8 THE NA TURKS TUD Y RE I 'IE IV [5 : . -j an . , .qog 



dustries taken up. All these and many others of similar nature 

 were used last year with very gratifying results. 



The history, or social hfe study, continues in our school 

 throughout the eight grades. The first year's work is a study of 

 the occupations of the people of our own community. Ideas 

 emphasized are those of vocational dependence and inter- 

 dependence, and of ethical relationships. The later grades 

 study various stages of life in the order of man's industrial and 

 social evolution. Industrial needs, activities, and products are 

 especially emphasized throughout, and many pieces of hand work 

 illustrative of processes are accomplished. Some basketry and 

 weaving, pottery, traps, costumes, implements and weapons, 

 models of houses, stained glass windows, furniture, preparatum 

 of foods, and numerous other illustrative pieces of work are 

 taken up, not for their value as finished products, nor in any 

 large measure for their value in developing skill in hand work, 

 but because they develop an insight and appreciation of the in- 

 dustrial and social life of the people studied. Comparisons with 

 present-day Hfe, industry, methods, and products are constant. 

 The aim is to make these studies throw light upon the present, 

 not to become a substitute for it. History work and industrial 

 geography are kept in very close correlation. Various significant 

 manufacturing industries — cotton, wool, lumber, iron, and others 

 — are studied in their historic evolution, in their geographic distri- 

 bution and controls, and in their influence upon the life of man. 



From the foregoing it may be seen that the industrial side of life 

 receives a very pronounced emphasis in this school; but that 

 this work is all in close and vital relationship to the common 

 subjects of study. The industries of most significance to our 

 people receive most attention. But none of these interests are 

 considered from the standpoint of developing skill or teclmical 

 efficiency in any given process. Our clientage does not demand 

 of the school vocational training during the elementary school 

 period. But it does demand, perhaps implicitly rather than 

 explicitly, breadth of interest, understanding of relationships, 

 and appreciation of conditions and problems in the industrial and 

 social phases of its life. To furnish there is the aim of our 

 emphasis upon the utilitarian activities of our community life. 

 We ijiake these basic for all the other elements of culture wliich, 

 we bdieve, are duly appreciated in our wc^rk. 



