and yet introduce into the school something representing the other side of life—occupations which exact personal responsibilities and which train the child with relation to the physical realities of life?
When we turn to the school, we find that one of the most striking tendencies at present is toward the introduction of so-called manual training, shop-work, and the household arts—sewing and cooking.
This has not been done "on purpose," with a full consciousness that the school must now supply that factor of training formerly taken care of in the home, but rather by instinct, by experimenting and finding that such work takes a vital hold of pupils and gives them something which was not to be got in any other way. Consciousness of its real import is still so weak that the work is often done in a half-hearted, confused, and unrelated way. The reasons assigned to justify it are painfully inadequate or sometimes even positively wrong.
If we were to cross-examine even those who are most favorably disposed to the introduction of this work into our school system, we should, I imagine, generally find the main reasons to be that such work engages the full spontaneous interest and attention of the children. It keeps them alert and active, instead of passive and receptive; it makes them more useful, more capable, and
