The child is always glad to engage in physical work. Both child and teacher soon learn to recognise for what the child has inclination and talent. The child will then choose for its life’s occupation that which it has already learned to understand, and which best corresponds to its own inclinations. In this way the mistakes, which are so common to-day, in the choice of an occupation will be avoided, and the almost morbid desire of children for a clerical or professional career will be mitigated. Opportunity is given for the recognition and cultivation of any special artistic faculty the child may possess. The aim of education, namely, to awaken and cultivate the child’s natural capacities and inclinations, can only be attained when the teacher recognises their existence, and is able to form a correct picture of the child’s mental life. But the teacher will not be able to do this unless he sees his pupil engaged in physical work as well as in mental. If at school young people are exclusively occupied in mental work, they acquire an antipathy to physical work. Manual training, on the other hand, teaches children to esteem physical labour and the proletariat. Anyone who has received a thorough manual training necessarily possesses mechanical knowledge and skill. Since such knowledge and skill are the first requisites of so many skilled handicrafts, one who possesses them is unlikely to become an unskilled labourer. Whereas in former times various kinds of productive work formed part of the economy of domestic life, so that the child had opportunities for seeing and learning such occupations in its own home, to-day we find that not even children’s toys are made at home, but are bought ready-made. Manual training is also advocated, on the ground that it is necessary to ensure that there shall be an adequate supply of skilled manual workers. This, we are told, may contribute to keep alive the lesser industries which tend to disappear before the great manufacturing industry. But the replacement of handwork by the work of machines is a tendency of evolution which no one has the power to arrest. It is not truly the aim of manual instruction to produce skilled adult manual workers; we advocate it simply as a means of education which has nothing whatever to do with technical education. Manual training must be carefully adapted to the child’s age, and in the case of very little children must take the form rather of a game. Its character may be very various: the preparation of drawings and models, experimentation with tools, the construction of tools or other useful objects out of wood, clay, dough, iron, &c., garden work, and the like.