f we could send pupils forth with trained
hands as well as trained minds they could render a much more useful
service, which, in time, would not only show itself in more profitable
returns to employers, but must also tend toward a higher standard of
culture in the neighborhood, and a longer continuance in school by our
pupils.

"I know of no other section of the city where the actual need should
make a stronger appeal for support than here. Anything you may do will
be greatly appreciated."

"You can imagine my surprise," says Mr. Voorhes, "when during the next
few days my mail brought me a hearty response of checks and pledges
amounting to nearly a thousand dollars." Manual training was assured!
No! Not yet. The Board of Education reached the conclusion that manual
training in the grades was undesirable. "With the exception of $85 which
I was told to use as I saw fit the checks and pledges were alike
returned to the donors. That $85 gave a piano to our kindergarten."

That failure back in 1903 was the seed-ground of later success. The
community was interested to the extent of a thousand dollars at least.
The manufacturers were not only interested in education, but were
willing to support it financially. There was a change of administration.
Mr. F. B. Dyer became Superintendent of Schools and at once met the
situation by establishing a manual training center in the Oyler School.

III Solving a Local Problem

The end was not yet, however. The truant officers and the Juvenile Court
were still busy keeping Oyler children out of mischief and in school.
The conventional type of manual training--one period per week in the
sixth, seventh and eighth grades--was not holding the pupils.

"The children were not getting enough manual work to establish either
habit or efficiency," Mr. Voorhes comments, "besides, this work reached
only to the sixth grade. At this time there were in the school fifty
boys and girls below the fifth grade who were from two to five years
behind their normal classes. That is to say, they were--most of them--of
that unfortunate class that has seen more trouble in a few years than
most of us see in a lifetime. I was constantly asking myself: 'Where do
these folks come in?' 'What is our school doing to help their function
in life?' 'Are we really of any assistance to them after all?' 'Is it
worth their while to come to our school?' My sympathy for the pupils was
constantly growing, and I went at last i