In regard to manual skill, again, “it is in the conditions and needs of actual life, and in the heart of the family, that the child must first learn how to use and improve his powers” (4: p. 380). The work, when separated from life, is a mere mechanism. Therefore, “the exercises intended to develop the industrial and artistic powers must also be determined by the general circumstances of the child’s life” (4: p. 380). The principle of elementary education applies to the manual powers as well as to the mental and moral: “It encourages the child’s activity from the very first; it leads him to produce results which are really his own, and it gives him at the same time both the power and the will to rise without slavishly copying others” (4: p. 380). Further, for industrial skill “to be completely useful, it must be the outcome of the harmonious development of heart, mind, and body” (4: p. 374). For, what is skill but “the facile and artful expression of what is conceived in the mind?” And without perfection of heart, “the highest development of intellect, art, or industry brings no rest, but leaves the man full of trouble, uneasiness, and discontent” (4: p. 375). Therefore, to bring about the subordination of the physical powers to the moral and intellectual powers is the essential work of education. This due subordination of the lower to the higher elements of human nature, in which the harmony of life consists, is naturally found in “a well-regulated and industrious family life.” So here, again, the school must learn from the home.