In the preparation of a system of manual training, the educator should have for his end and aim the educational value of the work. He should also know, and come in such close contact with other school work, that he will see the importance of manual training, and be able, through existing circumstances and conditions, to see and make the connection between it and all other subjects in the school.

The first step, as shown in the kindergarten, must be to train the powers of observation, producing new growth in the mental organism. This is done with exercises of placing, putting, building, - leading up to drawing and construction. These are also forcible means in training the imagination, and inventive skill, and are invaluable lessons in language, number, form and geometry.

There are many kinds of work, founded on or developed from the kindergarten occupations that will serve for the purpose of manual training, with drawing as a component part of each. In drawing, the eye is rendered more accurate, and the hand is brought more completely under the will than by any other exercise; but in itself it is not sufficient, it must be supplemented by its application to work in paper, card-board, wood and other material, and in the making from the drawing that which the drawing represents.

Because paper-work has been used to a great extent in the kindergarten and in the home, it is best, perhaps, to begin with it in the first primary, keeping in mind that the work must form the basis and material for a great many lessons in attention, language, number, form-drawing, reading and writing; and that the article made should be of such a form and nature, and so systematically arranged that there will be a steady growth in all phases of the work.

"But just what shall I do? what can the children make? how can these things be made ? what instruments and tools would they need ? how can number, language, etc., be taught with it?" These are questions often asked by teachers.

No teacher should feel confined to a certain set of models, but rather, let the desired exercises be embodied in a good model original with the pupil or teacher, being careful to keep the general trend of thought the same. The first series of diagrams will show models and exercises that have been used in Boston schools with success.

For a room of fifty-six pupils the following tools and material would be needed: One thousand sheets of white or colored paper, and about the constituency of good writing paper, cut accurately eight inches square. Obtain this from some wholesale house, sending sample and dimensions; a few ounces of worsted, the colors selected being such that will blend with the colors of the paper; fifty-six hard wood, one foot rulers one and three-eighths inches wide, with beveled edge and graduated into one inch, one-half inch, one-quarter inch, one-eighth inch spaces; fifty-six lead pencils ("Dixon's American Graphite, M," is good), with fine point; fifty-six rubber erasers; fifty-six pairs good pencil dividers. that can be easily adjusted; fifty-six pairs good six inch scissors; fifty-six darning needles. All these, excepting the paper, can be kept in a neatly made cloth case, with an apartment for each tool and kind of material, and can be rolled up or hung on the inside of a closet-door.