Emmerich Manual High School - Ivian Yearbook (Indianapolis, IN)

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LO MIND AND HAND. THE COOKING CLASS AS SEEN BY A BOY. ©N entering the Cooking Class I heard the steady click-click of the spoons, and, not wishing to be behind the time, I asked, What ' s being made? The an- swer was Sal mon Sal- ad. Let ' s see; I suppose that means salmon in it, doesn ' t it? Yes, and a great many more things. This time the recipe was so long that it had to be written on the black- board, as no average person could remem- ber it. The articles to be mixed were, as near as I could get them, salmon lettuce leaf (just one), boiled dressing (I didn ' t know what that was composed of), a little mustard, some salt, and just a little speck of cayenne pepper (several reasons why no more cay- enne was used). All these things were mixed and put in a neat little dish with olive oil or butter. Cooking being com- pleted, the young cooks proceeded to wash dishes (for they must keep everything clean), which they do as well as a veteran Biddy. Dishes washed, they sit down to enjoy (?) their cooking. One young lady wishing to try olive oil came to Miss Vail, with her mouth puck- ered up, as if she had run afoul of a green persimmon. Personally I would prefer work in the forge room to attempting the preparation of the concoctions I saw there. L. L. L. A GIRL ' S VISITTO THE FORGING ROOM. O, the blacksmith ' s a fine, sturdy fellow ; Hard his hand, but his heart ' s true and mellow. §TURDY in truth he must be, and hard must be his hand, judging from some of the vigorous strokes I saw wielded when, pursuant to a request of one of the editors, I visited the forge room to relate what I saw. Some very strange and interesting things met my eyes. The first that seemed un- usually queer was that of starting the fire. I had noticed that clear liquid was poured over the coals, and wisely, as I thought, asked if it was coal oil. But, with a smile, the teacher kindly told me, to my aston- ishment, that it was water. Water? Why, I thought water extinguished tire; but again I was told it helped to support com- bustion better. The lesson was making a hook out ot five-eighths square iron. They made a piece of iron square, then, when it was heated, pounded one corner flat. With what heavy strokes they did wield that sledge ! At each stroke showers of sparks flew in eveiw direction, and kept me on the alert to avoid them, although I was told they were harmless. Then with the sledge and a device I can not name they made a hole through the iron, thrust it into the coals again, brought it out and put it on the round end of the anvil and shaped it better. The next step w r as to bend it. This was done by catching it in a square hole in the anvil and bending it over. Now it was completed, and what had been a piece of insignificant-looking iron was now a strong, well- shaped hook. But the work was not all done by the brawny arms of the scholars. A huge piece of machinery, a steam hammer so- called, dues its share also. It seemed to me a monster standing there with its mouth opening and closing, ready to crush anything within its reach. This huge piece of mechanism is used as a stronger sledge, and I was told it is sensitive to the slightest touch of the lever. But, though I was interested, I could not stay always and watch them, so with the din of hammer and anvils in my ear I left the apartment thinking, after all, forg- ing work was not at all disagreeable. L. R.

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MIND AND HAND. Whittier had grown quite old be and his brother were the only ones left of all that pleasant household. Those who had sat around the tire the nights they were snow- bound are all gone now. Whittier did not despair when he thought of this, for his religion was such that he believed that he would somehow and somewhere meet them again, since He who knows our need is just. He believed that God ' s love was universal, and that the life which a person leads on earth, if it be good, would be the same in heaven. Whittier ' s attitude toward slavery is shown b} some of his beliefs, which were that all men are created free and equal, and that every one be considered as such. He believed in enslaving no human being, and he thought that all persons who believed as he did should do all in their power to uphold it. He did not believe in return- ing the slaves who had escaped from the South to their owners, although the law was that they should return them. The attitude which Whittier took to- ward slavery had a great effect on his life. He devoted the whole of his earlier life to the writing of poems, which were against slavery. Some of the poems which he wrote were, To Faneuil Hall, Massa- chusetts to Virginia, and Brown of Oss- watomie. These are some of the greatest poetical Avorks ever written against slavery. Ben Minor, Grade 9 B. LIBRARY.

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MIND AND HAND. 11 FREEHAND DRAWING ROOM. A VISIT TO THE INDIANAPOLIS INDUS- TRIAL TRAINING SCHOOL. I II AD heard much of the Industrial Training School to be built at Indi- anapolis, but was totally unprepared to see so large, well equipped, and successful an institution. One is quite justified in being envious of the boy and girl of school age when he compares the advantages now offered in every good High School with those of the very best two or three decades ago. In the Industrial Training School of In- dianapolis there is found the combination of a regular High School with the oppor- tunity for training the hauds and eyes in a way commonly called practical. I be- lieve an intellectual education to be in every way as practical as any other educa- tion, but it is quite common to hear cook- ing, sewing, wood and iron working called practical as distinguished from the more exclusively intellectual studies. All who have interested themselves in studying the question know that industrial studies have perhaps as strong an influence on the intellectual life as studies which do not exercise the hand and eye. The laboratory and laboratory methods have revolutionized education. The useful- ness of the laboratory for students, first discovered and employed in physics, chem- istry, botany, etc., has been extended to history, language and literature and to the study of the affairs of every day life. Manual training has been tried in many places and in as many ways. In one town, not in Indiana, a number of pupils go away from the high school several times a week to the manual training school, which is several blocks distant. The