certain kinds of bacteria, if they gain entrance to the body, cause consumption and diphtheria.

In dusting the room remove the articles fron the table and shelves and wipe the woodwork and furniture with a dry cloth. Occasionally shake the duster out of doors. The crayon board and shelves should be wiped off with a cloth slightly dampened. Clean the erasers out of doors.

When the room has been dusted put the furniture and articles back in place, wash the duster, and hang it up to dry. Keep the windows open until the room is dusted. Do not have more papers and pictures upon the walls than can be kept clean and dustless.

The right to fresh, pure air is the child's natural right. Foul breath, sickening odors, wet clothing, smoke, and dust, must be prevented from defiling the air that is to be breathed by children. To preserve the purity of the air in the schoolroom the teacher must continually attend to the following matters.

If possible the open window or windows should be on the side of the room opposite the wind. Windows should be open during the session. If the open windows are opposite each other there will be a draught, and the children who sit in it will take cold. To protect children from currents of cold air, fit a board ten or twelve inches

wide into the lower part of the window frame so that it rests on the window sill. Push up the lower sash a few inches behind the board and fresh air will be supplied without a draught. If a board is not available use a piece of muslin or a common towel, fitting the same into the bottom of the window-frame and raising the lower sash as high as the top of the muslin or towel.

On cold days it will be wise to remember that outside air does not change inside impurity unless there can be some connection between the two. The rooms should be aired during the recess period by opening the windows when the children leave the room, and closing

THE TEACHER MAY PREFER TO HAVE GIRLS MOP THE FLOOR.

them a few minutes before the children re-enter. Ventilate also during the noon hour. If possible ventilate thoroughly the part of the room where the children's clothing is hung. When the weather is cold enough for fires a tin or iron vessel of water should be kept on the stove to give the neccessary moisture to the air.

There should be two outhouses, one for the boys and another for the girls. These buildings should be at least fifty feet apart and as far from the schoolhouse as is convenient for the teacher to have a careful oversight. Build a lattice-work screen in front of each building. Plant honeysuckle or some other evergreen against the lattice-work. If there are no outhouses on your school grounds do not wait one

day before taking measures to have such buildings put up. The moral tone of the school demands that such provision be made for the pupils.

The openings to the outhouses should be screened so as to keep away flies. Disinfect once a month by the use of dry lime. Keep the outhouses locked before and after school. They should be kept clean and sanitary and free from obscene pictures and vulgar writing.

When every school has hammer, saw, and nails, as well as books and ink bottles, making the repairs needed about the schoolhouse will be a simple matter, as boards and boxes may usually be secured for the asking. With these, steps, doors, and windows can be kept in order. If the teacher be a beginner and has never used tools, she can depend, until she has "found herself," upon the boys, as there are always a few at least who are clever with their hands. Not only the women teachers but sometimes men, have difficulties with repairs. A small tool equipment, however, is necessary and the following is suggested:

We must realize that reform depends upon active experience rather than upon books or talks to children. If children are to appreciate the nature of those influences which injure bodily and mental health, hygiene and sanitation must be a collection of habits in the pupil's very nature. He must practice hygiene and cleanliness in the school, and the place for hygienic and cleanly exercises should be in the schoolroom and found in the daily school life. The schoolhouse itself, the ventilation, the mud, the dust, the stove, the windows, floor, desk, wood box, yard, outhouses, must be made a matter of constant care, first by the teachers themselves, and through them by the children.

Teachers must struggle by example and precept to make pupils realize the importance of clean surroundings, fresh air, and personal cleanliness. Will you not try to make your school a model so far as cleanliness and sanitation are concerned?

"Beautiful hands are those that do

Work that is earnest, brave, and true,

Moment by moment the long day through."

INDUSTRIAL OPPORTUNITIES

FOR NEGROES IN PHILADELPHIA

T

REPORT OF THE EDUCATIONAL COMMITTEE OF

THE ARMSTRONG ASSOCIATION OF PHILADELPHIA

HE Educational Committee of the Armstrong Association of Philadelphia, in presenting the following report, realizes that in many ways it is an incomplete study of the industrial condition of the Negroes of Philadelphia.

The Committee believes, however, that enough has been done to warrant at least two definite conclusions:

First-Out of approximately eighty thousand Negroes in Philadelphia, so few are skilled workmen that they form no vital part of the industrial scheme of the city.

Second-There exists at the present time in Philadelphia no adequate opportunity for the training of young Negroes, and especially Negro boys, in the skilled trades.

We are strongly of the opinion, as a result of these conclusions, that certain definite movements should be undertaken. Two of these in particular we feel to be imperative:

(1) A movement toward extending the opportunities for the industrial training of Negroes, either by broadening the studies and raising the standards of schools already in the field, or by the establishment of a new trade school; and

(2) Organized field work which will interest young Negroes in industrial education, emphasizing the benefits to be derived from definite instruction in a trade school.

At a recent meeting of the Board of the Directors of the Armstrong Association this report was approved and ordered published. James S. Hiatt, Chairman Education Com. John T. Emlen, Secretary.

This study is the result of an investigation into the industrial situation of the Negroes of Philadelphia. The Committee felt that

1 The actual field work of the investigation extended from December 1909, to June 1919, and was carried on by Mr. John B. Leeds, a graduate student in the University of Pennsylvania.

many persons interested in the welfare and progress of the colored race, whether in Philadelphia or elsewhere, would welcome the study as throwing light on Negro training, efficiency, opportunity, and success. The purposes of the investigation were as follows:

(1) To ascertain what opportunity exists for the industrial education of Negroes in Philadelphia.

(2) To appraise the efficiency and determine the success of skilled Philadelphia Negroes, whether trained in their trades through apprenticeship or in industrial schools.

(3) To learn the opportunities offered Negro workers in the different skilled trades in Philadelphia.

The methods employed in the investigation were as follows: First, the Committee made up as complete a list as possible of the names and addresses of skilled Negroes in Philadelphia. This list was secured in part from the authorities of several colored training schools, and in part was made up from the records of the Armstrong Association and from the Colored Directory of 1908.

Second, the Committee's investigator conducted a series of direct interviews with the persons whose names appeared on the list. The information secured at these interviews was frequently supplemented by correspondence or talks with employers and acquaintances.

The trades selected for investigation were for the most part those in which workmen can usually work alone or in small groups. The Negro in the North finds it so difficult to enter with any assurance of success into lines of work in which he is employed side by side with white men, that occupations presenting the problems of race competition or antagonism in any great degree were not investigated. The Committee centered its energy on the building trades, and on engineering, tailoring, upholstering, stenography, and dressmaking. Special attention was paid to lines of work in which men are engaged. So abundant are the opportunities open to reliable Negro women in domestic service that the Committee did not deem it necessary to go into the work of women in any great detail. This remark does not apply to the women graduates of the various industrial schools investigated who are in such lines of work as dressmaking and stenography. The records of all such graduates were investigated with the greatest thoroughness.

The extent of the investigation is indicated by the number of persons interviewed. The list secured from the Armstrong Association, the various industrial schools, and the Colored Directory, contained the names and addresses of 617 Philadelphia Negroes. Eleven of these were, on investigation, found to be deceased, while eighty-two were