4 THE NATURE-STUDY REVIEW \$'->—}*».,*9# 



small knowledge of other lines of work, from which any sympa- 

 thetic understanding may come. 



It must be kept in mind that industrial education should exist 

 to make more efficient men and women, not merely to hasten 

 people along to a period when they may become productive in 

 some manufacturing plant. Education should see the boy and 

 girl chiefly, and should see the work to be done as an incident 

 to the highest, useful, intelligent life of the boy and girl. In- 

 dustrial education should be for the worker primarily ; and if this 

 is properly cared for, the work will respond immeasurably more 

 than if stimulated for its own sake. We are in great danger of 

 concluding that industrial education is for the work rather than 

 for the worker. 



We should have no fear of the schools becoming too practical, 

 so long as this practicalness is sought through general educational 

 purposes. There is no serious danger but great gain from 

 having children learn in school to produce things of distinct com- 

 mercial value. Their lives, if worth while, are to _ be used in 

 producing things that in some way relate to the world's work, 

 and they have better perspective and more ready efficiency 

 if the interests of practical life are recognized. Furthermore 

 young people are better educated under such a system, since the 

 materials of education are such as make possible an appreciable 

 significance of the work. 



The different papers in this number of the magazine are not 

 intended to present a continuous discussion of the question of 

 industrial education, but to describe a number of experiments 

 in which the regular work of the various schools represented has 

 industrial aspects. 



INDUSTRIAL WORK IN THE NORMAL TRAINING SCHOOL, 

 NORMAL SCHOOL, MACOMB, ILLINOIS 



By FREDERICK G. BONSER 

 Director Normal Training School 



A brief statement of our notion of the meaning and place of 

 industrial work in the elementary school will aid in interpreting 

 the spirit and character of the work pursued here. 



We believe that a rather fundamental distinction exists be- 

 tween industrial and social education on the one hand, and trade 



