374 INTERNATIONAL CONGRESS OF EDUCATION.
will and in patience ; joy in seeking, finding, and proving truth, in rea-
son and judgment; joy in knowing by doing for and with each other;
in seeing and touching; in ethics and ssthetics; joy in health and
strength ; and joy—threefold joy—in the harmoniously rounded physical,
mental, moral, and religious development of the child. This picture is
not overdrawn, and the question arises, Why do we not continue this edu-
cation through labor ?
Educational development by systematized labor is not new. The Eco-
nomical Society in Sweden has existed since 1813, and has reached fame
and influence, especially since the so-called Slojd system lent its assist-
ance. In France both compulsory education and the introduction of
manual labor were established by law in May, 1882. The so-called Ecoles
maternelles date from 1881. They began with some kindergarten work-
shops in two classes for children from two to five years, and from five to seven
years. The higher elementary classes, devoting from two to three hours
weekly to manual labor, result in the acquisition of skill, strength of body,
‘ntegrity of character, and quickness of action, together with excellence in
workmanship as the real aim, while the labor itself is treated partly as
relaxation. Girls receive a theoretical and practical preparation for house-
zeeping, cutting and fitting of garments, and needlework.
There is a regular manual training of four years’ duration for the boys.
This gives theoretical and practical instruction in a chosen trade, includ-
ing drawing, art culture, singing, foreign languages, and gymnastics,
lemanding four hours a week, though the last year may require the whole
time except ten hours weekly. Each school must furnish as many rooms
tor workshops as there are classes. Wherever mannal-labor training has
been connected with public schools, those teachers already familiar with
the child, and able to instruct in one or two branches of manual labor,
have had the greatest success. On this basis, and to save expense, France
provides a very extensive work programme, including agriculture, horti-
culture, and art culture, for the seminaries of preceptors, and they serve
sartially as models in Europe.
The head of the Paris training-school is M. G. Salisis, whose name
became known in 1872 by his connecting the first manual-labor class with
a public school in Rue Turenne, Paris. Germany dates its first educa-
tional labor movement as far back as 1663, when A. H. Franke connected
it with his famous orphan-house at Halle. Basedow followed him with
nis celebrated Philanthropium, which, though making a great impression
on some eminent educators, did not produce a lasting reform ; and it was
not until 1829 that the kindergarten and a branch institute at Helba,
Switzerland, matured this idea, culminating in the present manual-labor
schools, although labor has been constantly used as a means of develop-
ment in Froebel’s institutes.
The wide-spread, powerful, and vet individually kept organization of
