must become more and more manifest when this training in suitably modified forms becomes the common possession of schools and pupils of every grade. After consideration of the facts and arguments presented your committee has come to the following conclusions : (1) That the introduction of what is generally known as manual training would be an improvement to our present course of study.