Abstract and Summary 



23 



§2. Illiteracy in tl't^ Eiitifo Population. Illitei^acy , tlioii^^li rcduccMi 

 considerably since 1910, is still present, and, considering^; tlic relatively 

 small percentage of foreign born living in the State, is lar too higli. 



§3. St:ability of Population. The population of Indiana is fairly 

 stable in character. 



§4. Education for Native White Residents. The principal problem 

 confronting the Indiana schools is educating native born residents. 



§5. Education for Colored Residents. The high percentage of illit- 

 eracy among colored residents indicates a need for stricter enforcement 

 of compulsory education laws. 



§6. Education for Foreign Born Residents. Illiteracy among for- 

 eign born has increased and schools and employers of labor should co- 

 operate in the establishment of night schools, factory schools, and part- 

 time schools to reduce illiteracy and general ignorance. 



Part II. Relative to Industrial Arts for Elementary Schools 



§1. Elementary Period and Fundamentals Concerning Course of 



Study. The elementary period is here considered as comprising grades 

 one to six. Courses should be uniform, should contain only facts essen- 

 tial to all people, and should include study of the primal industries. 



§2. Industrial Art in Elementary Grades. Primal industries are 

 present in Indiana and carried on all over the State, thus forming an 

 apperceptive basis for their study and opportunities for observation. 



The primal industries are here interpreted as including food, clothing, 

 wood, metal, clay and earth products. In Indiana in the field of food 

 production and manufacturing there is farming, dairying, fruit growing, 

 stock and poultry raising, etc., and in manufacturing foods there is baking, 

 slaughtering, meat packing, milling, fruit and vegetable canning, sugar 

 refining, and the manufacture of butter and cheese. In textiles there is 

 manufacturing of cotton and woolen goods ; in clothing manufacturing 

 there is the manufacture of shoes, hats, suits, coats, dresses, and under- 

 wear. In the field of the w^ood industries we find manufacturing of fur- 

 niture, refrigerators, carriages, wagons, agricultural implements, etc., and the 

 pursuits of carpentering, v\^ood carving, wheelwrightiug, and saw-milling. 

 In the field of the metal industries we have the manufacturing of iron and 

 steel, cutlery, railroad cars and parts, tin and enamel ware, automobiles, 

 sewang-machines and the pursuits of machinists, tin. and coppersmirhs. 

 moulders, casters, etc. In the field of clay and earth products we find the 

 manufacturing of lime, cement, brick, tile, terra cotta, pottery, and glass, 

 including the pursuits of mining, marble and stone-quarrying, glass-blow- 

 ing, etc. 



Considering the presence of these primal industrial pursuits carried 

 on all over the State, and that the business of the school is to help intro- 

 duce children to the social order, there is no reason why schools should 

 continue to squander the valuable time of pupils by liaving them pursue 

 courses in paper and yarn weaving, basketry, and rxcrciscs in wood in- 

 stead of introducing courses dealing with the primal industries. 



