Modern educators have come to realize that the only avenue of approach to the child's mind is through the light of his experience, therefore recent text-books are being so arranged as to utilize the things with which the child comes in contact outside of school as well as in the classroom in guiding him into new fields of knowledge.

Under the old school the plan of the text-book was to arrange the subject-matter in a logical and scientific way, giving but little consideration to the immediate interest of the child, or to the natural steps of his development. This so-called logical arrangement placed the paramount consideration on a skillful organization of the great store of racial subject-matter, and was no doubt quite satisfactory to the learned scholar or the mature mind provided with a broad field of experience.

A more vital consideration of the natural unfolding of the child's mind has created a great interest in what has been called the "psychological" arrangement of subject-matter. The psychological order of presentation means that the subject-matter is to be constantly handled and shaped in accordance with the developing thought of the child. This thought of course cannot be identical in any two children, due to their unequal ability and unlike experiences. This psychological plan of presentation, followed to the extreme, may result in random thought with but little central idea, thus following no particular channel, and consequently failing to arrive at any definite goal.

Ironclad advocates of the old school of logical thinking (fortunately but few of them are left at present) maintain that but little consideration should be given to the individual student, but that the mathematically correct and absolutely sequential logic of the subject should be the master in prescribing the order of procedure in all school tasks.

On the other hand, over-enthusiastic champions of the psychological doctrine are too prone to ignore the logical side entirely and allow their efforts to be wasted in rambling, and thus really give their students absolute command of nothing which will function in future adjustments.

These two extremes are the paths which lie open to any author when he undertakes the preparation of a text-book. While the logical arrangement has been almost slavishly followed in some of the old line subjects, it has asserted itself only to a very limited extent in the newer industrial lines. There have, however, been a few attempts at text-books and courses of study which have required students to follow a prescribed course in an absolute way, thus leaving no opportunity for the development of individual tastes, initiative and self-reliance. By far the greater risk, however, has been in the opposite extreme. Since there have been no definite standards nor prescribed courses by which industrial efforts can be measured, many teachers have neglected to check up their work with sufficient rigor. On account of the newness of handwork as a public school undertaking, there are as yet a great many difficulties to be confronted in following the natural development of the child and thus prescribing projects which will set forth the very best training for his particular case. Much of the indefinite, inaccurate, slipshod sort of work which is being done under the name of Manual Training apologizes for its existence by claiming that it is following the psychological trend.

Superintendents who have been accustomed to maintaining a high ideal of excellence in all their work have been not a little annoyed by the chaotic unmeasurable results in their industrial classes, but they have been told by the experts along the theoretical side of the work that the child should be allowed to unfold in his own way. Then when the class has been intrusted to an inexperienced, perhaps meagerly trained teacher, the superintendent sees that the fine theory of the psychological expert brings about intangible standards and indefinite results in the hands of the less capable teacher.

If handwork is to be made a real school problem, and is to have its highest educational value, it certainly must conform to the same rules of pedagogy which govern the other subjects. The mind does not undergo any transformation because the child happens to be in the shop or to have a saw or hammer in his hand.

In the preparation of this text, which is based upon many years of personal instruction and observation of all types of schools in several states, the effort has been to find a sane medium between the logical and psychological methods of presentation. Those who are familiar with the subject are well aware that there is a science in mechanics and a correct way to execute the most common and universal tool processes, and that there are fundamental principles' as well defined as the principles of mathematics or the sciences. These mechanical processes and principles represent the best of the experiences of ages gone by, and if the learner expects to develop with economy of time and effort, he should profit by the racial experience and acquaint himself with the very best ways which time has demonstrated for carrying out the universal processes and principles.

On the other hand the experience of the child must be studied and respected. His apperceptive powers constitute the only means by which we can be hopeful of his interpreting his surroundings. With this idea in mind this text has been designed to deal with the logical principles in a psychological way. Paradoxical as this may seem at first glance, a careful investigation of the text will reveal the fact that every project gives an opportunity for the presentation of mechanical principles to be employed in the making of a project which will appeal directly to the child's interest. Unlimited opportunity is offered for the development of the child's original taste and initiative in such portions of the projects as will permit of modification without violation of the principles.

In order to meet this widely varying condition of mind, in every section of the text a very extensive list of projects has been presented and kindred ones suggested, thus making it possible to claim the interest and attention of students of either city or country environment, and also care for the needs of those who are urging the making of practical things.

The preparation of this text was undertaken only after many years of teaching experience, and innumerable conferences with industrial instructors and other educators in various parts of the country.

As the text is submitted to the verdict of his fellow teachers, it is the sincere hope of the author that it will find a place where it may offer its share of real and tangible assistance to every conscientious influence which is earnestly endeavoring to give to our youth a form of education which will fit them for lives of useful service.