Dr. Hall sees in industrial training a motor education of more psychic impulsion and generic ground than pure manual training artificially designed. Adolescence is the golden period for it. “Industry has determined the nature and trend of muscular development and youth who have pets, till the soil, build, manufacture, use tools, and master elementary processes and skills, are most truly repeating the history of the race. This, too, lays the best foundation for intellectual careers. The study of pure science as well as a higher technology follows rather than precedes this” (1: vol. i, p. 174). The danger here that should be guarded against is its tendency to narrow exclusiveness and too early specialization. Health and free development of body as well as of mind are apt to be sacrificed. However, utility is naturally its essential aim, and maximal efficiency of productive power is the standard of success; it ought to fit the pupil for the struggle of life. Such “struggle-for-lifeurs,” sturdy in arms and spirit, not “flabby, undeveloped, anæmic, easy-living city youth,” is the demand of modern America. Real industrial training is a man-making education. Thus, according to Dr. Hall, character is to be built not upon Herbart’s coherent and compact system of ideas, but upon vigorous, well-developed, and perfectly coördinated muscles. However, this is not, of course, the whole of moral training. Will is to be made moral, not only to be strong and healthy. This moralization of will is the task of discipline. Not unlike Dr. Harris, but more in the spirit of the father of English pedagogy, he posits that about the only duty of small children is habitual and prompt obedience. Nothing like the reasoning ground of conduct, or the free self-determination of will, for them; the extent of authority felt, revered, and depended upon is the measure of success. He thinks that “if our love is deep, obedience is an instinct if not a religion” for the child: “as the plant grows toward light, so they unfold in the direction of our wishes, felt as by divination” (2: p. 332). Dr. Hall sees in the present trend of education more danger of becoming oversentimental than of falling into brutality; so he recommends “drastic reconstructions” of will, when habituation does not, as should be expected, run smoothly. He likens the corporal punishment to a sword in its scabbard: “it may be reserved, but should not get so rusted that it cannot be drawn on occasion”; and believes that “will culture for boys is rarely as thorough as it should be without more or less flogging” (2: pp. 338-339).