In writing along this line, showing the child's interests in the activities of life, Dr. Grant Karr says,1"Another one of these centers is the child's occupations. From the day of his birth he has been doing things and has had the unalloyed pleasure of accomplishing things. He has been making things, at first in response to an impulse to act and then later in order to realize an ideal. He has been using hands and feet, arms and legs, eyes and ears, mouth and nose and all his members, in satisfying his wants and needs. From this action and accomplishment, he has profited immensely, for he has not only been making and learning 'things' in the outside world, but he has been building up a structure within, 'a house not made with hands, eternal in the heavens,' the temple of his soul. If his life is to amount to a great deal, this center of his occupations will never diminish in strength, but will rather grow in complexity and finer organization until his power to do will be greatly increased and his influence be enlarged not only in his own day and generation, but with the generations that are yet to come. It is so in the great world, for we see on every hand the doers, the men of affairs and influence.

1 In "The Means of Education," Journal of Pedagogy, March, 1905.

' Men, my brothers, men the workers, ever reaping something new,

That which they have done but earnest of the things that they shall do.'

The inventors, the scholars, the servants, the ministers and teachers, doctors and lawyers, captains of industry, bankers and business men of all sorts, reformers, toilers and labor leaders, and all successful men are all examples of those who, like the little child, do, and do, and still DO. They organize their deeds into power, with which they do still greater deeds. This interest is also universal and eternal".

Colonel Francis W. Parker, in showing the value of expression, said:1 "Evolution has brought us the fundamental doctrine of all thinking, of all discoveries in science, indeed of all progress. A human being is the product of countless generations, reaching down into the beginnings of animal life. The fundamental law of evolution is self-activity. . . . Education is evolution assisted; when man began to help his fellow to grow in body, mind, and soul, education began. We have had the doctrine of the survival of the fittest, but now comes the doctrine of fitting every one to survive. The agents of expression must have that exercise, determined by the nature of the body and its growth, which will develop the body as an instrument of the will and make it responsive to the will. . . .

1 In "Expression in Its Relation to Education," a paper read before the Eastern Manual Training Association, in Buffalo, June, 1901.

"Without expression growth is absolutely impossible. One kind of expression alone means attenuation. All-sided expression is the foundation of complete living.

"The child enters into the industrial, commercial activity and the life of the world through his hands and his brain. He has very little interest, in general, in things outside his immediate environment, until that interest is stimulated through the work of his hands. To illustrate: Work in wood means images of woodwork, realization of images, interest in all things made of wood, from the simple box to the magnificent structure. The child cannot make an article of furniture without always being more or less interested in furniture".

Quoting again from Colonel Parker,1 "Making, or manual training, has done more for the human race than the exercise of any, if not all, of the other modes of expression. It is absolutely indispensable to normal physical development; it has had a mighty influence upon brain building; it has cultivated ethics as a basis of all moral growth".

The thought that manual training when properly taught and applied helps to make the pupil a critic of all woodwork and cultivates his aesthetic taste cannot be overestimated. A piece of furniture, or any article for that matter, to be artistic must be made in such a way that its attractions consist in (1) strength, (2) purity of outline, and (3) capacity to fill adequately the functions for which it should be constructed. As Gustav Stickley1 puts it, the two fundamental principles are simplicity and adaptability to purpose. On this point of construction Dr. James P. Haney, Director of Manual Training, New York City, says, "The best construction necessarily includes artistic elements, i.e. soundness of structure, propriety of material, suitability to purpose, good proportions, and good relationships." Manual training projects to be successful must be worked out with these ideas of construction in mind.

1 In "Talks on Pedagogics," page 253.