First, because history, geography, and arithmetic are not, as a rule, interesting to young children, especially not to young children of the class with which we are now dealing. These listless minds are not easily roused to an interest in abstractions. Secondly, it is a notorious fact that intellectual culture, pure and simple, is quite consistent with weakness of the will. A person may have very high intellectual attainments, and yet be morally deficient. I need hardly warn my reflective hearers that, when emphasizing the importance for the will of intellectual culture, I had in mind the intellectual process as applied to acts. To cultivate the intellect in its own sphere of contemplation and abstraction, apart from action, may leave the will precisely as feeble as it was before.
And now, all that has been said thus far converges upon the point that has been in view from the beginning--the importance of manual training as an element in disciplining the will. Manual training fulfills the conditions I have just alluded to. It is interesting to the young, as history, geography, and arithmetic often are not. Precisely those pupils who take the least interest or show the least aptitude for literary study are often the most proficient in the workshop and the modeling-room. Nature has not left these neglected children without beautiful compensations. If they are deficient in intellectual power, they are all the more capable of being developed on their active side. Thus, manual training fulfills the one essential condition--it is interesting. It also fulfills the second. By manual training we cultivate the intellect in close connection with action. Manual training consists of a series of actions which are controlled by the mind, and which react on it. Let the task assigned be, for instance, the making of a wooden box. The first point to be gained is to attract the attention of the pupil to the task. A wooden box is interesting to a child, hence this first point will be gained. Lethargy is overcome, attention is aroused. Next, it is important to keep the attention fixed on the task: thus only can tenacity of purpose be cultivated. Manual training enables us to keep the attention of the child fixed upon the object of study, because the latter is concrete. Furthermore, the variety of occupations which enter into the making of the box constantly refreshes this interest after it has once been started. The wood must be sawed to line. The boards must be carefully planed and smoothed. The joints must be accurately worked out and fitted. The lid must be attached with hinges. The box must be painted or varnished. Here is a sequence of means leading to an end, a series of operations all pointing to a final object to be gained, to be created. Again, each of these means becomes in turn and for the time being a secondary end; and the pupil thus learns, in an elementary way, the lesson of subordinating minor ends to a major end. And, when finally the task is done, when the box stands before the boy's eyes a complete whole, a serviceable thing, sightly to the eyes, well adapted to its uses, with what a glow of triumph does he contemplate his work! The pleasure of achievement now comes in to crown his labor; and this sense of achievement, in connection with the work done, leaves in his mind a pleasant after-taste, which will stimulate him to similar work in the future. The child that has once acquired, in connection with the making of a box, the habits just described, has begun to master the secret of a strong will, and will be able to apply the same habits in other directions and on other occasions.