INDUSTRIAL AND MANUAL TRAINING IN SCHOOL COURSE. 609 
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desirable that the training of eye and hand should begin early, that they 
may help in the work of getting information ; and since this training is 
not only possible, but is desirable or necessary in the pursuit of all other 
purposes of elementary instruction, it is left for us only to adjust such 
training to the conditions of the schoolroom, to properly grade it, and to 
allot to it its proportional time, and to assign its various kinds of work to 
the appropriate seasons of the year respectively. 
To do this, the superintendent or director of work must know by what 
instrumentalities and by what processes the child can best learn and can 
best be trained and cultivated ; he must know each subject in its entirety, 
must be able to select from each subject that which the child can learn, 
and must know its relation to all other things he is expected to learn in 
"he grade. 
With this knowledge and power on the part of the instructor, it will 
aot be difficult to give the child all the eye and hand training it is desir- 
able for him to get, during the first five or six years of his school life, as a 
part of the study of such subjects as are now generally agreed should be 
aught in the primary school. The exercises of manual training con- 
aected with the teaching of these subjects, that are assigned to the ele- 
mentary school curriculum, must not be regarded, therefore, as an extra 
raining, as something that may be given if there is time, but that may 
ose omitted if there is not. It is not so regarded by him who knows what 
correct teaching is, who knows how the child learns properly. But it 
must be regarded as a necessary part of correct teaching, as a part which 
cannot be omitted if the child is to do intelligent work and is to be put 
n a correct learning attitude toward the work he is trying to do. 
Now, since the boys and girls who are to learn the use of their mother 
ongue, learn to read, learn arithmetic and geography, learn the elements 
of science, learn the elements of humanistic phenomena or the beginnings 
of history, must learn them in the same way ; and since manual training 
s a fundamental part of the learning of the beginnings of all the branches 
anumerated, it follows that the manual training for boys and girls during 
‘he first five or six years of school life not only may be but should be 
the same. 
It will be observed that in what I have said I make no plea for manual 
raining for its own sake, its value having been assumed, but that I con- 
send that all the manual training it is desirable to give the child during 
he first five or six years of school life is a necessary part of teaching him 
properly the various branches of knowledge he is expected to acquire; 
and that it is a necessary part of the training that will put him in a cor- 
cect intellectual attitude toward the world he is trying to know. 
This is not the time or place to give a detailed course of work. It 
must be enough to say that such a course as is here shown to be neces- 
sary involves work in selecting, isolating, comparing, and determining 
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