bition against first-year men taking part in intercollegiate sports.

There has come to be a general agreement among teachers and students that despite the great progress already made in physical education the community is upon the edge of still greater advancement. Among the advantages to be promoted and evils to be eliminated are:

First, Gymnastic exercises are to be made interesting. Most students find them stupid and stupefying. For the purpose of increasing their interest some of the elements of games should be introduced. Contests and rivalries should be promoted.

Second, Training should be made more individual. The physical deformities and idiosyncrasies of the students in school and college are marked. Nine tenths of students are more or less abnormal in body. Exercises, therefore, should be made more personal. They should be adjusted to the needs of each student.

Third, So far as possible physical exercises should fall into the normal living conditions of students. For many they now seem remote, out of place. They consume the time and strength without adequate result. Walking,

for instance, should be so taught that the pupils can get both strength and fun.

Fourth, The range of exercises, therefore, should be larger, the number of games increased. Outdoor games, especially in the winter, should be promoted.

Fifth, The interest of the members of the teaching staff, in both school and college, in physical exercises should be increased. Teachers have not come to recognize the value of the happiness of these exercises. They have come to recognize the value of manual training; they have not come to recognize the value of baseball, foot-ball, hockey, or any outdoor exercise.

Sixth, In this respect, too, both teachers and students do not appreciate the fundamental value of the sound body as one of the most precious assets of life and service. The worth of biography as inculcating this truth is great.

Seventh, The educational authorities who form budgets should be willing to devote larger sums to physical exercise. Such appropriations would naturally follow upon obtaining a clear idea of the value of physical training. Enthusiasm now abounds, intelligence should increase. Increase of intelligence would result in increase of appropriations.

But above all else to be desired is, as Dr. D. A. Sargent says, the desire for harmony, symmetry, and proportion in physical development. What our American students of to-day should strive for is neither to be victorious athletes, prize gymnasts, or champion strong men- but to have some of the strength of the strong man and some of the endurance and alertness of the athlete, and some of the skill and grace of the gymnast, all combined with the poise and dignity of a gentleman.

CHAPTER XI

MATERIAL EDUCATION

ONE of the most impressive developments of the past generation lies in the introduction of what I call material education. Material education begins with manual training. Manual training has been evolved into industrial education. Industrial education has passed over into certain vocational schools. The series is impressive.

The difference between manual training and industrial training is significant. The differentiation has been well made by Professor Hanus:

Manual training is a means of general education just as history or chemistry or language is a means of general education. It has materials of its own and a method of its own, and hence the result is a peculiar kind of knowledge and power due to the nature of the subject and the method that it demands. That is to say, each subject of instruction is a means of general education because it supplies a peculiar kind of knowledge and develops a peculiar kind of power. Each of these subjects, there

fore, possesses an educational value not shared by other studies. The peculiar educational value of manual training is that it gives a knowledge of our constructive activities and a sympathetic appreciation of them which cannot be gained in any other way; and an incipient power to be useful in them, which similarly cannot be gained in any other way. It is, however, as now carried on, usually much too general to be comparable to industrial training. Manual training abstracts the principles of all trades and teaches them. It ought to make a pupil generally "handy." It is, if properly carried on, an excellent preparation for industrial training. Industrial training goes farther. Besides teaching all the processes of a given trade from the first attack on the raw material to the last touches on the finished product, it teaches the theoretical foundations of that trade. Hence it gives the worker a technical knowledge of his trade, and begins the development of skill in the practice of it. It must not be inferred, however, from what has just been said that an industrial school can turn out a journeyman. The skill of the journeyman can be developed fully only in the factory.1

The history of this great development, bearing the epithets of manual, industrial, voca

1 Paul H. Hanus, Beginnings in Industrial Education and other Educational Discussions, pp. 25, 26.