158 POPULAR SCIENCE MONTHLY. 



utterly false it must be if the spirit of man is one tiling and his body 

 another. 



But the end of evolution is a moral end, and education, evolu- 

 tion made conscious, is also moral. The series of mental reactions 

 brought about by the succession of bodily acts undertaken by manual 

 training has a definite moral end. If the most evolved conduct is, 

 as we have tried to show that it is, that which leads to the fullest 

 measure of happiness for one's self and for one's fellows, and if 

 morality, the art of right living, or right conduct, consists in the 

 realization of the means of happiness, the end of the educational 

 process is no less clear. It must be an attempt to lead man out of a 

 narrow existence, poor in experience, in sensation, in thought, in 

 feeling — poor, that is to say, in happiness — into a broader and more 

 complete life, rich where the other is poor, rich in experience, in 

 sensation, in thought, in feeling; that is to say, rich in happiness. 

 l!^ow, manual training is just such an attempt, and it has just such 

 a warm, human end. It is an attempt through a succession of bodily 

 acts to bring about a series of mental reactions of a definite, happi- 

 ness-producing kind. 



The exercise of every faculty short of the point of fatigue brings 

 a strengthening of that faculty. Every demand upon the skill, 

 judgment, and accuracy means a building up of those qualities, and 

 this increase of power brings an increase of interest. We like to do 

 what we do well. It is this development of a many-sided interest 

 that enriches life and makes each day a welcome experience. It is 

 loss of interest that makes the tragedy of old age. What a spiritual 

 abyss is represented by the men and women who are killing time! 

 The mental reactions of well-planned bodily work make for power, 

 and for that power which leads to the complete full measure of life. 

 Not only is the instrument itself, the brain, made more sensitive by 

 this play of activity, but its power has more to work upon. An en- 

 larged world of experience and sensation makes possible an enlarged 

 world of thought. The effect is cumulative. 



Manual training, believe me, is not practically or theoretically a 

 scheme to merely train the hands, to make boys useful about the 

 house, to supply the world with artisans, to take the place of a dead 

 apprentice system, or to meet in education the demands of an indus- 

 trial age. It has no such special and technical end. Its true end is 

 the major end, the attainment of the complete life, the unfolding 

 and the perfecting of the human spirit; and this end it proposes to 

 gain by recognizing to the full the principle of cause and effect, and 

 by setting into operation agencies adequate to bring about such large 

 results. These agencies are organic. They have to do with the 

 person of the child. Such work can not be exterior. It must be 



