THE SPIRIT OF MANUAL TRAINING. 437 



about it in the right way. And the right "way, here as elsewhere, 

 is the natural way. A definite result is wanted. Let definite 

 means "be taken to reach that result. If strong men are wanted, 

 let the conditions of the school be such that strength will be a 

 necessity. In many of them at present it is not even a possibility. 

 If honest men are wanted, let the training of the school tend to 

 that end, even if one's knowledge of Timbuctoo and the Kara- 

 korum Mountains is not very definite. If self-reliant men are 

 wanted, let education take the place of instruction. If useful 

 men are wanted, let useful things be taught. If thoughtful men 

 are wanted, let the appeal be made to the individual reason of the 

 boy rather than to external authority. All this is very obvious ; 

 it is merely common sense, but unfortunately it is not the method 

 of the schools. In a word, the problem of education is to be ap- 

 proached from the other side. We are to work backward from 

 results. Instead of assuming certain studies to be useful, and 

 then working on to decidedly variable results, we are to begin 

 with results admitted to be worthy, and then work backward to a 

 curriculum as varied as Joseph's coat if individual cases demand 

 it. What the true educator most wishes to influence is the con- 

 duct of life. The object he holds sacred ; the methods by which 

 he compasses it, indifferent. 



This is the spirit of manual training. Where this system of 

 education has been introduced, it gives so distinct a character to 

 the course of study that it has loaned its name to the school as a 

 whole. In many respects this is unfortunate, as it has' caused 

 serious misapprehension in regard to the purpose of such schools, 

 but apparently the name is now too well rooted in educational 

 nomenclature to be easily changed. It should be borne in mind, 

 however, that the name stands for an object rather than a method. 

 The manual training school has sprung into existence for a pur- 

 pose much more profound than that of merely cultivating the 

 hand. It has come in recognition of the growing demand for a 

 complete man. Our educational methods have too long been at 

 work turning out fractional products, men strong perhaps in this 

 or that particular department, but sadly deficient when viewed 

 from the standard of complete manhood. The specific purpose of 

 such schools is to offer an education that includes as far as pos- 

 sible all of the faculties. Its favorite maxim is, " Put the whole 

 boy to school." Its mode of carrying out this purpose is the very 

 practical one of occupying the time in any way, formal or infor- 

 mal, that will best lead to the end proposed. 



The manual training school is now in its formative period, 

 and the time is a critical one. Two rival theories contend for the 

 mastery of its future. The one regards manual training as an end 

 in itself, and subordinates education to technical skill. It con- 



