PREVENTION OF CRIMINAL IDLENESS. 379 
is assigned to school baths, masonry, and iron work. Stairs lead from 
the center of the front of the first floor to the second one. The light 
coming from the skylight, the second floor is divided into eight sections, 
radiating from the center, where space is left for a large round table, to 
be opened like the counters in stores, the center of the table to be covered 
by a desk for lectures and instruction, the table affording the necessary 
space for drawing, studying, and writing. The triangular sections form 
cach a separate workroom, the light falling from above. The walls of the 
lifterent partitions are filled with a collection of tools, with a special 
technical library and a special cabinet, to serve the practical and theoret- 
‘cal instruction of what is taught in that section, as, for instance, paste- 
soard making, metal work, or wood-carving. 
My final suggestion refers to the necessary instruments for physical 
sxperiments, practiced by Alois Bruhn, director at the Buergerschule, in 
Vienna, who says that a boy of nine or ten years of age should possess a 
certain degree of manual skill in order to be able to fashion the materials 
with which to experiment. He further says: ¢“ Normally endowed chil- 
iren try to busy themselves as much as possible, physically, to give reality 
;0 their thoughts.” What else is the play of children than the endeavor 
50 give practical expression to their world of thought ? When the child 
comes afterward into the public school, and the instruction there pro- 
gresses suitably and successfully, this endeavor continues, although usually 
50 a more limited degree, according as the opportunities of instruction 
permit. The child tries to draw, calculates and measures all possible 
objects, and even tries to represent, with the help of its comrades, the 
stories which it has heard. How often one child asks another, for in- 
stance, to play Little Red Riding-hood, saying : ‘“ You be the wolf, and Ill 
se the Little Red Riding-hood.” 
When the child gets into the higher classes, where he studies the 
axact sciences, he tries to reproduce at home what he has seen at school ; 
he experiments. If a boy does not do this, it is either because of a dis- 
eased development of the body, or because the instruction has given him 
no clear ideas, so that he becomes discouraged with his first attempts and 
loses the desire of putting his thoughts into practice. It is only success 
and the attainment of results that give encouragement which finally de- 
7elops energy. 
What has been said, being admitted, we may assert that, if instruction 
is to become more educational, if it is to wake up and develop all the 
slumbering powers in the child. it must include physical work within its 
scope. 
This course indicates the limits within which physical work should 
be pursued by whatever pedagogy has recognized as the essential and cor- 
rect thing for the several stages of instruction and education—that is, it 
has to adjust itself to the real and proper world in which the child lives,