36 THE PUBLIC SCHOOL SYSTEM

also finds valuable practical applications in science, engineering,
 architecture, and other professions. The main
principles to be studied are few in number. When
these are once acquired only practice is necessary for the
average boy to be able to represent his mental pictures
graphically with a certain degree of accuracy. Sufficient
time must be allotted for these principles to be acquired.
Handicraft work also, whether in wood or metals,
must find a niche somewhere : the expression of ideas in
the form of solid objects made by the hand is complementary
 to their representation on paper, and is even
more valuable than drawing for it develops the power to
use Nature's materials for the benefit and for the pleasure
of mankind.
To what extent handicraft should be introduced depends
 largely on conditions: many schools have engingering
 shops where a considerable amount of dexterity is
acquired : other schools again are of opinion that specialization
 to such an extent is detrimental, and confine their
energies to woodwork, but by far the larger number ignore
it altogether as far as the curriculum is concerned.
Whatever form may be considered desirable is a
secondary point : the important thing is to secure, in any
change of curriculum, a position for this important subject,
and to save it from being relegated to the inferior position
 of an extra subject.

The question of religious instruction has been left till
last in this résumé of the public school curriculum, not
because it is by any means the least important, far from
it, but because, speaking generally, the methods adopted
by public {chools are as satisfactory as one can reasonably
expect.

The defects of the modern system so far as the curricula
 of preparatory and public schools are concerned,