ympathy, unity in American life and duty, is and must ever be
maintained in the stratification of American society. The government
must be unique and homogeneous in its aim, purpose, and sympathy. The
entire question of American citizenship is especially important in
harmonizing the elements. Herbert Spencer says: "The education of the
child must accord, both in mode and arrangement, with the education of
mankind as considered historically; or, in other words, the genesis of
knowledge in the individual must follow the same course as the genesis
of knowledge in the race. * * * It follows that if there be an order
in which the human race has mastered its various kinds of knowledge,
there will arise in every child an aptitude to acquire these kinds of
knowledge by the same order. As the mind of humanity placed in the
midst of phenomena and striving to comprehend them, has, after endless
comparisons, speculations, experiments and theories reached its
present knowledge by a specific route, it may rationally be inferred
that the relationship between mind and phenomena, is such as to
prevent this knowledge from being reached by any other route; and that
as each child's mind stands in this same relationship to phenomena
they can be accessible to it only through the same route."

Man is a trinity in his nature, consisting of mind, soul and body;
these must be developed and the same means must be employed to bring
it about. Intellectual, moral and physical training must characterize
our system of education. The intellectual and the physical is being
emphasized and the moral training must be made more prominent than it
has been in the past. The aim and purpose of the founders of this
Republic was to preserve in the substrata of the government those
noble and lofty principles of the Christian religion for the
maintenance of which they left their native land that they might plant
these principles in the virgin soil of America.

Manual training is now being made an attractive feature in our
schools, though by no means a new feature. Manual training must be
made to strengthen the intellectual and moral training or it will fail
in its purpose and end as an educational value. Trade schools are one
thing, manual training schools another thing. It is not the purpose
nor the end of manual training schools, as a branch of our school
system, to teach trades _per se_, but rather to aid the pupils to find
out their natural bent and to strengt