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sity of Chicago was, however, fortunate enough to have money given to it for this especial purpose, and a school was conducted in the Seward School in the Stockyards district, under the management of Miss Mary McDowell, head worker of the settle- ment. The principal chosen had been secretary of the educa- tional committee of the Civic Federation the previous year, and was familiar with the Medill School ; the course of study pursued was much the same, with the addition of housework, and of a Clean City League, meeting after school hours. Nature was not the central thought, as only occasional excursions were taken by the classes. One of the direct and excellent results of the school was the introduction of manual training into the regular school curriculum in response to a petition from the parents in the districts, to whom its value had been demon- strated during the summer session.
Those interested in vacation schools during previous years felt that to bring them to the notice of the general public an organized effort must be made to establish them. Therefore, in December, 1897, a vacation-school committee was appointed in the Chicago Woman's Club, which asked and obtained the aid of forty-three city and suburban women's clubs. These formed a joint committee which raised $9,600. Five schools were opened on July 5 with 2,000 pupils. At the same time a perma- nent committee was appointed, "whose special business it shall be to carry the work to a successful issue, i. e., until vacation schools have been incorporated as an organic part of the public-school system." The press generously kept the project before the public. The joint committee worked hard and faithfully, dispelling the ignorance as to what these schools really are. Appeals for money were at first met with the reply, "We have too much school already;" but the argument, "There will be no books, only manual training and visits to the country," almost invariably quieted all objections, and the necessary funds were cheerfully given. The statement of the danger of learning vice and evil in the street was the most potent argument in favor of the work.
The members of the joint committee, all women, felt they
