388 THE POPULAR SCIENCE MONTHLY. 



with the good old style of disciplinary measures : " No, \, 3, 5, 7, 

 9, etc., stand back ! No, 2, 4, 6, 8, 10, etc., step forward ! Hands 

 folded ! Hands uj) ! Hands down, down ! March ! ! ! " etc. A 

 workshop of children silently and mechanically performing cer- 

 tain motions with their hands, produces too much the impression 

 of one of the state institutions for the correction of the young, not 

 exactly credited with having produced such geniuses of thought 

 and action as the ISTasmyths, the Whitworths, the Goodyears, the 

 Edisons, and others, 



3. Manual training continues the work of the Kindergarten, 

 which, of course, presupposes the full knowledge and solution of 

 that problem. The pupil, nevertheless, has by that time outgrown 

 childhood, and unless one imagines a uniformity in the mentality 

 of mankind from seven to seventy years of age, some different 

 stage of intellectual development is reached, and though continu- 

 ing the Kindergarten, another work, psychologically speaking, is 

 expected, the explanation of which is still to come. Then follows 

 a whole series of claims set forth under the large and benevolent 

 mantle of Industry. We begin with the sewing class and the 

 agricultural Kindergarten, with the fields in a box four feet by 

 five feet, minute plows, harrows, spades, etc. Scroll-work, taken 

 from Kriisi's series of drawing-lessons, something like three hun- 

 dred sketches of pitchers, vases, chairs, brooms, crescents, etc, all 

 cut out to impress the idea of form upon the patient mechanic. 

 Then innumerable pieces of wood, worked with the jackknif e only. 

 Plaster relief -maps, giving half an inch height to the poor Cor- 

 dilleras, the whole of South America represented in six by nine 

 inches, etc. Things valuable indeed in their way, but not war- 

 ranting, as general educational measures, any outlay of state 

 money. 



Further, again comes the instruction in the use of the seven 

 tools — adze, plane, hammer, drill, chisel, saw, gauge, etc. This 

 at last sounds more serious and comprehensive, but still remains 

 unpromising, if it stops there, and, unluckily, one does not have 

 a chance to hear what is to follow. Sucli exercises may be car- 

 ried out very successfully, experimental as they are in colleges, 

 alongside of a full allowance of theoretical mechanics ; but they 

 are by no means the Alpha and Omega of manual training in a 

 common school. Finally, we have a series of trades with their 

 gamuts of so-called elements, wood-work, modeling in clay, metal, 

 and stone work, etc., representing a dozen or so of trades, the ele- 

 ments of which are expected to be mastered. No one can deny a 

 practical side to this programme, only it is apt to embrace either 

 too little or too much. 



The enthusiastic statement of the advocates of this system, 

 that the ground principles of any trade are practically learned in 



