432 POPULAR SCIENCE MONTHLY. 



research, as a teaching institution, and as a champion and evangel of 

 high ideals. 



Inasmuch as a major portion of the time of a considerable fraction 

 of the human race has been long engaged in earning a livelihood by 

 means of those industrial pursuits for which the school is now begin- 

 ning to formulate a specific course of preparation it is not remarkable 

 that this kind of education is now engaging public thought, but rather 

 remarkable that it should have been so long neglected. 



The organization of a national system of education adequate to 

 prepare for industry involves the many-sided problem of providing for 

 the needs of each of the main classes of persons found in industrial 

 society. Such a system must provide for the worlcmen who compose 

 the rank and file of the mechanical or operative departments of a busi- 

 ness, and it also must give the scientific and technical training required 

 by the managers and superintendents of those departments. It must 

 include training for the office force which composes the executive branch 

 of that part of a business which has to do with the financial and com- 

 mercial policy, and finally it must provide an adequate education for 

 those who determine and superintend the execution of this policy. 



We may therefore divide the school equipment, which has been pro- 

 vided specifically to prepare young persons for commercial and indus- 

 trial pursuits, according as it relates to one or another of the above 

 classes, distinguishing: (1) Trade and manual training; (2) profes- 

 sional and technical education; (3) training for office work, and (4) 

 higher commercial education. 



Trade and Manual Training aims to produce the skilled artisan; 

 and this it endeavors to do by giving the youth, in addition to his gen- 

 eral elementary education, a further mental equipment, involving the 

 knowledge of the qualities of materials and the methods of manipula- 

 ting tools, machinery and materials to attain desired results. It also 

 aims to give him a knowledge of the proportions necessary to secure 

 strength or beauty, and the capacity to see the possibilities of materials 

 and of his art. There is necessarily an important physical element 

 involved in this kind of training. Not only must the mind be receptive, 

 but the eye must be taught to see things as they are ; not only must the 

 imagination be awakened, but the hand must be skilled to execute the 

 conceptions of the mind. 



The subjects usually taught in manual training schools are free 

 hand and mechanical drawing, clay modeling, carving, sewing, cooking, 

 carpentry and forging. These subjects are appropriate for students 

 between the fifth and eighth grades. They are chiefly taught in the 

 public schools, being found in 1899 in the schools of 170 American 

 cities. At the same period, however, there were 125 private schools 

 teaching manual training. 



In previous industrial periods a supply of skilled artisans, though 



