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DISCUSSION. 
613 
From this time on the work shows two marked changes, although both 
hanges have been anticipated to some extent ; the one by attempts at 
wrtistic effects, the other by the use of a few simple tools. 
The work with hands, without tools, continues, but becomes more cre- 
ative than before, being less imitative ; or, if imitative, attempts are made 
to represent what creative minds have seen in and derived from nature 
torms. The hand becomes a producer now instead of a learner, the work 
with clay and paper and with pencil and brush being continued. As 
this is all done in the schoolroom, the boys and girls work together. 
The second change alluded to involves the use of tools for the chief 
ourpose of learning their use. For this, workshops and more elaborate 
outfits of tools are required. 
Since the conventionalities of our civilization decree that women are 
not to do the heavy mechanical labor of our industries, and that men are 
not to do the skilled work of domestic affairs, it has been found desirable 
to separate the boys and girls at this point. 
The girls go to shops to learn cutting, fitting, and trimming, and to 
aboratories to learn cooking, while the boys go to other shops to learn the 
1se of tools and machines. 
This separation, which continues through the grammar and high 
schools, is made necessary not only because of the character of tools used, 
but also because of the character of the materials they work with or upon. 
The children are getting manual training now for its own sake, and not 
2s before as a part of their academic training. As they are trained for 
different purposes, with different materials and different kinds of tools or 
instruments, they must have separate shops and different teachers. 
DISCUSSION. 
EpwaRD Boos-JEGHER, Director of the School of Art and Female Education, Zurich, 
Jwitzerland : In relation to industrial and manual instruction for boys and girls, when 
made a method of training and combined with other lessons, as advocated in the paper 
just read, there can be hardly any difference of opinion as to whether the pupils of both 
sexes should receive essentiaily the same instruction But before this question—whether 
boys and girls should have the same manual training--can be answered. another ques- 
tion must first be answered : Shall any difference at all be made in the education of the 
two sexes ? The opinions about this will differ in different countries. 1 think all civil- 
ized people now tend toward the views common in republican countries—that the same 
opportunities for general education should be provided for both boys and girls. 
In Switzerland we believe that men and women have different duties to fulfill in 
society, and that the education for both boys and girls should develop mind, intelli- 
gence, morals, character, and physical culture, that the men and women may become 
aseful members of society. We do not educate for the sake of education alone, but to 
secure practical results for the individual and for the general public. Therefore our 
government pays all the expenses of the schools, including the materials used in them, 
and school attendance is made compulsory up to the ages of twelve and fourteen. 
We give the girls a good training in female hand work—sewing, a little of dress- 
making, embroidery, pattern drawing and cutting, and needlework—and think the 
results show good manual training. 1 do not object to girls learning how to use the