material universe, all is sacrificed to supernormalized method.

As in all hypermethodic schemes, the thought side is feeble. There is
no control of the work of these schools by the higher technical
institutions such as the college exercises over the high school, so
that few of them do work that fits for advanced training or is thought
best by technical faculties. In most of its current narrow forms,
manual training will prove to be historically, as it is educationally,
extemporized and tentative, and will soon be superseded by broader
methods and be forgotten and obsolete, or cited only as a low point of
departure from which future progress will loom up.

Indeed in more progressive centers, many new departures are now in the
experimental stage. Goetze at Leipzig, as a result of long and
original studies and trials, has developed courses in which pasteboard
work and modeling are made of equal rank with wood and iron, and he
has connected them even with the kindergarten below. In general the
whole industrial life of our day is being slowly explored in the quest
of new educational elements; and rubber, lead, glass, textiles,
metallurgical operations, agriculture, every tool and many machines,
etc., are sure to contribute their choicest pedagogical factors to the
final result. In every detail the prime consideration should be the
nature and needs of the youthful body and will at each age, their
hygiene and fullest development; and next, the closest connection with
science at every point should do the same for the intellect. Each
operation and each tool--the saw, knife, plane, screw, hammer, chisel,
draw-shave, sandpaper, lathe--will be studied with reference to its
orthopedic value, bilateral asymmetry, the muscles it develops, and
the attitudes and motor habits it favors; and uniformity, which in
France often requires classes to saw, strike, plane up, down, right,