322 POPULAR SCIENCE MONTHLY. 



dred and fifty vessels, valued at seventeen million dollars and carry- 

 ing eighteen hundred persons, were held in port by the warnings. 

 Every one remembers how the American liner St. Paul went ashore 

 near Long Branch, February 2, 1896. A dispatch from the forecaster 

 informed the captain that at such an hour the wind and tide would 

 present the most favorable opportunity for getting the steamer off. 

 At that time everything was in readiness, and a successful attempt 

 was made. A ship and cargo valued at several millions of dollars 

 were thus saved largely through the effort of the Weather Bureau. 



By predictions of the heavy snows, many railroads are saved from 

 complete and lasting blockade, and the immense cattle herds of 

 Kansas, ISTebraska, Indian Territory, and Texas are enabled to reach 

 places of safety. 



The Weather Bureau not only justifies its existence by its serv- 

 ices, but it deserves sympathy rather than ridicule when in the 

 face of such difficulties its forcasts are .wrong. The investigations 

 of its scientists are constantly improving its methods, and the error 

 in its predictions is being reduced to very satisfactory proportions. 



THE PHILOSOPHY OF MANUAL TRAINING. 



By C. HANFOED HENDEESON, 

 lecturer in harvard university. 



II.— THE METHODS OF MANUAL TRAINING 



THE general project of manual training depends for its motive 

 upon our scheme of ethics, and for its underlying principle and 

 justification upon our philosophy of life. The methods of manual 

 training depend no less completely upon our current psychology. 

 But in this there are two distinct elements to be considered. One 

 element, which I think we do not make enough of, is the psychology 

 of the teacher; and the other element, which we are only coming 

 slowly to make enough of, is the psychology of the child. By the 

 psychology of the teacher I mean something extremely definite. I 

 do not mean the general laws of mind as applied to the men and 

 women who teach manual training. Their minds operate on much 

 the same principle as do the children's, except that, being older, they 

 are naturally less flexible and less open to outer influence. But I 

 mean especially the hold which these teachers have upon the philos- 

 ophy of manual training; the view which they entertain in regard to 

 its function and its relative place in the general scheme of educa- 

 tion; and, finally, their own intellectual and emotional and bodily 

 culture. 



