8o6 THE POPULAR SCIENCE MONTHLY. 



this full purpose we shall need the cultivation of all the senses. 

 What we want, then, is not only manual training ; it is something 

 larger than this tactile training, the training of the eye, the ear, 

 the hand in a word, the cultivation of all the senses. And this, 

 bear in mind once and always, not alone because the development 

 of these senses means a large addition to the practical art of liv- 

 ing, but still more because such a development means increased 

 brain power, and the consequent generation of men and women 

 of greater worth. 



We hold manual training, then, not as the last word in educa- 

 tion, but rather as a mere preliminary word a preface which is 

 to lead to that fuller unfolding of human faculty which will 

 eventually be the meaning and purpose of education. We are en- 

 gaged in a process, the unfolding and perfecting of the human 

 spirit. We can accomplish this process intelligently only by 

 keeping in mind the ideal we wish to realize. It is well to stop 

 from time to time and examine this ideal to state clearly to our- 

 selves just what it is and then, in the light of this knowledge, to 

 examine into the efficacy of our chosen means. What do I mean 

 when I say " a man " ? Why do I feel a thrill quite different in 

 kind and degree from the feeling aroused by such words as 

 " wealth," " knowledge," " country " ? What is this creature who 

 is thus able to arouse in me the deepest reverence of which I am 

 capable ? Certainly it is not the average man of the streets, 

 whose main study is bread and butter, with a casual thought to 

 the rearing of progeny. Certainly not the petty trader who bar- 

 ters the glories of a universe for a few trinkets he calls wealth. 

 One can not seriously cherish as an ideal any of the million of 

 dead souls who daily walk our streets and with their small activi- 

 ties pester the beauty out of the days. To discard these types is 

 not pessimism. It is rather a loyal optimism which insists upon 

 the essential dignity and worth of manhood. When I say "a 

 man " I mean a creature very different from these ghosts of the 

 market and factory. I mean a radiant man, one who is the cen- 

 ter of an abounding life and in whom is fulfilled the promise of 

 the days. It is quite possible that by holding men so dear we 

 should make certain material enterprises, now much esteemed, en- 

 tirely out of the question ; but, if so, we can better afford to lose 

 the enterprise than the men. It is a devil's price which is paid in 

 men. Education must look beyond boyhood and ask itself for 

 what type of manhood it is planning. What sort of boys will 

 evolve into this type of glorious, radiant manhood ? Prigs will 

 not do. No winged creature ever hatched from such a chrysalis. 

 Neither will dullards nor bullies. Nor can we hope for much 

 from the most current type of all, the pale-faced, ansemic boys, 

 with their dull ears, near sight, short wind, bad breath, and a 



