It is well-nigh impossible to say anything new on the subject of industrial education. The report of your own state commission on Plans for the Extension of Industrial and Agricultural Training is one of the clearest and most significant statements of the existing situation which has yet appeared, and you are doubtless familiar with that report. If it failed in any particular, it was, perhaps, in neglecting to indicate the very valuable contribution to industrial education which our manual training, or some adequate development of it, might make within the existing school system. That there is a decided tendency to emphasize the vocational aspects of education, few will deny. This tendency is to be observed in all grades of schools, from the elementary through the university. That we may utilize to the fullest extent, the brief time at our disposal, let us limit our field somewhat by reminding you of the following classification: Vocational education includes professional education, commercial education, agricultural education, household education, and industrial education. We shall confine our discussion to the relation of the teaching of the mechanic arts to industrial education, the education specifically adapted to the needs of the industrial worker. In the development of things educational, one-third of a century cannot be considered a very long time, yet thirty-three years approximately cover the entire history of what we commonly designate as manual training, or the teaching of the mechanic arts, in this country. There had been earlier experiments in Pestalozzian methods, but these had come to nothing, or at all events, they have no connection with the movement to introduce handwork into the