This is a strong claim, nevertheless Greece has ever been a dominant factor in history, and an appreciative sense of Greek art, letters and culture is essential to the understanding of history and its philosophy. No people of note has ever lived that was not under obligation to the Greek. The Greeks in philosophy, art, letters and theology have been the world's schoolmasters. Though we kick over the ladder whereby we climbed, the way we came is no less apparent. To even a casual student no nation appeals with greater force than Greece. Where else such an array of genius? Homer, Eschylus, Sophocles, Aristophanes, Socrates, Plato, Aristotle and Phidias, not to mention a galaxy of the later writers. The Greeks lived in a world that entranced with its beauty or inspired with awe. The sea lured the mind out from its bounds, the mountains beckoned the mind up to Olympus. The air they breathed was full of inspiration, and transformed native ability into creative genius. There were mediocre Greeks, many of them; but the genius of Hellas was originative, creative, virile, beautiful and inspiring.

The Greeks never have been a dead people, nor their language a dead language. The modern tongue would have been intelligible to Plato, barring the products of discovery and invention; and students of Biblical Greek are beginning to learn the extent of their obligation to the modern tongue. From the beginning Greek has never ceased to be the language for the expression of all the emotions and passions of the human soul. The literary masterpieces of Greece after twenty-five centuries command the admiration of the world; her art and architecture after centuries of vandalism are still the wonder of all.

Greece has been the captive, and yet the captor of the nations. Rome's vassal, she became Rome's teacher. Under Byzantine rule she stemmed the tide of Oriental invasion, as years before she had beat back the armies of Persia. Judaism and Christianity each in turn overran and dominated Greece, and each in return felt the moulding power of the Greek mind, and through the Greek tongue found a way to the western world. Crushed by the Turk, her scholars fled to the capitals of west

ern Europe, taking with them their learning, their culture and their enthusiasm. The great wave that swept over Europe in the seventeenth century was not only religious, but social and civic as well, and behind it all was the new love of learning, and the prompting spirit of Hellas. For over four hundred years the Greeks endured the vassalage of the Turk; no indignity known to human invention was spared; men were murdered, women dishonored; cities were looted, and the few remaining treasures of her former glory were desecrated and broken.

Despite all this Greece lives to-day. Her merchants are rich, her statesmen are slowly gathering up the traces, her people are still thinking and writing. It may be asked, "Why do we not hear more of this?" Geography in large measure explains the problem. Italy faces west, her civilization fringing the western shore of the peninsula. Greece faces east. Her harbors are on the eastern shore; her cities face east, matched in earlier times by the Ionian cities of Asia Minor. Her traditions have always looked to the east, her history has been worked out with Oriental peoples, and naturally her commerce follows precedent. But as quiet once more comes to the land, the people will again be worthy of their heritage and prove themselves able to contribute to the world's progress, and Greece will attract the trader and artisan as well as the scholar. Greece will be found in the line of the western peoples, her language a living tongue and her literature an unbroken line of noble creations and aspirations.

No nation makes more of the spirit of patriotism than Greece. The meanest of the state is proud of his country's past, proud of the names that have made her great. Whatever else he is, the Greek is a patriot. Further, he has ever been a champion of liberty. In the most hopeless period of Turkish rule, Greek liberty lived in the inaccessible fastnesses of the mountains. Where once were the shrines of the gods, later times saw the huts of men and women who loved freedom and honor above every earthly comfort. Children of the mountains and of the sea, the Greeks have from first to last been true to their tradition of freedom.

GUSTAF LARSSON, BOSTON

Paper read at the meeting of the American Institute of Instruction at New Haven, Conn., July 19, 1906

I

HAVE been asked to say a few words about industrial education in secondary schools. My own work and experience has been largely in the line of training teachers in sloyd for the past eighteen years in Boston, under the patronage of Mrs. Quincy A. Shaw. I feel that one's strength may be greater and more effective for good by not covering too large a field; hence we have concentrated our efforts to the needs of the children of the three upper grammar grades. We have been told by wise educational investigators that the period of life represented in these grades is the most important one; in which the hands should be employed as instruments for the training of the mind. Consequently educational handwork of an effective kind should be an organic part of the school curriculum.

Another reason why educational manual training should be given just in these grades is the fact that the larger percentage of our children leave school while yet in the grammar grades and are thus entirely deprived of this effective motor training which they have a right to demand.

There may be a great deal of truth as someone has said that children learn everything nowadays in school except that which they most need when they leave it. It is evident, however, that this branch of education should be expanded into the lower grades and into the high schools.

It is with reference to the more advanced industrial training such as would be suitable for high schools to which I call your attention at this time.

By industrial education is generally meant the introduction of such work into schools as will enable the students to make a livelihood, particularly along the lines for which they have a natural aptitude.

Quite a few enthusiastic promoters of the so-called practical education feel that this can be done without necessitating the

sacrifice of a student's general training. But the success or failure of such a combined intellectual and industrial work, however, depends entirely upon one's point of view. If the chief emphasis is laid upon industries, skill, rapid progress, or the gaining of wealth, then the result will be a great loss intellectually; but if we give our greatest attention to the student and strive to use the best means for giving him a complete training of all his faculties, then we are sure of success both intellectually and industrially.

I believe that we all agree that the best educated man is the one whose intellect is trained to co-operate in the purpose of human progress; in other words, "one who consciously and deliberately holds an intellectual ideal of what he himself and other men are capable of becoming and who has in some measure the knowledge and skill to put this ideal into practice."

The kind of industrial training with which I am acquainted is calculated to give an important part of general education valuable equally to the future man of letters, the physician or the lawyer as well as to the future tradesman and mechanic. It is that work which Prof. Wm. James so well describes in his "Talk to Teachers" when he says, "The most colossal improvement which recent years have seen in secondary education. lies in the introduction of the manual training schools; not because they will give us a people more handy and practical for domestic life, and better skilled in trades, but because they will give us citizens of an entirely different intellectual fibre."

Again he says, "Of the various systems of manual training so far as woodwork is concerned, the Swedish sloyd system, if I may have an opinion on such matters, seems to me by far the best psychologically considered."

Sloyd is an educational agent that advances toward a definite aim, and bases its activities upon universal educational principles. It differs from other forms of manual training :

1. In aiming at ethical rather than at technical results, and at general organic development rather than at special skill. 2. In insisting upon the employment of professionally trained teachers instead of persons with merely mechanical skill.

3. In advancing through rationally progressive exercises,

where the tools are used to produce objects which are not only artistically good, but which are also of special interest through their serviceableness to the worker. Their appeal to the interest must be through the good purpose for which they are fashioned. In sloyd the motive is of supreme importance.

4. In striving after gymnastically correct working positions and in encouraging the use of both the right and left sides of the body.

5. In giving to each individual opportunity to progress according to his peculiar ability.

I believe that we should keep in mind this general educational idea in industrial training throughout the secondary schools, always adapting methods to the individual's need rather than specializing or trying to further the prevailing industries in certain localities through the children in secondary schools.

Perhaps it would be safe to say that very few boys and girls have any definite idea about their future calling before the ages of seventeen or eighteen years.

As for my own experience, I did not know what profession I should enter, though I felt quite sure, however, what occupation I would not choose.

Because of this lack of a definite aim for the future, we must give to the boys and girls a preparation which will be of value to them in whatever field they enter.

The education of the schools must supply an element that was not so much needed during the early years of our national existence, for the primitive farm life then furnished a training that is lacking in our present mode of living. A large part of our population has exchanged outdoor life of muscular effort for indoor and sedentary work of the brain. This is having its necessary effects upon our health and vigor. "Health comes in through the muscles, but flies out through the nerves." Increase of wealth has diminished the necessity of and the inclination to manual labor. Yet the boy and girl of to-day must be educated to meet a nervous and physical strain entirely unknown to our ancestors. They suffer for the training which quickened the senses, which gave true eyes, steady nerves and hands, as well as strong muscles, and which also developed