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hose who survive have received the treatment most conducive either to 
knowledge or growth. In our judgment a less number of subiects and, 
what is better, a longer time ought to be given. 
Shall manual training be required as a part of the professional equip- 
ment of the teacher ? is a question about which there seems to be a dif- 
ference of opinion. Some schools require this work as a part of the 
training, while a large majority do not. This question, in our judgment, 
is one of no mean importance, and we trust some opportunity may be 
found for discussing it. As a rule, teachers are very helpless with their 
hands. They have no knowledge of the most ordinary tools, and much 
less practically of their use. If the most simple piece of apparatus is 
required, they have no ability to produce it. It is desirable that training 
in this sort of thing should be encouraged in children, even where no reg- 
nlar shop-work is required. In all thisthere is something of education, to 
say nothing of its convenience and general utility. For these reasons, it 
seems to us that we have sufficient excuse for demanding that every pupil 
who is in training for a teacher shall become sufficiently acquainted 
with and expert in the use of tools to construct such simple apparatus 
as may be found necessary for illustration and experiment in his school- 
work. 
I will take the time to call attention to but one more subject ; namely, 
shat of the physical training of the teacher. To a very great extent our 
normal pupils are drawn from the rural districts. One might naturally 
suppose that they would be possessed with sufficient physical vigor to be 
independent of any further physical improvement. Xxperience, however, 
teaches us that this is not true. Overwork, inheritance, ignorance of the 
laws of health, and other causes leave them with weakened bodies, broken 
health, rigid muscles, an awkward gait, and ungainly manner. For these 
reasons, and in view of the fact that they are expected as teachers to give 
physical training to the children in their schools, it becomes a matter 
of the highest importance that they should have the most careful and 
thorough training in this direction. The training should be such as to 
give health and vigor of body, agility to the muscles, grace and ease of 
manner and carriage, force and power in all bodily movements and 
expression ; and the method of training should be such as to produce 
;hese results, and by such methods that this training can be reproduced 
-n the ordinary schoolroom, whether in the city or country district school. 
A few schools are favored with gymnasiums and apparatus adapted to a 
systematic course of physical training. This is all good, provided they are 
employed under proper guidance and direction ; but to turn children, or 
even adult pupils, into a gymnasium, or put into their hands the ordinary 
apparatus employed, may and is likely to result in more harm than good 
anless directed by wise, intelligent supervision. To make such appliances 
aseful. or even safe, the teacher in charge should have the most thorough