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It is believed that a system of rudimental science and manual art can be adapted to the usual methods of instruction; and although the teaching of particular trades is neither desirable nor practical in school-life, yet the time has now arrived when education should give the children practical knowledge in those general principles which relate to the trades and arts that are destined to become the business of their subsequent life.

Had this book been written for those only who have specially studied the question, I should feel it necessary to apologize for so many details concerning industrial schools in Europe and the United States; but my object is to instruct the general reader, and elicit his interest by the results of experience. The mind is delighted with a logical demonstration, because it is so conclusive; but a successful example is of much more value than the most conûdent affirmations or deductions. This is the excuse, if one were necessary, for giving a pretty full account of these successful experiments in industrial training.

What is industrial education? What are its merits and objects, and, above all, what power does it possess of ministering to some useful purpose in the practical arts of life? Whether I have answered these questions with a reasonable degree of exactness and precision, can only be determined by a perusal of the volume.

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