610 INTERNATIONAL CONGRESS OF EDUCATION. 
nature forms; work with laying sticks and fastening them ; work with 
folding, measuring, dividing paper, and pasting it ; work with measur- 
ng and dividing lengths, surfaces, and volume ; work with comparing by 
measuring and adjusting sizes with respect to length and breadth and 
volume ; work with paper in measuring, marking, cutting, folding, and 
pasting, which involves accuracy in details of fitting and matching of 
parts ; work in representing, in plastic materials, nature forms and con- 
ventional forms; work in handling, and in many cases in the preparation 
of, tools by means of which it is possible to do all this—it involves the rep- 
resentation of the nature forms that have been made and of parts thereof 
oy means of the pencil and brush. Every part of this work requires 
exact seeing of forms, of texture, of position, of use, of change, and 
demands exact work of the hand in measuring, adjusting, arranging, 
making, representing, coloring, and otherwise decorating. It is thus seen 
shat no inconsiderable part of a rational and correct teaching of the 
seginnings of arithmetic, reading, language, geography, science, human- 
stic phenomena, may be made at once a natural, thoroughly systematic. 
and an efficient means of manual training. 
[t may be said further that all this manual training is possible in, and 
8 very appropriate work for, the ordinary schoolroom, which is another 
reason for giving it to boys and girls in the same grades and at the same 
Aime. 
It is difficult to say how much time should be given to this work, as it 
is so connected with and related tc other work as not easily to be consid- 
ered apart from it ; but it is safe to say that the manual part of element- 
ary learning need not occupy more than two or two and a half hours of 
he week of twenty-five hours, including all the time spent in drawing. 
While doing this work the child, if tanght rightly, learns the value of 
exactness in making forms and getting size ; he learns to be exact in all 
he does ; his eye and hand learn to do the bidding of his will. He learns 
the use of some tools; he uses the square and compass, the rule and 
marker, the knife and scissors, the pencil and brush. He learns to usc 
his fingers and the entire face of his hand in determining and making 
torms of plastic materials ; he learns the care necessary in the use of hand 
and tool in arrangement of plastic materials for the representation of deli- 
sate or frail parts; he learns the use of hand for the care and preservation 
of materials, and thus trains it to be provident ; he learns to estimate 
values in length, surface, volume, and strength, and learns the relation of 
his own powers to each and all of these. 
As I believe that the elements of the physical and biological sciences 
will never go into the elementary schools as a permanency unless they are 
taught in their relations as helps to or parts of other requirements of 
school work ; that their supplementary or complementary values as 
sources of information or as means of discipline or culture, as seen even