History reveals that there has been considerable confusion in society about the place of manual training in the educative process of the young. In part, this is reflected by the names which have been variously used to describe the process - 'manual instruction', ' handicraft', 'hand and eye training' and 'technical education'. Even now, the Australian States describe the process as 'industrial arts', 'manual arts', 'craft', 'technical studies', 'technics' and ' technology studies'. Apart from the different practices which these terms imply, the recent inclusion of photography, plastics and the use of electrical and automotive components have further added to the confusion about the place of manual training during the years of compulsory schooling. By tracing the historical developments in a number of countries, and later with specific references to South Australia, this study demonstrates that there has never been a commonly agreed purpose for the 'constructive handwork' or manual training in the school curriculum. As a result, its long term future remains in some doubt.