Manual work invariably represents an attempt to gain some particular end. Every such end is made up of various components; we see this composite character most clearly when the aim of the work is to achieve some definite physical result, such as the putting together of some complex body made up of numerous parts. Such work as this, children usually undertake with pleasure. Since the final aim and the constituent aims are all obvious, the child sees at once that it is continually approaching more nearly to the attainment of the ultimate aim, and notes with delight the progressive steps achieved towards this end. (Self-esteem is essentially nothing more than the consciousness on the part of the individual of his capacity for producing some tangible result.) Manual work is interesting even to the naughtiest and most impatient of children. It arouses and increases will power and desire for work; satisfies the impulse to activity; forces the child to think independently, to use its perceptive faculties, to be practical. It is for this reason that manual work plays so great a part in the education of intellectually backward and neglected children. Manual training gives the child opportunity for productive work, and thus prepares it for its subsequent life. Manual training develops in the child precisely those faculties which it will most need in later life, namely, conscientiousness, precision, pleasure in its work, enterprise. It develops the hand and the eye, the two most important organs of the human body, to a fuller degree than can be effected by writing, drawing, or gymnastics; and in this way it provides the child with something which will be found valuable whatever trade or profession may ultimately be adopted. It thus gives the child the necessary preparatory training for every subsequent occupation. The idea that the growth of machine industry has rendered manual training superfluous is utterly erroneous. Manual training is good for the health and the physical strength of the child. At the period of the puberal development, manual training is of especial importance to children. It has a quieting influence upon the brain and the senses, and distracts the child from morbid and sensual impulses. Through bringing into play the physiological influence of fatigue, it hinders and delays the awakening of the sexual impulse, and does nothing to direct the child’s attention towards the sexual life. To-day much stress is laid upon training the perceptive faculties by means of object-lessons. Manual training affords the best training of the perceptive faculties, being even more valuable in this respect than the actual object-lesson. We learn to know an object fully not merely by looking at it, not even, in addition, by handling it, smelling it, tasting it, and listening to it. If we wish to know an object through and through, we must work upon it.