accommodations. The philosophy, if such it may be called, that
underlies the movement, is simple, forcible, and sound, and not unlike
Pestalozzi's "_keine Kentnisse ohne Fertigkeiten_," [No knowledge
without skill] in that it lessens the interval between thinking and
doing; helps to give control, dexterity, and skill an industrial trend
to taste; interests many not successful in ordinary school; tends to
the better appreciation of good, honest work; imparts new zest for
some studies; adds somewhat to the average length of the school
period; gives a sense of capacity and effectiveness, and is a useful
preparation for a number of vocations. These claims are all well
founded, and this work is a valuable addition to the pedagogic
agencies of any country or state. As man excels the higher anthropoids
perhaps almost as much in hand power as in mind, and since the manual
areas of the brain are wide near the psychic zones, and the cortical
centers are thus directly developed, the hand is a potent instrument
in opening the intellect as well as in training sense and will. It is
no reproach to these schools that, full as they are, they provide for
but an insignificant fraction of the nearly sixteen millions or twenty
per cent of the young people of the country between fifteen and
twenty-four.

When we turn to the needs of these pupils, the errors and limitations
of the method are painful to contemplate. The work is essentially
manual and offers little for the legs, where most of the muscular
tissues of the body lie, those which respond most to training and are
now most in danger of degeneration at this age; the back and trunk
also are little trained. Consideration of proportion and bilateral
asymmetry are practically ignored. Almost in proportion as these
schools have multiplied, the rage for uniformity, together with
motives of economy and administrative efficiency on account of