rify her own statement by taking home a real cotton ball. A Labor
Museum is being collected to give reality to the instruction, and
exhibits from it, which show the steps in the manufacturing of the
fabrics and of other familiar articles, are put up in the classroom when
needed. A bulletin board provides for the numerous clippings brought by
the students or teachers.

Arithmetic

Aim: The fundamental aim of arithmetic is to give the pupils working
methods for the problems that occur in trade practice. To make the
correlation clear to the girls, workroom methods of presentation and
phraseology and the customary materials are used. Sewing and operating
students make hems, tucks, and ruffles to actual measurements; novelty
girls cut and arrange cards for samples in accordance with their
workroom demands; and millinery students work out the measurements for
hat frames as closely as varying styles permit.

With the fundamentals of trade problems established, arithmetic is
further developed along special lines of trade to meet the demands of
the business world. The trained worker should not only be skilled in the
manipulation of tools and materials, but she should be able to compute
her own problems, such as estimates for garments, how to cut materials
economically, the cost of one garment or article as related to the cost
of many of the same kind, the prices, and similar trade questions. The
ability to deal with these subjects adds materially to the value of a
skilled worker.

The central scheme of the course is to lead the pupil to prompt and
accurate mental calculation. This is stimulated by frequent oral drills
in trade problems and business problems involving short methods of
computation. The extent and progress of this work are regulated by the
ability of the class.

The following outlines show the adaptation of arithmetic to the
different trades:

_Operating_: (1) Cutting of gauges, (_a_) For hems, (_b_) For tucks.
(2) Tucking problems, (_a_) With gauges, (_b_) As formal arithmetic
problems. (3) Ruffling problems. (4) Time problems, Department time
schedules as basis for the work. (5) Factory problems. (6) Income,
expenditure, savings. (7) Bills and receipts. (8) Computation of
quantity of material required for garments, (_a_) By measuring
garments, (_b_) By use of patterns on cloth, (_c_) Economy of
material. (9) Problems based on above work. (10) Civic problems.

_Sewing