ory and industrial geography
as means of giving youth a wide vision of the fields of man's work,
so must we also use actual practical activities as means of making
him familiar in a concrete way with materials and processes in
their details, with the nature of work, and with the nature of
responsibility. On the play level, therefore, constructive activities
should be richly diversified. This diversity of opportunity should
continue to the work level. One cannot really know the nature of work
or of work responsibility except as it is learned through experience.
Let the manual training adopt the social purpose here mentioned,
provide the opportunities, means, and processes that it demands, and
the work will be wondrously vitalized.

It is well to mention that the program suggested is a complicated
one on the side of its theory and a difficult one on the side of its
practice. In the planning it is well to look to the whole program. In
the work itself it is well to remember that one step at a time, and
that secure, is a good way to avoid stumbling.

Printing and gardening are two things that might well be added to
the manual training program. Both are already in the schools in some
degree. They might well be considered as desirable portions of
the manual training of all. They lend themselves rather easily to
responsible performance on the work level. There are innumerable
things that a school can print for use in its work. In so doing,
pupils can be given something other than play. Also in the home
gardening, supervised for educational purposes, it is possible to
introduce normal work-motives. By the time the city has developed
these two things it will have at the same time developed the insight
necessary for attacking more difficult problems.

ELEMENTARY SCIENCE

This subject finds no place upon the program. No elaborate argument
should be required to convince the authorities in charge of the school
system of a modern city like Cleveland that in this ultra-scientific
age the children who do not go beyond the elementary school--and they
constitute a majority--need to possess a working knowledge of the
rudiments of science if they are to make their lives effective.

The future citizens of Cleveland need to know something about
electricity, heat, expansion and contraction of gases and solids, the
mechanics of machines, distillation, common chemical reactions and a
host of other things about science that are boun