858 REPORT—1904. 
that some boys could not be intellectually educated except through their own 
hands. Some boys could not be affected by books or by abstract ideas. On the 
other hand, if you set them to do something, they will be led to abstract ideas. 
If you set boys to use their hands they would soon begin to use their heads. 
This had been shown by the Mechanical Sciences Tripos, the pupils of which were 
singularly active and intelligent in all respects. 
Mrs. Marvin held that women themselves were to blame if they were not con- 
sulted about the drawing up of schemes of manual instruction for girls. If they 
showed sufficient interest in the matter they could have it all their own way. 
She held that the manual training of girls should not be restricted to the domestic 
arts. The domestic occupations were mostly poor as a training in manual 
strength and skill. Girls were generally found to be inferior to boys in dexterity 
and accuracy of hand, and many competent judges attributed this largely to their 
unfamiliarity with the great variety of tools and objects with which a boy busies 
himself. She would enlarge the scope of girls’ manual training, using specially 
various artistic occupations. At the same time, the domestic arts as usually 
taught in schools were capable of being greatly improved as a means of manual 
training; sewing, ¢.g., as now taught, was often little more than the making of 
stitches ; it might be made a valuable discipline. 
Dr. Walmsley said that there was a danger in manual training of not follow- 
ing out the professed ideals, but of allowing the training to become a means of 
teaching trades. In America, schools of manual training were more developed 
than here, but the American schools must not be confused with ours. The pre- 
sidents of the schools might have the same ideals as ourselves, but the teachers 
carried these out in a very different manner. The effect of their teaching was to 
turn out artisans, and they taught things which possessed no educational value. 
It was difficult to obtain the right kind of teachers and of teaching. We must be 
very careful that the ideals are properly carried out, and the aim in view must — 
never be forgotten. 
Miss Cooper hoped that the appeal made to women would be fuily responded 
to. We want the co-operation of both sexes. With regard to girls, we must study 
what to put in and what to leave out. We must not forget domestic arts and 
crafts. Takethe art of stitchery; the employment of the needle had come down 
to use from prehistoric times. It might be connected with many other things, 
such as weaving and dress in general. Needlework should also be connected 
with literature and history, and thus be made a foundation for artistic and his- 
torical study. Indeed, the study of the needle crafts might be an education 
in itself, 
Miss Maud Taylor differed from the remarks of two speakers; first, with the 
statement that women were not interested in the manual instruction of girls. In 
her experience women of all classes were most interested, and anxious to improve 
the existing conditions of such education, but were unable to escape from the 
cramping regulations of the Education Department. She pointed out the 
impossibility of teaching genuine household economy and management under 
the present elementary school system, by which girls received only two or 
three hours’ instruction per week. Any practical housewife understands that 
such instruction must deal only. with individual items of knowledge and omit 
management asa whole. The price of the food and the cost per head of dishes 
cooked were worked out in all schools with which she was acquainted. The 
Domestic Economy Centres, under the London School Board, are at present giving 
the best (because consecutive) courses of such instruction. 
2. Interim Report on the Course of Experimental, Observational and 
Practical Studies most Suitable for Elementary Schools. 
3. Report on the Conditions of Health Essential to the Carrying-on of the 
Work of Instruction in Schools.—See Reports, p. 348. 
