And, when finally the task is done, when the box stands before the boy's eyes a complete whole, a serviceable thing, sightly to the eyes, well adapted to its uses, with what a glow of triumph does he contemplate his work! The pleasure of achievement now comes in to crown his labor; and this sense of achievement, in connection with the work done, leaves in his mind a pleasant after-taste, which will stimulate him to similar work in the future. The child that has once acquired, in connection with the making of a box, the habits just described, has begun to master the secret of a strong will, and will be able to apply the same habits in other directions and on other occasions. Or let the task be an artistic one. And let me here say that manual training is incomplete unless it covers art training. Many otherwise excellent and interesting experiments in manual training fail to give satisfaction because they do not include this element. The useful must flower into the beautiful, to be in the highest sense useful. Nor is it necessary to remind those who have given attention to the subject of education how important is the influence of the beautiful is in refining the sentiments and elevating the nature of the young. Let the task, then, be to model a leaf, a vase, a hand, a head. Here again we behold the same advantages as in the making of the box. The object is concrete, and therefore suitable for minds incapable of grasping abstractions. The object can be constantly kept before the pupil's eyes. There is gradual approximation toward completeness, and at last that glow of triumph! What child is not happy if he has produced something tangible, something that is the outgrowth of his own activity, especially if it be something which is charming to every beholder? And now let me briefly summarize certain conclusions to which reflection has led me in regard to the subject of manual training in reformatory institutions. Manual training should be introduced into every reformatory. In New York city we have tested a system of work-shop lessons for children between six and fourteen. There is, I am persuaded, no reason why manual training should not be applied to the youngest children in reformatories. Manual training should always include art training. The labor of the children of reformatories should never be let to contractors. I heartily agree with what was said on that subject this morning. The pupils of reformatories should never make heads of pins or the ninetieth fraction of a shoe. Let there be no machine work. Let the pupils turn out complete articles, for only thus can the full intellectual and moral benefits of manual training be reaped. Agriculture, wherever the opportunities are favorable, offers, on the whole, the same advantages as manual training, and should be employed if possible, in connection with it.