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 ^izUA^t^ —
 
 MIND AND HAND 
 
 MANUAL TRAINING 
 THE CHIEF FACTOR IN EDUCATION 
 
 By CHARLES H. HAM 
 
 BEING THE THIRD EDITION OF 
 
 ^•MANUAL TRAINING, THE SOLUTION 
 OF SOCIAL AND INDUSTRIAL PROBLEMS' 
 
 illustrate! 
 
 I Id 50 COMPLIMENTS 
 
 MERICAN BO:)K C 
 
 A. P. an jJN.o ;,..•;• sg't, 
 
 PIN E& BATTERS 
 
 SAN FRANCISCO. 
 
 NEW YORK •:• CINCINNATI ■:■ CHICAGO 
 
 AMERICAN BOOK COMPANY 
 
 ef 1908
 
 Copyright, 1886, by Harper & Brothers. 
 
 Copyright, 1900, by Charles H. Ham. 
 
 ^U tights reserved. 
 W. P. I
 
 535 
 ^i1 
 
 PREFACE TO THE THIRD EDITION. 
 
 The work of whicli this is the third edition has been 
 before the public of tin's country, England, and all Eng- 
 lish-speaking countries since 1886 — thirteen years. As 
 it proposes a revolution in educational methods, it was not 
 to be presumed that it would escape criticism. But, while 
 the reviews of it have been numerous, they have, on the 
 whole, been very generous. My most radical postulates 
 have, however, been received by educators of the old re- 
 gime with expressions of emphatic dissent. In presenting 
 the third edition of the work I have, therefore, thought 
 it wise to support the text with many high authorities in 
 the form of foot-notes. As was to be expected, my analy- 
 sis of Greek history and character provoked the severest 
 criticism. It is regarded, indeed, as conclusive evidence 
 of gross ignorance of the entire subject. To meet the 
 charge of ignorance, I have made a large number of cita- 
 tions from Herodotus, Thucydides, Xenophon, Plutarch, 
 and others — authors consulted, originallj', in the prepara- 
 tion of this part of the work. 1 may venture to observe, 
 with due deference to those schoolmen who regard the 
 ancient Greeks as an ideal people, that I have searched 
 contemporaneous history in vain for evidence of the ver- 
 ity of this claim ; and I am hence constrained to adhere 
 firmly to the extreme views expressed in the text. And 
 if these views are correct, it follows that the passion for
 
 iv PREFACE TO THE THIRD EDITION. 
 
 Greek tnodels in education is not only a mental dissipa- 
 tion, but a moral crime. 
 
 The other new notes are commended to the earuful 
 consideration of the reader, as the fruit of my added 
 years of research and reflection. 
 
 Tile Appendix contains a compilation, in tabular form, 
 of all the facts obtainable from original sources, through 
 the aid of a skiUed statistician, showing tiie physical 
 progress of Manual Training in this country, and the 
 chief countries of Europe, during the last fifteen years. 
 
 In this edition tiie disguise of the first edition is drop- 
 ped. In that edition a certain school was referred to as 
 "the Chicago school," whei'eas it was, in fact, purely an 
 ideal school, wiiich had no existence except in tlie mind 
 of the author. But it embodied educational theories and 
 ideas of Comenins and other great men which the author 
 desired to see adopted. That desire not having been re- 
 alized, I content myself here by quoting the observation 
 of Oscar Browning as to the proneness of the school- 
 master to neglect opportunities: "The more we reflect 
 on the method of Comenius, the more shall we see that 
 it is replete with suggestivcness, and we shall feel sui- 
 prised that so much wisdom can have lain in the ]iath of 
 school-masters for two hundred and fifty years, and that 
 they never stooped to avail themselves of its treasures." 
 
 It is ])roper to state that the terms "Kindergarten," 
 "Manual Training," and "The New Education," are used 
 throughout the work as equivalents. 
 
 Th(^ change of title to " Mind and Hand : Manual 
 Training tlu; Chief Fac-tor in Education" — is made in 
 resjjonse to theconnnon and just criticism of theorigiiuil 
 tith; as too narrow for the broad treatment of the subject 
 which characterized the text.
 
 PREFACE TO THE THIRD EDITION. V 
 
 The notes prepared especially for this edition will be 
 found at the ends of the chapters to which they respec- 
 tively belong. 
 
 Wherever in this work apparent discrimination in favor 
 of the male sex is indulged through the employment of 
 the pronoun "he," "his," or "him," rather than the cor- 
 responding feminine parts of speech, it is merely appar- 
 ent, not real; for I urge the co-education of the sexes 
 as I urge the co-education of Mind and Hand, because 
 the woman is the complement of the man as the hand is 
 the complement of the mind. For I believe, with John 
 Stuart Mill, that "The true virtue of human beings is 
 fitness to live together as equals; and to enable them to 
 live together as equals, they must be associated in educa- 
 tion"; and with Mary Wollstonecraft, that "Virtue will 
 never prevail in society till the morals of both sexes are 
 founded on reason, and till the affections common to both 
 are allowed their due strength by the discharge of mutual 
 duties." 
 
 The Author. 
 New York City, March, 1900.
 
 PREFACE TO FIRST EDITION. 
 
 In 1879 I read a paper befoi-e the Cliicago Philosoph- 
 ical Society on tlie subject of "The Inventive Genius; 
 or, an Epitome of Human Progress." The suggestion of 
 the subject came from Mr. Cliarles J. Barnes, to whom I 
 desire in this public way to express my obligation for an 
 introduction to a profoundly interesting study, and one 
 which has given a new direction to all my thoughts. 
 
 At the conclusion of my labors in the pi-eparation of 
 the paper, I realized the force of Bacon's remark, that 
 "the real and legitimate goal of the sciences is the en- 
 dowment of human life with new inventions and riches." 
 
 In tracing 'the course of invention and discovery, I 
 found that I was moving in the line of the progress of 
 civilization. I found that the great gulf between the 
 savage and the civilized man is spanned by tiie seven 
 hand-tools — the axe, the saw, the plane, the hammer, the 
 square, the chisel, and the tile — and that the modern 
 machine-shop is an aggregation of these tools driven by 
 steam. I hence came to regard tools as the great civil- 
 izino- ajrencv of the world. With Carlyle I said, "Man 
 witiiout tools is nothing; with tools he is all." From 
 this point it was only a step to the proposition that. It is 
 through the arts alone that all branches of learning find 
 expression, and touch human life. Then I said, The true 
 definition of education is the developmentof all the powers 
 
 3
 
 viii PREFACE TO FIRST EDITION. 
 
 of man to the culminating point of action; and this pow- 
 er in the concrete, the power to do some useful thing for 
 man — this must be the last analysis of educational truth. 
 
 These ideas are not new. They pervade Lord Ba- 
 con's writings, are admirably formulated in Rousseau's 
 "Etnile," and were restated by Mr. Herbert Spencer 
 twentj^-five years ago. More than this, Comenius, Pesta- 
 lozzi, and Froebel attempted to carry them into practi- 
 cal operation in the school-roou), but with only a snudl 
 measure of success. It remains for the age of steel to 
 show how powerless mere words are in the presence of 
 things, and so to emphasize the demand for a radical 
 reform in educational methods. 
 
 In 1880 my attention was drawn to the Manual Train- 
 ing Department of the Washington University of St. 
 Louis, Mo. In that school I found the realization of Ba- 
 con's aphorism, "Education is the cultivation of a just 
 and legitimate familiarity betwixt the mind and things." 
 I made an exhaustive study of the methods of the St. 
 Louis school, and reached the conclusion that the philos- 
 opher's stone in education had been discovered. The col- 
 umns of the Chicago Tribune were opened to me, and 
 I wrote constantly on the subject for the ensuing three 
 years. Meantime the Chicago Manual-Training School 
 (the first independent institution of the kind in the world) 
 was founded and (jpeiuMl. and the agitation spread over 
 the whole country, and indeed over the whole civilized 
 world. 
 
 This work was commenced two years ago. I found 
 the labor much more arduous than I anticipated, and its 
 completion has hence been delayed far beyond the time 
 originally contemplated for placing it in the hands of a 
 publisher. It may be summarized briefly as consisting
 
 PREFACE TO FIRST EDITION. ix 
 
 of four divisions: 1. A detailed description of the vari- 
 ous laboratory class processes, from the fii'st lesson to the 
 last, in the course of three years. 2. An exhaustive ar- 
 gument a posteriori and a fortioi'l in support of the 
 proposition that tool practice is highly promotive of in- 
 tellectual growth, and in a still greater degree of the 
 upbuilding of character. 3. A sketch of the historical 
 period, showing that the decay of civilization and the 
 destruction of social organisms have resulted directly 
 from defects in methods of education. 4. A brief sketch 
 of the history of manual training as an educational force. 
 
 To Dr. John D. Rankle, of the Massachusetts Institute 
 of Technology, the founder of manual training as an ed- 
 ucational institution in this country, I cannot express 
 too strongly my deep obligation for valuable suggestions 
 and constant encouragement. To him also am I indebt- 
 ed for nearly all my illustrations, as also particularly for 
 the excellent portrait of M. A'^ictor Delia Vos, the found- 
 er of the new system of education in Russia. I am also 
 under obligations to Col. Augustus Jacobson, a leading 
 advocate of the new education, for constant counsel and 
 support, as also to Dr. Henry H. Belfield, Director of the 
 Chicago Manual Training School, and Mr. John S. Clark, 
 of Boston. 
 
 Of the authors consulted, I cannot forbear mention of 
 Lord Bacon, Rousseau, and Herbert Spencer, whose great 
 works constitute the foundation of the new system of ed- 
 ucation according to nature. Nor can I omit to acknowl- 
 edge, with all the emphasis of which words are suscepti- 
 ble, my obligations to Mr. Samuel Smiles. His works, 
 from the li.es of the engineers to the shortest of his bi- 
 ographies, coustitute an inexhaustible treasure-house of 
 facts from which I have drawn without stint. Mr. Smiles
 
 X PKEFACE TO FIRST EDITION. 
 
 has traced the springs of English greatness to their true 
 source, the workshop. I have attempted to continne his 
 office by showing that tiie workshop is a great education- 
 al force, and hence that its educational element ought to 
 be incorporated in the sj'stem of public instruction. 
 
 The propositions of the following pages involve an ed- 
 ucational revolution destined to enlighten, and so ulti- 
 mately to redeem manual labor from the scorn of the 
 ages of slavery, and, in the end, to render the skilled la- 
 borer worthy of high social distinction, thus presenting 
 at once a solution not only of the industrial question but 
 
 of the social question. 
 
 Charles H. Ham.
 
 INTKODUCTION TO THE THIRD EDITION 
 
 By Col. Francis W. Parker, 
 Principal of the Chicago Normal School. 
 
 The last twenty-five 3'ears have brought much of in- 
 trinsic vahie into American education. Rapid increase 
 in population and ever-changing conditions have made 
 imperative demands for schools adequate to self-govern- 
 ment. 
 
 The Kindergarten led the way to other substantial re- 
 forms in education, and called attention to the actual needs 
 of childhood. It proved conclusively that hand-work is 
 one of the dominant interests of the child, and demon- 
 strated the absolute dependence of brain-growth upon 
 Manual Training. 
 
 Manual Training is thus a direct outcome and sequence 
 of the Kindergarten. It supplies a need for which there 
 is no substitute. The belief that that which is begun in 
 the Kindergarten should be continued and expanded in 
 all upper grades, forcesitself moreand more upon thought- 
 ful minds. Modern psychology brings its potent evidence 
 as to the tremendous value of the work of the hand in the 
 building of the brain. The trend of educational thought 
 will always be in the direction of hand training as a fun- 
 damental element in education. 
 
 Twenty-five years ago Manual Training was littleknown 
 in this country as a factor in education. Charles H. Ham,
 
 xii INTRODUCTION TO THE THIRD EDITION. 
 
 imbued with a fervid patriotism, saw clearly that one of 
 the intrinsic needs of education — an absolute necessity in 
 the evolution of a democracy — is the training of the whole 
 being, hand, brain, and soul, through educative work. He 
 was, indeed, a pioneer, beginning iiis work when there was 
 very little attention given to this important subject, and 
 at a time, too, when it was opposed by nearly all leading 
 educators. 
 
 Mr. Ham, toijether Avith Colonel Jacobson, brought a 
 strong influence to bear upon tlie Commercial Club of 
 Chicago, to found a Manual-Training school. This school 
 is now a department of the Chicago University and has 
 been in successful operation for thirteen years. There 
 are in Chicago to-day the Armour Institute, the Lewis 
 Institute, and the Jewish Manual -Training School, all 
 prominent and well established. There is also a high 
 school for Manual Training in connection with the public 
 schools, and, best of all, there are indications which show 
 that hand-work is making its way throughout the gra^des. 
 
 Mr. Ham, without doubt, had a strong influence upon 
 the late George M. Pullman, which led him to provide, 
 through his will, for a Manual-Training school for the 
 children of the city which he l)uilt. 
 
 Manual-Training schools are now maintained in almost 
 evei-y city in the Union. INIuch remains to be done be- 
 fore Manual Tiiiiniiig takes its true place in education. 
 The majority of these schools now in existence are for 
 boys who have graduated from the grammar school, whi(;h 
 leaves the years^ between six and fourteen with little or 
 no hand-work. Thus the most important period for brain- 
 growth through hand activity is neglected. 
 
 Th(! future of^ MmoumI Training is to introduce hand- 
 work as tlu; piincipal factor in tlu; first foui" years' work.
 
 INTRODUCTION TO THE THIRD EDITION. xiii 
 
 to be coiitiiined in the four years pf the grammar grades, 
 and correlated with all other subjects. Indeed, the ideal 
 is to introdnce Manual Training in all courses of study, 
 from the Ivindergai-ten to the University, inclusive. 
 
 The patrons of Cook County Noi'tnal School owe to 
 Mr. Hani the establishment of Manual Training in con- 
 nection with the primary grades of the school, nearly fif- 
 teen years ago; for without the practical aid he gave it, 
 it could not have been accoinplisiied at that time. The 
 children — indeed, all the people of this country — owe 
 him an immense debt of gratitude for his heroic cham- 
 pionship of hand-work. 
 
 Manual Training gives a true dignity to labor; it calls 
 attention to the place of hand-work in human ])rogiess, 
 and as civilization goes on it will have a higher and stiil 
 higher place in the hearts of the people.
 
 CONTENTS. 
 
 CHAPTER I. 
 
 THE IDEAL SCHOOL. 
 
 Its Situation. — Its Tall Chimney. — Tlie Whir of Machinery and 
 Sound of the Sledge-hammer. — The School that is to dignify 
 Labor. — Tlie Realization of the Dream of Bacon, Rousseau, Co- 
 menius, Pestalozzi, and Froebel. — The School that fitly represents 
 the Age of Steel Page 1 
 
 CHAPTER II. 
 
 THE MAJESTY OF TOOLS. 
 
 Tools the highest Text-books — How to Use them the Test of 
 Scholarship— They are the Gauge of Civilization — Carlyle's Apos- 
 trophe to them. — The Typical Hand-tools — The Automata of the 
 Machine-shop. — Through Tools Science and Art are United. — The 
 Power of Tools — Their Educational Value. — Without Tools Man 
 is Nothing; witli Tools he is All. — It is through the Arts alone 
 that Education touches Human Life 7 
 
 CHAPTER III. 
 
 THE ENGINE-ROOM. 
 
 The Corliss Engine — A Tiling of Grace and Power — The Growth 
 of Two Thousand Years — From Hero to Watt — Its Duty as a 
 School-master. — The Interdependence of the Ages. — The School 
 in Epitome 14 
 
 CHAPTER IV. 
 
 THE DRAWING-ROOM. 
 
 Twenty-four Boys bending over the Drawing-board. — Analysis and 
 Synthesis in Drawing. — Geometric Drawing. — Pictorinl Drawing. — 
 The Principles of Design.— Tiie ^^sthetic in Art.— Tiie Funda-
 
 xvi CONTENTS. 
 
 mentals — Object and Consiructive Drawing. — Drawing for the 
 Exercises in tiie Laboratories. — Tiie Educational Value of Draw- 
 ing — The Language of Drawing. — Every Student an expert 
 Draughtsman at the end of the Course Page 16 
 
 CHAPTER V. 
 
 THE CARPENTER'S LABORATORY. 
 
 The Natural History of the Pine-tree — How it is Converted into 
 Lumber, what it is Worth, and how it is Consumed. — Where the 
 Students get Liformaliou.— AVorking Drawings of the Lesson. — 
 Asking Questions. — The Instructor Executes the Lesson. — Instruc- 
 tion in the Use and Care of Tools. — Twenty-four Bo3's Making 
 Things — As Busy as Bees. — The Music of the Laboratory. — The 
 Self-reliance of the Students 21 
 
 CHAPTER VI. 
 
 THE WOOD-TURNING LABORATORY. 
 
 A Radical Change — From the Square to the Circle; from Angles 
 to Spherical, Cylindrical, and Eccentric Forms. — The Rhythm of 
 Mechanics. — The Potter's Wiieel of the Ancients and the Turning- 
 lathe — The Speculation of Holtzapffels on its Origin. — Tiie Greeks 
 as Turners. — Tlie Turners of the Middle Ages. — George III. at the 
 Latlie. — Maudsley's Slide-rest, and the Revolution it wrought. — 
 The Natural History of Black-walnut. — The PrMCtical Value of 
 Imagination — Disraeli's Tribute to it; Sir Robert Peel's Want of 
 it. — The Laboratory animated by Steam. — The Boys at the Lathes 
 — Their Manly Bearing. — The Lesson 30 
 
 CHAPTER VIL 
 
 THE FOUNDING LABORATORY. 
 
 The Iron Age. — Iron the King of Metals. — Locke's Apothegm. — The 
 Moulder's Art is Fundamental. — History of Founding — Remains 
 of Bronze Castings in Egypt, Greece, and Assyria. — Layard's Dis- 
 coveries. — Tlie Greek Sculptors. — The Colo.ssal Statue of Apollo 
 at Rhodes. — The Great Bells of History. — Moulding and Casting 
 a Pulley. — Di'Scription of the Process, Step by Step. — The Furnace 
 Fire. — Pouring the Hot Metal into the Moulds.— A Pen Picture of 
 the Laboratory. — Thus were the Hundred Gates of P.abylon cast. — 
 Neglect of the Practicd Arts by H(!r()dotus. — How Slavery has 
 degraded Labor. — How Manual Training is to dignify it 45
 
 CONTENTS. xvil 
 
 CHAPTER VIII. 
 
 THE FORGING LABORATORY. 
 
 Twenty-fourmaulylookingBoys with Sledge-hammer ia Hand — their 
 Muscle and Brawu.— The Pride of Cooscious Strength. — The Story 
 of the Origin of an Empire. — The Greater Empire of Mechanics. — 
 The Smelter and the Smith the Bulwark of the British Government. 
 — Coal — its Modern Aspects; its Early History; Superstition regard- 
 ing its Use. — Dud. Dudley utilizes "Pitcoal" for Smelting — the 
 Story of his Struggles ; his Imprisonment and Death. — The Eng- 
 lisli People import their Pots and Kettles. — "The Blast is on and 
 the Forge Fire sings." — The Lesson, first on the Black-hoard, then 
 in Red-hot Iron on the Anvil. ^Striking out the Anvil Chorus — 
 the Sparks fly whizzing through the Air. — The Mythological His- 
 tory of Iron. — The Smith in Feudal Times — His Versatility. — 
 History of Damascus Steel. — We should reverence the early In- 
 ventors. — The Useful Arts finer than the Fine Art.«. — The Ancient 
 Smelter and Smith, and the Students in the Manual - training 
 School Page 58 
 
 CHAPTER IX. 
 
 THE MACHINE-TOOL LABORATORY. 
 
 The Foundery and Smithy are Ancient, the Machine-tool Shop is 
 Modern. — The Giant, Steam, reduced to Servitude. — The Iron Lines 
 of Progress — They converge in the Shop ; its triumphs from the 
 Watchspring to the Locomotive. — The Applications of Iron in Art 
 is the Subject of Subjects. — The Story of Invention is the History 
 of Civilization. — The Machine-maker and the Tool-maker are the 
 best Friends of Man. — Watt's Great Conception waited for Autd 
 matic Tools ; their Accurac}'. — Tiie Hand-made and the Machine- 
 made Watch.— The Elgin (Illinois) Watch Factory.— The" Inter- 
 dependence of the Arts. — The making of a Suit of Clothes. — The 
 Anteroom of the Machine-tool Laboratory. — Chipping and Filing. — 
 The File-cutter. — The Poverty of Words as compared with Things. 
 — The Graduating Project. — The Vision of the Instructor 78 
 
 CHAPTER X. 
 MANUAL AND MENTAL TRAINING COMBINED. 
 
 The new Education is all-sided— its Effect. — A Harmonious Devel- 
 opment of the Whole Being. — Examination for Admission to the 
 Chicago School. — List of Questions in Arithmetic, Geography, and
 
 xviii CONTENTS. 
 
 Language. — The Curriculum. — The Alternation of Manual and 
 Mental Exercises. — The Demand for Scientific Education — its 
 Effect. — Ambition to be useful Page 105 
 
 CHAPTER XL 
 
 THE INTELLECTUAL EFFECT OF MANUAL TRAINING. 
 
 Intelligence is the Basis of Character. — The more Practical the In- 
 tellii^ence the Higher the Development of Character. — The use of 
 Tools quickens the Intellect. — Making Things rouses the Attention, 
 sharpens the Observation, and steadies the Judgment. — History 
 of Inventions in England, 1740-1840. — Poor, Ignorant Apprentices 
 become learned Men. — Cort, Huntsman, Mushet, Neilson, Ste- 
 phenson, and Watt. — The Union of Books and Tools. — Results at 
 Rotterdam, Holland; at Moscow, Russia; at Komotau, Bohemia; 
 and at St. Louis, Mo. — The Consideration of Overwhelming Im- 
 port 113 
 
 CHAPTER XII. 
 THE EDUCATION OF WOMEN A NECESSITY. 
 
 The Difference between Ancient and Modern Systems of Education. 
 — Plato Blinded by Half-truths. — No place in the present order of 
 things for Dogmatisms. — Education begins at Birth. — The Influ- 
 ence of Women extends from the Cradle to the Grave. — The Crime 
 of Crimes — Neglect to educate Woman. — The Superiority of 
 Women over Men as Teachers — Froebel discovered it. — Nature 
 designed Woman to Teach ; hence the Importance of Fitting lier 
 for her Highest Destiny 123 
 
 CHAPTER XIII. 
 THE MORAL EFFECT OF MANUAL TRAINING. 
 
 Mental Impulses are often Vicious; but the Exertion of Physical 
 Power in tiie Arts is always Beneficent — hence Manual Training 
 tends to correct vicious mental Impulses. — Every mental Impres- 
 sion produces a moral Effect. — All Triuning is Moral as well as 
 Mental. — Selfishness is total Depravity ; l)ut Selfishness has been 
 Deified under the name of Prudence. — Napoleon an Example of 
 Selfishness. — The End of Selfishness is Disaster; but Prevailing 
 Systems of Education pronuit(! Selfi.shness. — The Modern City an 
 Illustration of Selfishness. — The Ancient C'ity. — Existing Systems 
 of Education Negatively Wrong. — Manual Training supplies the 
 lacking Element. — The Objective must t.d<e the Place of the Sub- 
 jective in Education. — Words without Acts are as dead as Failli 
 without Works 130
 
 CONTENTS. xix 
 
 CHAPTER XIV. ~^ 
 
 THE MIND AND THE HAND. 
 
 Tbe Mind and tlie Hand are Allies; the Mind speculates, the Hand 
 tests its Speculations in Tiiinsjs. — The Hand explodes the Errors of 
 the Mind — it searches after Truth and finds it in Tilings. — Mental 
 Errors are subtile ; they elude us, but tiie False in Things stands 
 self-exposed. — The Hand is the Mind's Moral Rudder. — The Organ 
 of Touch the most Wonderful of the Senses ; all the Others are 
 Passive; it alone is Active. — Sir Charles Bell's Discovery of a 
 "Muscular Sense." — Dr. Henry Maudsley on the ^luscular Sense. 
 — The Hand influences the Brain. — Connected Thought impossible 
 without Language, and Language dependent upon Objects; and 
 all Artificial Objects are the Work of the Hand. — Progress is there- 
 fore the Imprint of the Hand upon .Matter in Art. — The Hand is 
 nearer the Brain than are the Eye and the Ear. — The Marvellous 
 Works of the Hand Page 144 
 
 CHAPTER XV. 
 THE POWER OF THE TRAINED HAND. 
 
 The Legend of Adam and the Stick with which he subdued the Ani- 
 mals. — The Stick is the Symbol of Power, and only the Hand can 
 wield it. — The Hand imprisons Steam and Electricity, and keeps 
 them at hard Labor. — The Destitution of England Two Hundred 
 and Fifty Years ago : a Pen Picture.— The Transformation wrought 
 by the Hand: a Pen Picture. — It is due, not to Men who make 
 Laws, but to Men who make Things. — The Scientist and the In- 
 ventor are the World's Benefactors. — A Parallel between the Right 
 Honorable Wiliiiim E. Gladstone and Sir Henry Bessemer. — Mr. 
 Gladstone a Man of Ideas, Mr. Bessemer a Man of Deeds. — The 
 Value of thelatter's Inventions. — Mr. Gladstone represents the Old 
 Education, Mr. Bessemer the New 157 
 
 CHAPTER XVI. 
 
 THE INVENTORS, CIVIL ENGINEERS, AND MECHANICS 
 OF ENGLAND, AND ENGLISH PROGRESS. 
 
 A Trade is better than a Profession. — The Railway, Telegraph, and 
 Steamship are more Potent than the Lawyer, Doctor, and Priest. — 
 Bookmakers writing the Lives of the Inventors of last Century. — 
 The Workshop to be the Scene of the Greatest Triumphs of Man. 
 — The Civil Engineers of England the Heroes of English Progress.
 
 X CONTENTS. 
 
 — The Life of James Brindley, the Canal-maker ; liis Struggles and 
 Poverty. — The Roll of Honor. — ilr. Gladstone's Significant Admis- 
 sion that Englisii Triumphs in Science and Art were won without 
 Government Aid, — Disregaiding tlie Common-sense of the Savage, 
 Legislntors have cliosen to learn of Plato, who declared that "The 
 Useful Arts are Degrading." — How Improvements in the Arts have 
 been met by Ignorant Opposition. — The Power wielded by the 
 Mechanic Page 170 
 
 CHAPTER XVII. 
 
 POWER OF STEAM AND CONTEMPT OF ARTISANS. 
 
 A few Million People now wield twice as mucli Industrial Power as 
 all tiie People on the Globe exerted a Hundred Years ago. — A 
 Revolution wrought, not hy the Schools and Colleges, but by the 
 Mechanic. — The Union between Science and Art prevented by the 
 Speculative Piiilosophy of the Middle Ages. — Statesmen, Lawyers, 
 Litterateurs, Poets, and Artists more highly esteemed than Civil 
 Engineers, Mechanics, and Artisans. — The Refugee Artisan a 
 Power in England, the Refugee Politician worthless. — Prejudice 
 against the Artisan Class shown by Mr. Gallon in his Work on 
 "Hereditary Genius." — The Influence of Slavery? it has lasted 
 Thousands of Years, and still Survives 184 
 
 CHAPTER XVIII. 
 \ 
 AUTOMATIC CONTRASTED WITH SCIENTIFIC 
 EDUCATION. 
 
 The Past tyrannizes over the Present by Interposing the Stolid Re- 
 sistance of Habit. — Habits of Thought like Habits of the Body 
 become Automatic. — There is much Freedom of Speech but very 
 little Freedom of Thought* Habit, Tradition, and Reverence for 
 Anti(iuity forbid it.— The Schools educate Automatically.— A glar- 
 ing Defect of the Schools shown by Mr. John S. Clark, of Boston. 
 — The Automatic Character of the Popular System of Education 
 shown by the Quincy (Mass.) Experiment. — Several Intelligent 
 Opinions to the same Effect. — The Public Schools as an Industrial 
 Agency a F'ailure. — A (Jonclusivo Evidence of the .\utomatic 
 and Superficial Character of prevailing Methods of Educaiion in 
 the Schools of a large City. — The Views of Colonel Francis W. 
 Parker. — Scientific Education is found in the Kindergarten and 
 the Manual training School. — " The Cultivation of Farailiaiily 
 betwixt the Mind and Things." 191
 
 CONTENTS. xxi 
 
 CHAPTER XIX. 
 
 AUTOMATIC CONTRASTED WITFI SCIENTIFIC 
 EDUC AT ION— Contiii ued. 
 
 The Failiiie of Education in America sliown by Statistics of Rail- 
 way and jMercantile Disasters. — Shrinkage of Railway Values 
 and Failnres of Merchants. — Only Three per Cent, of those en- 
 tering Mercantile Life achieve Success. — Business Enterprises 
 conducted by Guess: Cause, Unscientific Education. — Savage 
 Training is better because Objective. — Mr. Foley, late of the 
 Massachusetts Institute of Technology, on tlie Scientific Character 
 of Manual Education — Prof. Goss, of Purdue University, to the 
 same Effect — also Dr. Belfield, of the Chicago Manual-training 
 School. — Students love the Laboratory E.xercises. — Demoralizing 
 Effect of Unscientific Training. — The Failure of Justice and Leg- 
 islation as contrasted with the Success of Civil Engineering and 
 Architecture Page 210 
 
 CHAPTER XX. 
 
 AUTOMATIC CONTRASTED WITH SCIENTIFIC 
 EDUCATION— C(?7^f^•/^Med 
 
 The Training of the Merchant, the Lawyer, the Judge, and the Leg- 
 islator contrasted with that of the Artisan. — The Training of the 
 Merciiant makes him Selfish, and Selfishness breeds Dishonesty. — 
 Professional Men become Speculative Philosophers, and test their 
 Speculations by Consciousness. — The Artisan forgets Self in the 
 Study of Things.— The Search after Truth.— The Story of Palissy. 
 — The Hero is the Normal Man ; those who Marvel at his Acts are 
 abnormally Developed. — Savonarola and John Brown. — The New 
 England System of Education contrasted with that of the South. — 
 American Statesmanship — its Failure in an Educational Point of 
 View. — Why the State Provides for Education; to protect Prop- 
 erty. — The British Government and the Land Question. — The Thor- 
 oughness of the Training given by Schools of Mechanic Art and In- 
 stitutes of Technology as shown in Things. — Story of the Emperor 
 of Germany and the Needle-maker.— The Iron Bridge lasts a Cen- 
 tury, the Act of tlie Legislator wears out in a Year. — The Cause 
 of the Failures of ,/iistice and Legislation. — The best Act is the Act 
 that Repeals a Law ; but the Act of the Inventor is never Repealed. 
 — Things the Source and Issue of Ideas ; hence the Necessity of 
 Training in the Arts 229
 
 xxii CONTENTS. 
 
 CHAPTER XXI. 
 
 EDUCATION AND THE SOCIAL PROBLEM— HISTORIC. 
 
 EGYPT AND GREECE. 
 
 Fundamental Propositions. — Selfishness the Source of Social Evil; 
 Subjective Education the Source of Selfishness and the Cause of 
 Contempt of Labor ; and Social Disintegration the Result of Con- 
 tempt of Labor and the Useful Arts. — The First Class-distinction 
 — the Strongest Man ruled ; his First Rival, the Ingenious Man. — 
 Superstition. — The Castes of India and Egypt — how came tiiey 
 about? — Egyptian Education based on Selfishness. — Rise of Egypt 
 — her Career ; her Fall ; Analysis tliereof. — She Typifies all the 
 Early Nations : Force and Rapacity above, Chains and Slaverj'^ 
 below. — Their Education consisted of Selfish Maxims for the Gov- 
 ernment of the Many by the Few, and Government meant the Ap- 
 propriation of the Products of Labor. — Analysis of Greek Charac- 
 ter — its Savage Characteristics. — Greek Treachery and Cruelty. — 
 Greek Venality. — Her Orators accepted Bribes. — Responsibility of 
 Greek Education and Philosophy for the Ruin of Greek Civiliza- 
 tion. — Rectitude wholly left out of lier Scheme of Education. — 
 Plato's Contempt of Matter : it led to Contempt of Man and all his 
 Works. — Greek Education consisted of Rhetoric and Logic ; all 
 Useful Things were hence held in Contempt Page 247 
 
 CHAPTER XXII. 
 
 EDUCATION AND THE SOCIAL PROBLEM— HISTORIC. 
 
 ROME. 
 
 Vigor of the Early Romans — their Viri ues and Vices ; their Rigorous 
 Laws; their Defective Education: their Contempt of Labor. — Sla- 
 very: its Horrors and Brutidiziug Influence. — Education Confined 
 to the Arts of Politics ;ind War; it transformed Courage into 
 Cruelty, and Fortitude into Stoicism. — Robbery iind Bril)ery. — The 
 Vices of Gree(!e and Oartiiage imported into Rome. — Slaves con- 
 struct all the great Public Works; they Revolt, iind the Legions 
 Slaughter them.— The GotiiicInviision.-^Rome Falls. — False Phi- 
 losophy and Superficial Education promoted Selfishness. — Deifica- 
 tion of Abstractions, and Scorn of Men and Things. — Universal 
 Moral Degradation. — Neglect of Honest Men and PronH)tion of 
 Demagogue.s. — Tiie Decline of Morals and Growth of Literature. — 
 Darwin's Law of Reversion, through Seifisliness to Savagery. — 
 Contest between tlie Rich and the Poor. — Logic, Rhetoric, and 
 Ruin 259
 
 CONTENTS. 
 
 CHAPTER XXIII. 
 
 EDUCATION AND THE SOCIAL PROBLEM— HISTORIC. 
 
 THE MIDDLE AGES. 
 
 Tlie Trinity upon wliich Civilization Rests: Justice, tin* Arts, and 
 Labor; and tliese Depend upon Scientific Education. — Reason of 
 tlie Failure of Tlieodoric and Cliiirlemagne to Reconstruct tlie 
 Pagan Civilization. — Contempt of Man. — Serfdom. — Tlie Vices of 
 the Time: False Pliilosophy, an Odious Social Caste, and Igno- 
 rance. — The Splendid Career of the Moors in Spain, in Contrast. — 
 Effect upon Spain of the Expulsion of the Moors. — The Repressive 
 Force of Authority and the Atrocious Philosophy of Contempt of 
 Man. — The Rule of Italy — a ]\lenace and a Sneer. — The work of 
 Regeneration. — The Crusades. — The Destruction of Feudalism. — 
 The Invention of Printing. — The Discovery of America. — Investi- 
 gation. — Discoveries in Science and Art Page 274 
 
 CHAPTER XXIV. 
 
 EDUCATION AND THE SOCIAL PROBLEM— HISTORIC. 
 
 EUROPE. 
 
 The Standing Arm}'' a Legacy of Evil from the Middle Ages. — It is 
 the Controllinu' Feature of the European Situation. — Its Collateral 
 Evils: Wars antl Debts. — The Debts of Europe Represent a Series 
 of Colossal Crimes against the People ; with the Armies and Na- 
 vies they Absorb the Bulk of the Annual Revenue. — The People 
 Fleeing from them. — They Threaten Bankruptcy ; they Prevent 
 Education. — German}^, the best-educated Nation in Europe, losing 
 most by Emigration. — Her People will not Endure the Standing 
 Army. — The Folly of the European International Policy of Hate. 
 — It is Possible for Europe to Restore to Productive Employ- 
 ments 3,000,000 of men, to place at the Disposal of her Educators 
 $700,000,000, instejid of $70,000,000 per annum, and to pay her 
 National Debts in Fifty-four Years, simply by the Disbandraent 
 of her Armies and Navies. — Tlie Armament of Europe Stands in 
 the Way of Universal Education nnd of Universal Industrial Pros- 
 perity. — Standing Armies the Last Analysis of Selfishness; they 
 are Coeval with the Revival during the Middle Ages of the Greco- 
 Roman Subjective Methods of Education. — Thej' must go out 
 when the New Education comes in 285
 
 xxiv CONTENTS. 
 
 CHAPTER XXV. 
 
 EDUCATION AND THE SOCIAL PROBLEM— HISTORIC. 
 AMERICA. 
 
 An Old Civilization in a New Country. — Old Melhods in a New Sj's- 
 tern of Schools. — Sordid Views of Education. — Tlie lii^licsl Aim 
 Money-getting.— Herl)ert Spencer on the English Scliools. — Same 
 Defects in the American Scliools. — Maxims of Seltishness. — The 
 Cultivation of Avarice. — Political Incongruities. — Negroes escap- 
 ing from Slavery called Fugitives from Justice. — The Results of 
 Subjecti.ve Educational Processes. — Climatic Influences alone saved 
 America from becoming a Slave Empire. — Illiteracy. — Abnormal 
 Growth of Cities. — Failure of Justice. — Defects of Education shown 
 in Reckless and Corrupt Legislation. — Waste of an Empire of Pub- 
 lic Land. — Henry D. Lloyd's History of Congressional Land Grants. 
 — The Growth and Power of Corporations. — The Origin of large 
 Fortunes, Speculations. — Old Social Forces producing old Social 
 Evils. — Still America is the Mope of the World. — The Right of 
 Suffrage in the United Slates justifies the Sentiment of Patriotism. 
 — Let Suffrage be made Intelligent and Virtuous, and all Social 
 Evils will yield to it; and all the Wealth of the Country is subject 
 to the Draft of tiie Ballot for Education. — The Hope of Social Re- 
 form depends upon a complete Educational Revolution. .Page 301 
 
 CHAPTER XX VL 
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 
 
 The Kindergarten and the Manual -training School one in Principle. 
 — Russia solved the Problem of Tool Instruction l)y Laboratory 
 Processes. — Tiie Initiatory Step by M. Victor Della-Vos, Director 
 of the Imperial Technical School of Moscow in 1868. — Statement 
 of Director Della-Vos as to the Origin, Progress, and Rosidts of the 
 New System of Training. — Its Introduction into all the Technical 
 Schools of Russia. — Dr. John D. Runkle, President of the Massa- 
 chusetts Institute of Technology, recommends the Russian System 
 in 1876, and it is adopted. — Statement of Dr. RunUle as to how 
 lie was led to tlie adoption of the Russian System. — Dr. Wooilward, 
 of Washington University. Si. Louis, Mo., establishes the second 
 School in this Country. — His Historical Note in the Prospectus of 
 1882-83.— First, Class graduated 1883 —Manual Traiiung in the 
 Agricultural Colleges — In Boston, in New Haven, in Baltimore, in 
 San Fiaiu:isco, and other jilaces. — Manual Training at, tlit' Meeting 
 of the National Educational Association, 1884. —Kindergarten and
 
 CONTENTS. XXV 
 
 Manual-traiuing Exhibits. — Prof. Felix Adler's School in New- 
 York City — tlie most Coinpreheusive School in the World. — The 
 Chicago Manual-traiuing School tiie first Independent Institution 
 of the Kind — its Inception ; its Incorporation ; its Opening. Its 
 Director, Dr. Bellield. — His Inaiignral Address. — Manual Training 
 in the Public Sciiools of Philadelphia. — Manual Training in twenty- 
 four States. — Revolutionizing a Texas College. — Local Option Law 
 in Ma8sachusett.«!.— Department of Domestic Economy in ihe Iowa 
 Agricultural College. — Manual Training in Tennessee, in the Uni- 
 versity of Michigan, in the National Educational Association, in 
 Ohio. — The Toledo School forbotii Sexes. — The Importance of the 
 Education of Woman —The Slojd Schools of Europe Page 323 
 
 CHAPTER XXVn. 
 
 PROGRESS OF THE NEW EDUCATION— 1883-1899. 
 
 Educational Revolution in 1883-4. — Urgent Demand for Reform. — 
 Existing Schools denounced as Superficial, their Methods as 
 Automatic, tlieir System as a Mixture of Cram and Sinatfer. — 
 The Controversy between the School-master of the Old Regime 
 and the Reformer. — The Leaders of the Movement, Col. Parker, 
 Dr. MacAlister, and others — followers of Rousseau, Bacon, and 
 Spencer. — "The End of Man is an Action, not a Thought." — The 
 Conservative Teachers fall into Line. — The New Education becomes 
 an Aggressive Force pushing on to Victory. — The Physical Progress 
 of Manual Training — its Quality not equal to its Extent. — The New 
 System of Training confided to Teachers of the Old Regime. — 
 Ideal Teachers hard to find. — Teachers willing to Learn should be 
 Encouraged. — The effects of Manual Training long antedate its 
 Introduction to the Schools. — Bacon's Dettnilion of Education. — 
 Stephenson and the Value of Hand-woik. — Manual Tiainingis the 
 union of Thought and Action. — It is the antithesis of the Gieck 
 methods, which exalted Abstractions and debased Things. — The 
 Rule of Comenius and the Injunction of Rousseau — few Teachers 
 comprehend them. — The Employment of the Hands in the Arts is 
 more highly Educative than the acquisition of the rules of Reading 
 and Arithmetic. — What the Locomotive has accomplished for Man. 
 — Education must be equal, and Social and Political Equality will 
 follow. — Tiie foundation of the New Education is the Baconian 
 Philosophy ns slated b\' jMacaulay. — Use and Service are the Twin- 
 ministers of Human Progress. — Definitions of Genius. — Attention. 
 — Sir Henry INIaine. — Manual Training relates to all the Arts of Life. 
 — Mind and Hand. ^Newton and the Apple. — The Sense of Touch 
 resides in the Hand. — Robert Seidel on Familiiu-ity with Objects. — 
 Material Progress the basis of Spiritual Growth. — Plato and the
 
 xvi CONTENTS. 
 
 Divine Dialogues. — Poverty, Societj', and the Useful Arts. — 
 Selfisluiess must give wny to Altruism. — Tlie Struggle of Life. — 
 The Progress of the Arts and tlie fuial Regeneration of the Race. 
 — Tlie Arts that make Life sweet and beautifid. — The tiual Funda- 
 mental Educational Ideal is Universality. — Comenius's definition 
 of Schools — the Workshops of Humanity. — Tiiat one Man should 
 die ignorant, who h;id capacity for Knowledge, is a Tragedy. — 
 Mental and Mnnual Exercises to be rendered homogeneous in the 
 School of the Future. — The hero of the Ideal Sehool. . . .Page 370 
 
 APPENDIX 387 
 
 INDEX 427
 
 ILLUSTEATIONS, 
 
 PAGE 
 
 Portrait of the Author Frontispiece 
 
 The Labokatory of Carpentry 23 
 
 Course in the Laboratory of Carpentry 27 
 
 The Wood-turning Laboratory 31 
 
 Course in the Wood-turning and Pattern Laboratory . 41 
 
 The Founding Laboratory 49 
 
 Course in the Founding Laboratory 53 
 
 The Forging Laboratory 59 
 
 Course in the Forging Laboratory 67 
 
 The Machine-tool Laboratory 79 
 
 The Chipping, Filing, and Fitting Laboratory .89 
 
 Course in the Machine tool Laboratory 95 
 
 The Students with their Rooks 107 
 
 M. Victor Della-Vos, the Founder of ]\[anual Training 
 in Russia 329 
 
 Dr. John I). Kunki.e, the Founder op Manual Training 
 in the United States 335
 
 POWER. 
 
 ^ His tongue icks framed to music, 
 
 And his hand icas armed icith skill; 
 
 His face rras the mould of beauty. 
 And his heart the throne of will." 
 
 — Emerson.
 
 I
 
 MIND AND HAND: 
 
 MANUAL TRAINING THE CHIEF FACTOR IN EDUCATION. 
 
 n (a A' 0^ 
 
 CHAPTER I. 
 
 THE IDEAL SCHOOL. 
 
 Its Situation. — Its Tall Chimney. — The Whir of Machinery and 
 Sound of the Sledge-hammer. — The School that is to dignify 
 Labor. — The Realization of the Dream of Bacon, Rousseau, Co- 
 menius, Pestalozzi, and Froebel. — The School that fitly represents 
 the Age of Steel. 
 
 The Ideal School is an institution which develops and 
 trains to usefulness the moral, physical, and intellectual 
 powers of man. It is wliat Comeuius called Humanity's 
 workshop, and in America it is becoming the natural 
 center of the Public School sj-stem, Tlie building, well- 
 designed for its occupancy, is large, airy, open to the light 
 on every side, amply provided with all appliances requis- 
 ite for instruction in the arts and sciences, and finished 
 interiorly and exteriorly in the highest style of useful 
 and beautiful architectural effects. The distinguishing 
 characteristic of the Ideal School building is its chim- 
 ney, which rises far above the roof, from whose tall stack 
 a column of smoke issues, and the hum and whir of 
 machinery is heard, and the lieavy thud of the sledge- 
 hammer resounding on the anvil, smites the ear. 
 
 It is, then, a factory rather than a school ? 
 
 No. It is a school ; the school of the future ; the 
 school that is to dignify labor ; the school that is to
 
 2 MIND AND HAND. 
 
 generate power; the school wliere every sound contrib- 
 utes to the harmony of development, wliere the bi'uin 
 infoi'tns the muscle, where thought directs every blow, 
 where the mind, the ej'e, and the hand constitute an 
 invincible triple alliance, Tliis is the school that Locke 
 dreamed of, that Bacon wished for, tiiat Rousseau de- 
 scribed, and tliat Comenius, Pestalozzi, and Froebel 
 strusrirled in vain to establish. 
 
 It is, then, science and the arts in apotheosis. For if 
 it be, as claimed, the Ideal school, it is destined to lift 
 the veil from the face of Nature, to reveal her most 
 precious secrets, and to divert to man's use all her 
 treasures. 
 
 Yes; it is to otlier schools what the diamond is to 
 other precious stones — the last analysis of educatioiud 
 thought. It is the philosopher's stone in education ; the 
 incarnated dream of the alchemist, which dissolved earth, 
 air, and water into their original elements, and recom- 
 bined them to compass man's innnortality. Through it 
 that which has hitherto been impossible is to become a 
 potential reality. 
 
 In this building which resembles a factory or machine- 
 shop an educational revolution is to be wrought. Edu- 
 cation is to be rescued from the domination of medigeval 
 ideas, relieved of tlie enervating influence of Grecian 
 {Bstheticism, and conflded to the scientific dii'cction of 
 the followers of Bacon, whose phih)Sophy is common 
 sense and its law, ])rogress. The i)hil(>sophy of Plato 
 left in its wak(! a long line of abstract propositions, 
 decayed civilizations, and ruined cities, while the philos- 
 ophy of Bacon, in tin; language of Macaulay," has length- 
 ened life; mitigated ))aiti ; oxtinguishcd diseases; 
 increased the fertility of the soil ; given new securities
 
 THE IDEAL SCHOOL. 3 
 
 to the mariner; spanned great rivers and estuaries with 
 bridges of form unknown to onr fathers; guided th(3 
 tlinnderbolt innocuously from heaven to earth; lighted 
 up the night with the splendor of the day ; extended 
 the range of the human vision ; multiplied the power of 
 the human muscles; accelerated motion; annihilated 
 distance; facilitated intercourse, correspondence, all 
 friendly ottices, all dispatch of business; enabled man 
 to descend to the depths of the sea, to soar into the air, 
 to penetrate secnrel}' into the noxious recesses of the 
 earth, to traverse the land in cars which whirl along 
 without horses, and the ocean in ships which run ten 
 knots an hour against the wind." 
 
 It is this beneficent work of Bacon that tlie Ideal 
 school is to continue — the work of demonstratintj: to the 
 world that the most useful thing is the most beautiful 
 thing — discarding Plato, the apostle of idle speculation, 
 and exalting Bacon, the minister of use. 
 
 In laying the foundations of education in labor it is dig- 
 nified and education is ennobled. In such a union there 
 is honor and strength, and long life to our institutions. 
 For the permanence of the civil compact in this country, 
 as in other countries, depends less upon a wide diffusion 
 of unassimilated and undigested intelligence than upon 
 such a thorough, practical education of the masses in the 
 arts and sciences as shall enable them to secure, and 
 qualify them to store up, a fair share of the aggregate 
 produce of labor. 
 
 If this school shall appeal- like a hive of industry, let 
 the reader not be deceived. Its main purpose, intellect- / ^ 
 ual development, is never lost sight of for a moment. It 
 is founded on labor,which, being the most sacred of hunian 
 functions, is the most useful of educational methods. It
 
 4 MIND AND HAND. 
 
 is a system of object-teaching — teaching through things 
 instead of through signs of things. It is the embodi- 
 ment of Bacon's aphorism — "Education is the cultiva- 
 tion of a just and legitimate familiarity betwixt the mind 
 and things." The students draw pictures of things, and 
 then fashion them into things at the forge, the bench, 
 and the turning-lathe ; not mainly that they may enter 
 machine-shops, and with greater facility make similar 
 things, but that they may become stronger intellectually 
 and morally ; that they may attain a wider range of 
 mental vision, a more varied power of expression, and so 
 be better able to solve the problems of life when they 
 shall enter upon the stage of practical activity. 
 
 It is a theory of this school that in the processes of ed- 
 ucation the idea should never be isolated from the object 
 it represents;' (1) because the idea, being the reflex per- 
 ception or shadow of the object, is less clearly defined than 
 the object itself, and (2) because joining the object and 
 the idea intensifies the impression. Separated from its 
 object the idea is unreal, a phantasm. The object is the 
 flesh, blood, bones, and nerves of tlie idea. Without its 
 body the idea is as impotent as the jet of steam that rises 
 from the surface of boiling water and loses itself in the air. 
 But unite it to its object and it becomes the vital spark, 
 the animating force, the Promethean flre. Thus steam 
 converts the Corliss engine — a huge mass of lifeless iron 
 — into a thing of grace, of beauty, and of resistless power. 
 Suppose the teacher, for exani{)le, desires to convey to 
 the mind of a child having no knowledge of form an 
 impression of the sha|)e of the earth ; he says, " It is 
 globular." The child's face expresses nothing because 
 there is in its mind no conception of the object repre- 
 sented by the word globular. The teacher says, " It is a
 
 THE IDEAL SCHOOL. 5 
 
 sphere," with no better success. He adds, " A sphere is 
 a body bounded by a surface, every point of which is 
 equally distant from a point within called the centre." 
 The child's face is still expressionless. The teacher takes 
 a handful of moist clay and moulds it into the form of a 
 sphere, and exhibiting it, says, " The earth is like this." 
 The child claps its hands, utters a cry of delight, and 
 exclaims, " It is round like a ball !" 
 
 This is an illustration of the triumph of object-teach- 
 ing, the method alike of the kindergarten and the man- 
 \ial training school./ As the child is father of the man, 
 so the kindergarten is father of the manual training 
 school. The kindergarten comes first in the order of 
 development, and leads logically to the manual training 
 school. The same principle underlies both. In both it 
 is sought to generate power by dealing with things in 
 connection with ideas. Both have common methods of 
 instruction, and they should be adapted to the whole 
 period of school life, and applied to all schools. 
 
 The Ideal school, most precisely representative of the 
 present age — the age of science — is dedicated to a homo- 
 geneous system of mental and manual training, to the 
 generation of power, to the development of true man- 
 hood. And above all, this school is destined to unite in 
 indissoluble bonds science and art, and so to confer upon 
 labor the highest and justest dignity — that of doing and 
 responsibility. The reason of the degradation of labor 
 was admirably stated by America's most distinguished 
 educational reformer, the late Mr. Horace Mann, who said, 
 "The labor of the world has been performed by ignorant 
 men, by classes doomed to ignorance from sire to son ; by 
 tiie bondmen and bondwomen of the Jews, by the helots 
 of Sparta, by the captives who passed under the Roman
 
 6 MIND AND HAxN'D. 
 
 yoke, and by tlie villeins and serfs and slaves of more 
 modern times." 
 
 When it shall have been demonstrated that the high- 
 est dei^ree of education results from conibinincj manual 
 with intellectual training, the ]al)orer will feel the pride 
 of a genuine triumph ; for the coDsciousness that every 
 thought-impelled blow educates him, and so raises him 
 in the scale of manhood, will nerve his arm, and lire his 
 brain with hope and courage. 
 
 1 "And the attempt to convey scientific conceptions without the- 
 appeal to observation, which can alone give sucli conceptions firm- 
 ness and reality, appears to me to be in direct antagonism to tlic 
 fundamental principles of scientific education. — "Physiography," 
 [Preface], p. vii. By T. H. Huxley, F.R.S. New Yorli: D. Apple- 
 ton & Co., 1878. 
 
 This theory is the autitliesis of that of Plato, namely; "that tlie sim- 
 plest and purest way of examining things, is to pursue every partic 
 u!ar by tiiought alone, without offering to support our meditation by 
 seeing or baclcing our reasonings by any other corporal sense." — 
 Plato's " Divine Dialogues," p. 180. London: S. Cornish & Co., 1839.
 
 THE MAJE&TY OF TOOLS. 
 
 CHAPTER IT. 
 
 THE MAJESTY OF TOOLS. 
 
 Tools the Highest Text -books — How to Use them the Test of 
 Scholarship — They are the Gauge of Civilization — Carlyle's Apos- 
 trophe to them. — The Typical Hand-tools. — The Automata of the 
 Machine-shop. — Through Tools Science and Art are United. — The 
 Power of Tools— Their Educational Value.— Without Tools Man 
 is i^othing ; with Tools he is All. — It is through the Arts alone 
 that Education touches Human Life. 
 
 Sacred to the majesty of tools might be appropriately 
 inscribed over the entrance to this Ideal scliool ; for its 
 highest text-books are tools, and how to use them most 
 intelligent!}' is the test of scholarship. To realize the 
 potenc}' of tools it is only necessary to contrast the two 
 states of man — the one without tools, the other with 
 tools. See him in the first state, naked, shivering with 
 cold, now hiding away from the beasts in caves, and now, 
 famished and despairing, gaunt and iiollow-eyed, creep- 
 ing stealthily like a panther upon his prey. Then see 
 him in the poetic, graphic apostrophe of Carlyle : — 
 "Man is a tool-using animal. He can use tools, can 
 devise tools ; with these the granite monntaiiis melt 
 into light dust before him ; he kneads iron as if it were 
 soft paste ; seas are his smootli highway, winds and fire his 
 unwearying steeds. Nowhei'e do j^on find him without 
 tools; without tools he is nothing, with tools he is all ! '' 
 
 What a picture of the influence of tools upon civiliza- 
 tion ! It is through the use of tools that man has
 
 8 MIND AND HAND. 
 
 reached the place of absolute supremacy among animals. 
 As he increases liis stock of tools he recedes from the 
 state of savagery. The great gulf between the aboriginal 
 savage and the civilized man is spanned by the seven 
 hand^tools — the axe, the saw, the plane, the hammer, the 
 square, the chisel, and the file. These are the universal 
 tools of the arts, and the modern machine - shop is an 
 aggregation of them rendered automatic and driven by 
 steam. 
 
 The ancients constructed automata which were ex- 
 ceedingly ingenious. In the statues that could walk and 
 talk, the Chinese puppets and the marionettes of the 
 Greeks there was a hint of the modern automatic tools, 
 which, driven by steam, fashion with equal accuracy the 
 delicate parts of the watch and the huge segments of the 
 marine engine. The ancients knew more of science than 
 of art. They were familiar with the power of steam, 
 but knew not how to apply it to the wants of man. 
 They knew that steam would turn a spit, but they had 
 not a sutficient knowledge of art to convert the power 
 they had discovered into a monster of force, and train it 
 to bear the burdens of commerce. They never thought 
 to apply the jet of steam used to turn a spit to great 
 automatic machines, and to fit into them saws and files, 
 and needles and drills, and gimlets and planes, and com- 
 pel them to do the work of thousands of men. But this 
 is precisely what the modern mechanic has accom- 
 plished. In making a slave of steam, science and art 
 have combined to free mankind. 
 
 We marvel at the duhiess of the ancients as shown in 
 tlieir failure to ntih'ze in the useful arts the discoveries 
 of science. Tiiat they should have studied the stars over 
 their heads to the neglect of the earth undei' their feet is
 
 THE MAJESTY OF TOOLS. 9 
 
 incomprehensible to the modern mind. But will not fut- 
 ure generations marvel at us? Is it not an astounding 
 fact that, with a knowledge of the tremendous influence 
 of tools upon the destiny of the human race so graphic- 
 ally depicted by Carlyle, the nations have been so slow 
 in incorporating tool-practice into educational methods? 
 The distinguishing features of modern civilization sprang 
 as definitively from cunningly devised and skilfully han- 
 dled tools as any effect from its cause. And yet the 
 world's statesmen have failed to discover the value of 
 tool-practice as an educational agency. The face of the 
 globe has been transformed by the union of art and 
 science, but the world's statesmen have not discerned the 
 importance of uniting them in the curriculum of the 
 schools. If the ancients could see us as we see them, 
 they would doubtless laugh at us as we laugh at them. 
 ' We might take a lesson from the savage. He is taught 
 to fight, to hunt, and to fish, and in these arts the brain, 
 the hand, and the eye are trained simultaneously. He is 
 first given object-lessons, as the pupil of the kindergarten 
 is taught. Then the tomahawk, the spear, and the bow 
 and arrow are placed in his hands, and he fights for his 
 life, or fishes or hunts for his dinner. The young Indian 
 is taught all that it is necessary for him to know, and he 
 is educated, practically, in the savage's three workshops 
 — the battle-field, the forest and plain, the sea and lake. 
 Thus the young savage enters upon the duties of his life I 
 with an exact practical knowledge of them. He has not 
 been taught a theory of fighting, he has used the weap-j 
 ons of warfare ; he has not studied the arts of fishing and! 
 hunting, he has handled the spear and the bow and ar-' 
 row, and their use is as familiar to him as the multiplica-. 
 tion table is to the boy in the public school.
 
 10 MIND AND HAND. 
 
 We have more and better tools than tlie savage pos- 
 sesses. With the aid of science and art we harness steam 
 to our chariot and compel it to dra\y us whither we will. 
 We steal lire from the clouds and make it serve us as 
 a messenger. We imprison tiie air, and with it stop the 
 flying railway train; with the aid of science and art we 
 reduce the most subtile forces of nature to servitude. 
 But we neither teach our youth how to master their 
 elements nor how to use them. 
 
 Tools represent the steps of human progress — in archi- 
 tecture, from the mud hut to the modern mansion ; in 
 agriculture, from the pointed stick used to tear the turf 
 to a thousand and one ingenious instruments of husband- 
 dry ; in ship-building, from the rudderless, sailless boat to 
 the ocean steamer ; in fabrics, from the matted fleece of 
 the shepherd to the varied products of countless looms ; 
 in pottery, from the flrst rude Egyptian cup to the ex- 
 quisite vase of the Sevres factory. And so of every art 
 that contributes to the comfort and pleasure of man ; the 
 development of each has been accomplished by tools in the 
 hands of the laborer. 
 
 Since, then, man owes so mpch to labor, he has doubt- 
 less educated the laborer and howcred honors upon 
 him ('(;). On the contrary, the labor of the world has been 
 performed by the most ignorant classes, by bondmen, by 
 helots and captives, by serfs and slaves. The laborer has 
 been lield in such contempt, and been so debased by ig- 
 norance, that he has often violently protested against im- 
 provements in the tools of the trades, and with vandal 
 hands destroyed the mill, tluf factory, and the t'oi-ge erect- 
 ed to ameliorate his condition. At the top of the social 
 scale the sage has studied the stars iind invented systems 
 of abstract philosophy; at the bottom igiioi'ance has dei-
 
 THE MAJESTY OF TOOLS. 11 
 
 fied itself and starved. Tin's divorce of science from art 
 has resulted in such incongruities as the Pyramids of 
 Egypt and periodical famines ; as the hanging gardens 
 of Bahylon and the horrors of Jewish captivity ; as the 
 Greek Parthenon and dwellings without chimneys ; as 
 the statues of Phidias and Praxiteles, and royal banquets 
 without knives, forks, or spoons ; as the Poman Forum 
 and the Roman populace crying for bread and circuses ; 
 as Socrates, Plato, Seneca and Aurelius, and Caligula, 
 Claudius, Nero and Domitian. 
 
 'On the other hand the union of science with art tun- 
 lels the mountain, bridges the river, dams the torrent, 
 md converts the wilderness into a fruitful field. 
 
 -Science discovers and art appropriates and utilizes ; 
 and as science is helpless without the aid of art^ so art is 
 dead without the help of tools. Tools then constitute~Tl »/ 
 the great civilizing agency of the world ; for civilization ' 
 is^Jhe art.of rendering life agreeal>le.. The sayage^may ; 
 own a continent, but if he possesses only the savage's' 
 tools — the spear and the] bow and arrow — he will ben/ 
 ill-fed, ill-housed, ill -clothed, and poorly protected both 
 against cold and heat. He might be familiar with all 
 the known sciences, bu* if lie were ignorant of the arts 
 his state, instead of being improved, would be rendered 
 more deplorable ; for with the thoughts, emotions, sensi- 
 bilities, and aspirations of a sage he would still be pow- 
 erless to steal from heaven a single spark of fire with 
 which to warm his miserable hut. 
 
 In the light of this analysis Carlyle's rhapsody on tools 
 becomes a prosaic fact, and his conclusion — that man with- 
 out tools is nothing, with tools all — points the way to the 
 discovery of the philosopher's stone in education. For 
 if man without tools is nothing, to be unable to use tools 
 
 2"
 
 12 MIND AND HAND. 
 
 is to be destitute of power ; and if with tools he is all, 
 to be able to use tools is to be all-powerful. And tiiis 
 power in the concrete, the power to do some useful thing 
 for man — this is the last analysis of educational truth. 
 
 There is no better definition of education than that of 
 Pestalozzi — \' the generation of power. 'y But what kind 
 of power? Not merely power~Ib think abstractly, to 
 speculate, to moralize, to philosophize, l)ut power to act 
 intelligently. And the power to act intelligently' in- 
 volves the exertion, in greater or less degree, of all the 
 powers, both mental and physical. Education, then, is 
 the development of all the powers of maTi to the culmi- 
 nating point of action. What kind of action? Action 
 in art. What is art? "The power of doing something 
 not taught by nature or instinct; power or skill in the 
 use of knowledge; the practical application of the rules 
 or principles of science." Again we have the last analy- 
 sis of education — " skill in tiie use of knowledge ; the 
 application of the rules or principles of science." And 
 this is tool practice. 
 
 It is unnecessary, in an educational view, to divide 
 the arts by the employment of the terms "useful" and 
 /"fine;" for tlie tiiu; arts can only exist legitimately 
 where the useful arts have paved tlie way. In a har- 
 monious development the artist will enter on the heels 
 of the artisan. Art is cosmopolitan. It is not less 
 worthily represented by the carpenter with his square, 
 saw, and plane, and the smith with his sledge, tiuin by the 
 sculptor with his mallet and chisel, and the ])ainter with 
 his easel and brush; both classes Goutril)uto to the com- 
 fort and j)le:isure of man ; foi- comfort is enhanced by 
 pleasure, and pleasure is inttuisilied by comfort. It fol- 
 lows that the ultimate object of education is the attain-
 
 THE MAJESTY OF TOOLS. 13 
 
 ment of skill in the arts. To this end the speculations 
 and investigations of philosopliy and the experiments of 
 chemistry lead. At the door of the study of the philos- 
 opher and of the laboratory of the chemist stands the 
 artisan, listening for the newest hint that philosophy can 
 impart, waiting for the result of the latest chemical analy- 
 sis. In his hands these suggestions take form ; through 
 his skilful manipulation the faint indications of science 
 become real things, suited to the exigencies of human life. 
 It is the most astounding fact of history that educa- 
 tion has been confined to abstractions. The schools have 
 taught history, mathematics, language and literature, and 
 the sciences, to the utter exclusion of the arts, notwith- 
 standing the obvious fact that it is through the arts alone 
 that other branches of learning touch human life. As 
 Bacon has so aptly expressed it, " The real and legitimate 
 goal of the s-ciences is the endowment of human life with 
 new inventions and riches." In a word, public education 
 stops at the exact point where it should begin to a pply 
 the theories it has imparted. At this point the school 
 of mental and manual training conibined — the Ideal 
 School — begins ; not only books but tools are put into the 
 
 C hands of the pupil, with this injunction of Comenius; 
 " Let those things that have to be done be learned by 
 doino: them. 
 
 K
 
 14 MIND AND HAND. 
 
 CHAPTER III. 
 
 THE ENGINE-ROOM. 
 
 The Corliss Engine — A Thing of Grace and Power — The Growth 
 of Two Thousand Years — From Hero to Watt — Its Duty as a 
 School-master. — The Interdependence of the Ages. — The School 
 in Epitome. 
 
 Let us enter the Ideal School bnildint>; and take a 
 bird's-eye view of the visible processes of the new edu- 
 cation. 
 
 The first object that attracts attention is the engine. 
 It is a " Corliss," fifty-two horse-power, and makes that 
 peculiar kind of noise which conveys to the mind of the 
 observer an impression of restrained power. When the 
 student, upon entering the school, is shown this beautiful 
 machine he is told that it, like all other inventions, is a 
 growth — the growth of at least two thousand years ; that 
 the power of steam was known to the ancients — the 
 Egyptians, Greeks, and Romans; that Hero, a philoso- 
 pher of Alexandria, invented a crude steam-engine before 
 the beginning of the Christian era, and that the engine 
 before us, which throbs and trembles under the pressure 
 of its battery of steel boilers in doing duty as a school- 
 master, is the latest development of Hero's conception. 
 The educational idea underlying this fact is the inter- 
 dependence of the ages ; each generation is a link be- 
 tween the past and the future. " To show," as Philarete 
 Chasles says, " that man can only act efficiently by iisso- 
 ciation with others, it has been ordained that each in- 
 ventor shall only interpret the lirst word of the problem 
 he sets himself to solve, and that every great idea shall
 
 THE ENGINE-ROOM. 15 
 
 be the resume of the past at the same time that it is the 
 germ of the future." 
 
 The first word of the solution of the steam - power 
 problem came from Hero down the ages, through De- 
 caus, Papin, Savory, jSTewcomen, Breighton, and Smea- 
 ton, to "VVatt. To Watt is awarded the honor of the 
 invention of the modern steam-engine ; but the first con- 
 ception of his engine was derived from an atmospheric 
 machine through the accident of it having been placed 
 in his hands for repairs. Smeaton was the inventor of 
 that atmospheric engine, and his mind was one of the 
 links in the chain of intelligences extending back to 
 Egypt, through whose united agency the steam-engine 
 became a real thing of power in the cunning hands of 
 James Watt, of whom the late Di\ Draper said, " He 
 conferred on his native country more solid benefits than 
 all the treaties she ever made and all the battles she ever 
 won." This law governing great achievements is full of 
 encouragement to the student of mechanics, for while 
 the thought of compassing any great discovery or inven- 
 tion may well appall even the boldest, the most humble 
 may hope through studious industry to contribute some- 
 thing to the sum of human knowledge. 
 
 The engine-room of our school is neater than that of 
 the ordinary machine-shop, but the furnace roars like 
 any other, its open mouth shows a bank of glowing coals, 
 and the " stoker," with grimy hands, wipes the sweat 
 from his sooty brow. The whole school is here seen in 
 epitome : the '' stoker " typifies the student toiling at 
 the forge, and in the polished engine, exhibiting both 
 grace and power in its automatic action, we see the stu- 
 dent's graduating project, a machine, the joint creation 
 of brain, eve, and hand.
 
 16 MIND AND HAND, 
 
 CHAPTER IV. 
 
 THE DRAWING-ROOM. 
 
 Twenty-four Boys bending over the Drawing-board. — Analysis and 
 Synthesis in Drawing. — Geometric Drawing. — Pictorial Drawing. 
 —The Principles of Design.— The Esthetic in Art.— The Funda- 
 mentals — Object and Constructive Drawing. — Drawing for the 
 Exercises in the Laboratories. — The Educational Value of Draw- 
 ing — The Language of Drawing. — Every Student an expert 
 Draughtsman at the end of the Course. 
 
 Passing from the engine-room we enter the room as- 
 signed to drawing, — the first step in art education — 
 where twenty-four boys are bending over the drawing- 
 board, pencil in hand. Every school-day for three years 
 these boys wiH: spend an hour in this room. Each divi- 
 sion of drawing — free-hand and mechanical — is thor- 
 oughly taught. Every graduate of the institution will 
 be an expert draughtsman. The room is very still, only 
 the scratching sound of twenty-four pencils is heard. 
 The instructor moves about among the students, with 
 here and there a hint, a suggestion, a correction, or a 
 ■word of commendation — " good." 
 
 Drawing is the representation on paper of the facts, 
 and the appearance to the eye of forms. The exercise 
 proceeds by both analysis and synthesis. A cube is di- 
 vided into all the geometric figures of which it is suscep- 
 tible, and these figures are imitated with the pencil on 
 paper. Then the figures are reunited, and the cube is 
 similarly imitated. As the child in the kindergarten is 
 taught several fundamental geometric facts through the
 
 THE DRAWING-ROOM. 
 
 17 
 
 use of variously subdivided cubes, so the student of 
 drawing is tauglit by a similar process how to represent 
 these fundamental facts on paper. For example (1), the 
 student is taught to draw the following (sketches 1, 2, 
 and 3) geometric forms 
 
 O 
 
 of the square, oblong, 
 
 and circle ; (2) he is 
 
 taught (sketches 4, 5, 6, 
 
 and 7) to represent the 
 
 facts of the oblong block and cylinder ; (3) these facts 
 
 are expressed as follows (sketches 8 and 9) in working 
 
 
 o 
 
 
 
 
 8 
 
 
 9 
 
 drawings. Sketches 8 and 9 are such drawings as would 
 be placed in the hands of a mechanic as plans for the 
 manufacture of the solids they repre- 
 sent ; and the most elaborate working 
 drawings for building and mechanical 
 purposes are merely the complete de- 
 velopment of this division of the art. 
 Another division of drawing con- 
 sists in the representation of solids 
 or objects as they appear to the eye or pictorially. The 
 oblong block and cylinder, for exam- 
 ple, appear to the eye very differently 
 from their facts represented in the 
 working drawings (sketches 8 and 9), 
 as thus — (sketches 10 and 11). 
 
 The development of this division of drawing leads to 
 general pictorial representation.
 
 18 MIND AND HAND. 
 
 Finally the mastery of the art of drawing involves a 
 I study of the principles of design as applied to industrial 
 articles with the purpose of enhancing their value, as de- 
 signs for wall-paper, carpets, embroideries, tapestry, tex- 
 tiles generally, and. decorative work in wood. This is 
 the aesthetic element in the art which appeals to and de- 
 velops the student's taste. It is an important feature of 
 drawing, not less on this account than from the fact that 
 the designer's profession is a very lucrative one, but it is 
 less important than object and constructive drawing, be- 
 cause less fundamental. Besides, object and constructive 
 work in drawing come first in the order of development, 
 and it is an inexorable rule of the new education to fol- 
 low implicitly the hints of nature. 
 
 The basis of the art of drawing is geometry, and its 
 ■^ a, J, c consists in a knowledge of certain geometrical 
 'L lines, curves, and angles. This knowledge is gained 
 Vjfrom examples on the black-board which are reproduced 
 I on paper. But to relieve the student of this school 
 (from the tedium of reproducing, hundreds of times in 
 jsuccession, the same lines, angles, and curves, object-draw- 
 ing is introduced very early in the course ; and to ren- 
 der the exercise more attractive, as well as to impress it 
 more firmly upon the mind, the objects drawn during the 
 day are made features of the construction lesson in the 
 carpenter's laboratory, the wood or iron turning labora- 
 tory, or the laboratory of founding on the following day. 
 At fii'st the objects selected for this exercise are of a very 
 simple ('liiiracter, as a piece of plain moulding — a piece of 
 elaborate moulding; parts of a drawing-board — an entire 
 drawing-board ; parts of a table or desk — an entire table 
 or desk ; parts of a draughtsman's stool — an entire stool ; 
 parts of a chair — an entire chair.
 
 THE DKAWING-ROOM. 19 
 
 As the student advances in the general course he ad- 
 vances in object and constructive drawing, from simple 
 to complex forms. He draws, for example, various parts 
 of the steam-heating apparatus, and from these draughts 
 makes working drawings of patterns for moulding. These 
 he works out in the Carpenters Laboratory, and thence 
 takes them to the moulding-room, where they are used 
 in the lesson given in moulding for casting. This method 
 of instruction leads to a critical analysis of the entire in- 
 terior of the school building. Each article is resolved 
 into the original elements of its construction, and each 
 element or part is first represented on paper, then ex- 
 panded into working drawings, and then wrought out in 
 wood and iron. Finally the student reaches the engine, 
 every part of which is made the subject of exhaustive 
 study ; the facts of every part are represented on paper, 
 working drawings of every part are made, and every part 
 is reproduced in steel and iron in miniature, and, as a 
 triumph of drawing, a representation on paper of the 
 completed engme is produced. 
 
 The value of drawing as an educational agency is sim-/ 
 ply incalculable. It is the first step in manual training.) 
 It brings the eye and the mind into relations of the 
 closest intimacy, and makes the hand the organ of both. 
 It trains and develops the sense of form and proportion, 
 renders the eye accurate in observation, and the hand 
 cunning in execution. 
 
 The students are intent upon their work. The eye is 
 busy acting as interpreter between the mind and the | - '^^''^^ 
 hand. Having conveyed the impression of an object to !- ^Uyy^ 
 the mind, under its direction it now photographs the 
 object on paper, and the hand obeying the will traces it 
 out in lines. Thus the power is gained of multiplying
 
 20 MIND AND HAND. 
 
 forms of things with the pencil as words are multiplied 
 by types. 
 
 Drawing is a language — the language in which art re- 
 cords the discoveries of science. It is not German, it is 
 not French, it is not English — it is universal — common 
 to all draughtsmen. The face of the student exliibits 
 vivid flashes of intelligence as the picture reveals itself 
 under his hand. Each line is a word, an angle completes 
 the sentence; with a curve and a little delicate shading 
 we have a paragraph. The picture begins to glow with 
 thought. The student's face flushes, his heart beats quick 
 and his hand trembles. But he restrains himself, and 
 adds more lines, more angles and curves, more shading, 
 and the picture is complete. It stands out in bold relief, 
 and looks like a real thing. If the student knows the story 
 of the brazen statue of Albertus Magnus he half expects 
 his picture of a locomotive to move. He listens for the 
 sound of the hissing steam, and a smile lights up his face 
 as the illusion vanishes. Presently he will take his draw- 
 ing to the shop, and at the bench, the lathe, the anvil, 
 and the forge, reproduce it in iron and steel, and actually 
 vitalize it with steam.
 
 THE carpenter's LABORATORY. 81 
 
 CHAPTER V. 
 
 THE CARPENTER'S LABORATORY. 
 
 The Natural History of the Pine-tree — How it is Converted into 
 Lumber, what it is Wortli, and how it is Consumed. — Where the 
 Students get Information. — Working Drawings of the Lesson. — 
 Asking Questions. — The Instructor Executes the Lesson. — Instruc- 
 tion in the Use and Care of Tools. — Twenty-four Boys Making 
 Things— As Busy as Bees. — The Music of the Laboratory. — The 
 Self-reliance of the Students. 
 
 Passing from the DiMwiiitr-Koom down a fliglit of 
 stairs we enter the Carpenter's Laboratory. Here we find 
 twentj-Xoiir hoys seated before a black-board. At their 
 left stands the instructor with a piece of white pine in his 
 hand. The piece of pine is the subject of his lecture. 
 He frequently breaks the thread of his remarks to ask 
 questions, and he is as frequently interrupted by ques- 
 tions from members of the class. The scene closely re- 
 sembles an animated discussion, of which a desire to learn 
 by asking questions is the chief characteristic. The dis-' 
 cussion is about pine-trees and pine lumber. A pale- 
 faced, city-bred boy rises to describe the pine-tree. He 
 describes a fir-tree, such as may be seen in well-kept ur- 
 ban grounds and parks, and describes it in well-chosen, 
 almost poetic phrase. The instructor shakes his head, 
 but with a genial smile, and recognizes a boy whose face 
 is tanned brown, and who rises at the nod and stands 
 rather awkwardly as he speaks. He has seen the pine 
 in its native wilds, and he describes quite graphically 
 its long, bare trunk and slender limbs. But he says
 
 ?2 MIND AND HAND. 
 
 nothing of its narrow, linear leaves, of a dark green color, 
 nor of its woody cones, nor of the ^^olian-harp-like sound 
 of the wind in its branches. Why, the instructor wants 
 to know, and he propounds a sei'ies of questions, the an- 
 swers to which afford a brief sketch of the l:)oy's history. 
 His father is a dealer in pine logs, and once this boy 
 went with him into the pineries of Northern Michigan 
 in mid-winter, when the landscape was white with snow, 
 and there saw the huge trees sway back and forth under 
 the woodman's axe, saw them topple over, and heard the 
 loud crash of their fall, saw them ti-immed and sawed 
 into mill-logs. He took no note of the woody cones, nor 
 of the narrow leaves of the pine, nor did the sound of 
 the wind in its branches make any impression upon his 
 mind. He saw the pine as his father saw it, with the 
 eyes of a lumberman. He learned just one thing, and 
 learned it so well that he is able to tell the story of the 
 pine-tree from the moment of its fall from the stump in 
 the great forest to its arrival at the mill, and thence, cut 
 into boards, planks, and timber, to the raft or schooner 
 bound for Chicago. 
 
 Then the different varieties of the pine-tree are enu- 
 merated, and the uses to which their woods are severally 
 adapted mentioned. The countries which chiefly pro- 
 duce the pine-tree are named, and the climatic conditions 
 most favorable to its growth briefly referred to. This 
 discussion leads to the subject of commerce in pine lum- 
 ber — quantity consumed, demand and su]i])ly, etc ; and 
 this in turn brings a boy to his feet with the statement 
 that at the present rate of consumption the supply of 
 pine in North America will be exhausted in fifty years. 
 In answer to a (piestion the boy says he read the state- 
 ment in a newspaper. This leads to further inquiry as
 
 
 x>S^
 
 THE CARPENTER S LABORATORY. 25 
 
 to the sources of information sought by the members of 
 the class, whereupon it appears that fifteen boys have 
 consulted tlie title " pine " in some encyclopedia with a 
 view to the present lesson, and that eig-hteen boys have 
 read the market report under the title " lumber " in a 
 daily journal, in order to learn the value of white-pine 
 boards. The value being stated by half a dozen boys, 
 each member of the class computes the cost of the piece 
 of pine in the hands of the teacher. 
 
 Ten minutes having been consumed in the inquiry into 
 the nature and value of the wood in which the lesson of 
 the day is to be wrought, the instructor makes working 
 drawings of the lesson on the black-board. It may con- 
 sist of a plain joint, a mitre joint, a dove -tail joint, a 
 tenon and mortise, or a frame involving all these, and 
 more manipulations. In the few minutes devoted to this 
 exercise any question that occurs to the mind of the stu- 
 dent may be asked, and no impatience is manifested or 
 felt if the questions are numerous and reiterated. But 
 as a matter-of-fact very few questions are asked during 
 the black-board exercise, because each student, having 
 gone over every step of it in his drawing-class the day 
 previous, is perfectly familiar with the subject. 
 
 The instructor now quits the black-board for the bench, 
 where, in the presence of the whole class, he executes the 
 difficult parts of the lesson, still propounding and answer- 
 ing questions. If a new tool is brought into requisition, 
 instruction is given in its care and use. Now the boys 
 rej)air to their benches, throw off their coats, and seize 
 their tools. In a moment the silence and repose of the 
 recitation-room are exchanged for the noise and activity 
 of the laboratory. A quarter of an hour ago we left 
 twenty-four boys, with bowed heads, making drawings of
 
 26 MIND AND HAND. 
 
 things ; for a quarter of an hour we have Hstened to a 
 peculiar kind of recitation involving much practical knowl- 
 edge on the subject of the pine-tree and its product, lum- 
 ber ; now we stand in the presence of twenty-four boys, in 
 twenty-four different attitudes of labor, making things. 
 They are literally as busy as bees, using the square, the 
 saw, the plane, and the chisel ; they are, as the journey- 
 man carpenter would say, " getting out stuff for a job." 
 The coarse, buzzing sound of the cross-cut saw resounds 
 loudly through the room ; above this bass note the sharp 
 tenor tone of the rip-saw is heard, and the rasping sound 
 of half a dozen planes throwing off a series of curling 
 pine ribbons comes in as a rude refrain. The faces of the 
 boys are ruddy with the glow of exercise ; the pale-faced 
 boy who mistook a fir-tree for a pine will have his revenge 
 on the angular boy from the Michigan pinery, for he is 
 doing a finer piece of work than the other. 
 
 In the midst of the harmonious confusion caused by the 
 use of saws, planes, mallets, and chisels, the instructor raps 
 on his desk, and silence is restored ; three or four boys 
 stand in a group about the instructor's desk, the others 
 pause and wipe the pers])iration from their brows. It is 
 a picture full of interest — twenty-four boys, with flushed, 
 eager faces, lifting their eyes simultaneously to the face of 
 the instructor, waiting for the hint which is to come, and 
 which is sure in these now active minds to result in a 
 proinpt solution of the main problem of the day's lesson. 
 A similar (question from several boys shows the instruct- 
 or that the lesson has not been nuide clear; hence the 
 general cxplmiatioii wliicli follows the call to order. So 
 the work goes on, with now and then an iuten-uption. 
 There is a student trying to fit a tenon into its mortise ; 
 he is nervous and impatient; the instructor observes him,
 
 THE CARPENTERS LABORATORY. 29 
 
 foresees a catastrophe, and moves towards his bench. But 
 it is too late ! The tenon being forced the mortise splits, 
 and the discomforted student makes a wry face. The in- 
 structor approaches with a word of good cheer, but with 
 the warning aphorism that "haste makes waste." The 
 student's face flushes, and he chronicles his failure as 
 Huntsman, the inventor of cast-steel, did his, by burying 
 the wreck under a pile' of shavings, and commencing, as 
 the lawyers say, de novo. Thus tlie lesson proceeds " by f 
 the usual laboratory methods employed in teaching the 
 sciences ;" the £lass learns the thing to be done by do- I 
 ing it. ^\Tlie-*t«4ents are at their best, because the lesson ' ^ 
 to be learned compels a close union between the three . \ 
 great powers of man — observation, reflection, and action. \\ 
 No student seeks aid from another, because such a eotrfse | 
 would be impossible without the knowledge of the whole ' 
 class. A feeling of self-reliance is thus developed, the 
 disposition to shirk repressed, and a sense of sturdy inde- 
 pendence encouraged and promoted.
 
 80 MIND AND HAND. 
 
 CHAPTER VI. 
 
 THE WOOD-TURNING LABORATORY. 
 
 A Radical Change — From the Square to the Circle; from Angles 
 to Spherical, Cylindrical, and Eccentric Forms. — The Rhythm of 
 Mechanics. — The Potter's Wheel of the Ancients and the Turning- 
 lathe — The Speculation of Holtzapffels on its Origin. — The Greeks 
 as Turners. — The Turners of the Middle Ages. — George III. at the 
 Lathe. — Maudslay's Slide-rest, and the Revolution it wrought. — 
 The Natural History of Black - walnut. — The Practical Value of 
 Imagination — Disraeli's Tribute to it; Sir Robert Peel's Want of 
 it. — The Laboratory animated by Steam. — The Boys at the Lathes 
 — Their Manly Bearing. — The Lesson. 
 
 When the twenty-four boys of the Carpenter's Labora- 
 tory have become expert in the use of the tools employed 
 hi carpentry they will be introduced to the Wood-turning 
 Laboratory. The change is radical — from the square to 
 the circle, from the prose to the poetiy of mechanical 
 manipulation. Carpentry is distinguished for its cor- 
 ners and angles, turnery for its spherical, cylindrical, and 
 eccentric forms. In these forms Nature abounds and 
 deliglits, and it is in these forms that the rhythm of 
 mechanics exists. It is by the Turners that the arts are 
 supplied with a thousand and one things of use and 
 beauty. The machines, great and small, from the loco- 
 motive to the stocking-knitter — without which the work 
 of the modern world could not be done — these wonder- 
 ful contrivances, seemingly more cunning than the hand 
 of man, owe their very existence to the turning-lathe. 
 
 The skilled instructor in this department of the school
 
 THE WOOD-TURNING LABORATORY. 33 
 
 loves to dwell upon the history of turning. Its origin is 
 enveloped in the obscurity of early Egyptian traditions. 
 It is the subject of one of the oldest myths, which rans 
 thus : " Nuni, the directing spirit of the universe, and 
 oldest of created beings, first exercised the potter's art, 
 moulding the human race on his wheel. Having made 
 the heavens and the earth, and the air, and the sun and 
 moon, he modelled man out of the dark Nilotic clay, and 
 into his nostrils breathed the breath of life." 
 
 The Potter's Wheel of the ancients contained the germ 
 of the turning-lathe found in every modern machine-shop, 
 whether for the manipulation of wood or iron. Holtz- 
 apffels has an ingenious speculation as to the origin of 
 the invention of the lathe. In his elaborate work on 
 " Turning and Mechanical Manipulation " he says, 
 
 " It would appear probable that the origin of the lathe 
 may be found in the revolution given to tools for pierc- 
 ing objects for ornament or use. At first it may be sup- 
 posed that a spine or thorn from a tree, a splinter of 
 bone or a tooth, was alone used and pressed into the 
 work as we should use a brad-awl. The process would 
 naturally be slow and unsuitable to hard materials, and 
 this probably suggested to the primitive mechanic the 
 idea of attaching a splinter of bone or fiint to the end of 
 a short piece of stick, rubbing which between the palms 
 of his hands would give a rotary motion to the tool." 
 
 Of the steps of progress in invention, from the rude 
 turning-tools of the ancients down to the bee:iiinino: of 
 the present century, when Maudslay's improvement made 
 the lathe the king of the machine-shop, little is known. 
 By the Greeks the invention of turning was ascribed to 
 Daedalus. Phidias, who produced the two great master- 
 pieces of Greek art, Athene and Jupiter Olympius, was 
 
 3
 
 84 MIXD AND HAND. 
 
 familiar with tlie then existing system of wood-turning. 
 In cutting figures on signets and gems in such stones as 
 agate, carnehan, chalcedony, and amethyst, the Greek 
 artificers used the wheel and the style. In the .abundant 
 ornamentation of Roman dwellings — their elaborately 
 carved chairs, tables, bedsteads, sofas, and stools — there 
 is ample evidence of a knowledge of the art of turning 
 in wood. Improvements were made in turning -tools, 
 and fine ornamental work was done by the artisans of 
 the Middle Ages, to which the cathedrals and palaces 
 of the time bear witness. Later, during the sixteenth 
 and seventeenth centuries, turning became a fashiona- 
 ble amusement among the French nobility and gentry. 
 Louis XVI. was an expert locksmith, and spent much 
 of his royal time in that pursuit. The fashion extended 
 to England. George III. is said to have been an expert 
 wood-turner, to have been " learned in wheels and tread- 
 les, chucks and chisels ;" and as a matter of course a pur- 
 suit indulged by kings was followed by many nobles. 
 Tliere is, however, no evidence that those distinguished 
 amateurs made any improvements in the tools they used ; 
 inventions and discoveries in this as in all departments 
 of art came from the other end of the social scale. 
 When the Spaniards sacked Antwerp in 1585 the Flem- 
 ish silk-weavers fled to England and set up their looms 
 there; and a century latci', upon the revocation of the 
 Edict of IN^antes, the silk industry of England received a 
 new accession of refugee artisans consisting of persecuted 
 Protestants. Doubtless with the Flemish weavers there 
 crossed the British Channel representatives of all the 
 useful arts, inctluding that of tuiMiing; for in another 
 hundred years Enghuul took the front rank among na- 
 tions in neai'ly all industrial pursuits.
 
 THE WOOD-TURNING LABORATORY. 35 
 
 Among the great inventions and discoveries wliicli dis- 
 tingnislied the last qnarter of tlie eighteenth centurj, 
 Maudslay's slide-rest attachment to the lathe was one of 
 the greatest, if not the greatest. Without it Watt's in- 
 vention would have been of little more real service to 
 mankind than the French automata of the first quarter of 
 the same century — the mechanical peacock of Degennes, 
 Yaucauson's duck, or Maillardet's conjurer. Mr. Samuel 
 Smiles, in his admirable book on " Iron-workers and Tool- 
 makers," declares that this passion for automata, which 
 gave rise to many highly ingenious devices, "had the 
 effect of introducing among the higher order of artists 
 habits of nice and accurate workmanship in executing 
 delicate pieces of machinery." And he adds, " The same 
 combination of mechanical powers which made the steel 
 spider crawl, the duck quack, or waved the tiny rod of 
 the magician, contributed in future years to purposes of 
 higher import — the wheels and pinions, which in these 
 automata almost eluded the human senses by their mi- 
 nuteness, reappearing in modern times in the stupendous 
 mechanism of our self-acting lathes, spinning-mules, and 
 steam-engines." 
 
 That there was a logical connection between the two 
 eras of mechanical contrivance — that of the ingenious 
 automata and that of the useful modern machines — is 
 extremely probable. That the refugee artisans from 
 Antwerp and from France had a stimulating effect upon 
 English invention and discovery there can be little doubt; 
 and that the Frencli automata, which were much written 
 about, and exhibited as a triumph of mechanical genius, 
 became known to and exercised an influence upon the 
 minds of intelligent mechanics is equally probable. We 
 are therefore surprised to find Mr. Smiles arriving at a
 
 36 MIND AND HAND. 
 
 conclusion in such direct conflict with his general views 
 of the gradual growth of inventions, namely, "that 
 Maudslay's invention was entirely independent of all 
 that had gone before, and that he contrived it for the 
 special purpose of overcoming the difficulties which lie 
 himself experienced in turning out duplicate parts in 
 large numbers." 
 
 But however this may be, Mr. Maudslay's invention 
 revolutionized the workshop. Before its introduction 
 the tool of the artisan was guided solely by muscular 
 strength and the dexterity of the hand ; the smallest varia- 
 tion in the pressure applied rendered the work imperfect. 
 The slide-rest acting automatically changed all tliat. With 
 it thousands of duplicates of the most ponderous, as well 
 as the most minute pieces of machinery, are executed 
 with the utmost precision. Without it the steam-engine, 
 whether locomotive or stationary, would have been hard- 
 ly more than a dream of genius ; for the monster that is 
 to be fed with steam can be properly constructed only by 
 automatic steam-driven tools ; or, as another has expressed 
 it, " Steam-engines were never properly made until they 
 made themselves." 
 
 Ten minutes are thus agreeably and profitably occu- 
 pied by the instructor in jt review of the history of a 
 single invention, and its relations to the whole field of 
 mechanical work. 
 
 Another branch of the lesson consists of an inquiry into 
 the natural history, qualities, value, and common uses of 
 the wood which is to be the material of the day's ma- 
 nipulation — black-walnut. Holding a piece of the pur- 
 plish brown wood high in his hand the instructor dis- 
 charges, as it were, a volley of (piestions at the class, 
 "What is it called?" "Where is it found?" "How
 
 THE WOOD-TURNING LABORATORY. 37 
 
 large does the tree grow ?" " For wliat is the wood 
 chiefly used ?" Up go a dozen hands. The owner of one 
 of the hands is recognized, and lie rises to tell all about 
 it, hut is only allowed to say " black-walnut." The next 
 speaker is permitted to say that "the black -walnut is 
 found all over North America ;" the next that it is more 
 abundant west of the Alleghanies, and most abundant in 
 the valley of the Mississippi ; the next that in a forest 
 it has a limbless trunk from thirty to fifty feet high, 
 but in the " open " branches near the ground ; the next 
 that it is extensively used in liouse- finishing, in furni- 
 ture, for all kinds of cabinet-work, and especially for 
 gunstocks. 
 
 Further inquiry elicits the information that the black- 
 walnut is a quick-growing, large tree ; that its wood is 
 hard, fine-grained, durable, and susceptible of a high pol- 
 ish, and that through use and exposure it turns dark, and 
 with great age becomes almost black. One student de- 
 scribes the leaves, another the fruit or nuts, and states 
 that they are used in dyeing ; a third states that the 
 black-walnut is a great favorite for planting in the tree- 
 less tracts of the West, on account of its rapid growth 
 and the value of its timber. When the subject appears 
 to be nearly exhausted, a boy at the farther end of one of 
 the forms rises timidly and tells the story of the late Mr. 
 W. C. Bryant's great black- walnut-tree at Roslyn, Long 
 Island. He concludes, excitedly, " It is one hundred and 
 seventy years old and twenty-five feet in circumference."* 
 
 * "At Ellerslie, the birthplace of Wallace, exists an oak which 
 is celebrated as having been a remarkable object in his time, and 
 which can scarcely, therefore, be less than seven hundred years old. 
 Near Staines there is a j-ew-tree older than ]\Iagna Charta (1215), and 
 the yews at Fountains Abbey, in Yorkshire, are probably nioi'e than
 
 88 MIND AND HAND. 
 
 The timid boy dwells upon his story of the "big" tree 
 with evident fondness, and his eyes dilate with satisfac- 
 tion as he resumes his seat. The circumstance of the 
 great age no less than the enormous size of the tree has 
 captivated his imagination. The discriminating instruct- 
 or will not fail to note such incidents of the lesson. It 
 is through them that the special aptitudes of students are 
 disclosed. The instructor will always bear prominently 
 in mind that the purpose_of the school is not to make 
 mechanics but men. Nor will he forget, as Buckle re- 
 marked, that Shakespeare preceded Newton. Buckle pays 
 a glowing tribute to the usefulness of the imagination. 
 He says, " Shakespeare and the poets sowed the seed which 
 Newton and the philosophers reaped. . . . They drew 
 attention to nature, and thus became the real founders of 
 all natural science. They did even more than this. They 
 first impregnated the mind of England with bold and 
 lofty concej)tions. They taught the men of their gener- 
 ation to crave after the unseen." 
 
 Disraeli, in his matchless biography of Lord George 
 Bentinck, in summing up the cliaracter of a great Eng- 
 lish statesman is equally eiii})liatic in praise of the imagi- 
 nation as a practical quality, lie says, 
 
 " Thus gifted and tlius accomplished, Sir Robert Peel 
 had a great deficiency — he was without imagination. 
 Wanting imagination, he wanted prescience. No one 
 was more sagacious when dealing with the circumstances 
 before him ; no one penetrated the present with more 
 acutencss and accuracy. His judgment was faultless, 
 
 twelve hundred years old. Eight olive-trees still exist in the Garden 
 of Olives at Jcnisalciii which are known to be at least eight hundred 
 years old." — "Vegolable ^h)^siology." I?y William B. Carpenter, 
 M.D.,F.R.S..F.G.S. Loudon: Bell and Daldy. 1865. p. 78.
 
 THE WOOD-TURNING LABORATORY. 39 
 
 provided he had not to deal witli the future. Tlius it 
 happened through liis long career, that while he always 
 was looked upon as the most prudent and safest of lead- 
 ers, he ever, after a protracted display of admirable tac- 
 tics, concluded his campaigns by surrendering at discre- 
 tion. He was so adroit that he could prolong resistance 
 even beyond its term, but so little foreseeing that often 
 in the very triumph of his manoeuvres he found himself 
 in an untenable position." 
 
 The timid boy has imagination ; if he has application 
 and the logical faculty he ma}^ become an inventor, or he 
 may become an artist — an engraver or a designer of works 
 of art — or he may become a man of letters. To the man 
 of vivid imagination and industry all avenues are open; 
 Disraeli's wonderful career offers a striking illustration 
 of the truth of this proposition. The true purpose of 
 educatipn is the harmonious development of the whole 
 being, and the purpose of this turning laboratory is to edu- 
 cate these twenty-four boys, not to make turners of them. 
 
 The laboratory is a labyrinth of belts, large and small, 
 of wheels, big and little, of pulleys and lathes. A stu- 
 dent, at a word from the instructor, moves a lever a few 
 inches, and the breath of life is breathed into the compli- 
 cated mass of machinery. Tlie throbbing heart of the 
 engine far away sends the currents of its power along 
 shafting and pulleys. The dull, monotonous whir of 
 steam-driven machinery salutes the ear, and the twenty- 
 four students take their places at the lathes. They are | 
 from fourteen to seventeen 3'^ears of age, and range in j 
 height from undersize to "full-grown." They look like; 
 little men. Their faces are grave, showing a sense of re- • 
 sponsibility. They are to handle edge-tools on wood rapid- 
 ly revolved by the power of steam. There is peril in an
 
 40 MIND AND HAND. 
 
 uncautious step, and death lurks in the sliafting. Of these 
 dangers they have been rej^eatedlj warned ; and there is 
 in their bearing that manifestation of wary coolness which 
 we Call "nerve," and which in an emergency develops 
 into a lofty heroism capable of sublime self-sacrifice. 
 
 This is the very essence of education, its informing spir- 
 it. The student no longer thiiilcs inerely_qf beconiiiig an 
 expert turner ; he thinks of becoming a man ! All the 
 powers of his mind are roused to vigorous action ; 
 imagination illumes the path, and reason, following 
 with firm but cautious step, drives straight to the mark. 
 Rapid development results from the combination of prac- 
 tice with theory — rapid because orderly, or natural. Tlie 
 knowledge acquired is at once assimilated, and becomes 
 a mental resource, subject to draft like a bank account. 
 But nnlike a bank account it increases in the ratio of the 
 frequency with which drafts are made upon it, and the 
 result is the student leaves school at seventeen years of 
 age with the reasoning experience of an ordinarily edu- 
 cated man of forty. 
 
 The lesson has been announced by the instructor, its 
 chief points stated and analyzed, its place in the scale (so 
 to speak) of the art of turnery defined, its educational 
 value to the mind, the hand, and the eye shown, and the 
 points of difficulty involved so emphasized as to lead to 
 painstaking care in the execution of ci-ucial parts. The 
 new tool required by the lesson is handled in ]">resence of 
 the waiting class by the instructor ; the time of its inven- 
 tion stated ; the name of its iiiveiitoi- given ; tlie method 
 of its manufacture described ; and how to sharpen, take 
 care of, and use it explained with such mimiteness of de- 
 tail as to insure the making of a permanent impression 
 upon the minds of students.
 
 THE WOOD-TURNING LABOKATOKY. 43 
 
 The wood-turner's case contains more than a hundred 
 tools, perha|3s a liundred and fifty, but not more than a 
 score of them are fundamental ; the others are subsidiary, 
 and require very little if any explanation. 
 
 Tlie lesson may be one in simple turning, as a table-leg, 
 the round of a chair, or parts of a section of a miniature 
 garden-fence ; or it may be a set of pulleys, or patterns 
 for various forms of pipe. The pieces of wood to be 
 wrought or manipulated lie at the feet of the student, 
 and the working drawing (drawn by the student himself) 
 lies on the bench before him. The piece of wood to be 
 turned first is adjusted, the student touches a lever over 
 his head which sets the lathe in motion, takes the required 
 tool in hand, and the work begins. Guided by the auto- 
 matic slide-rest, the sharp point of the tool chips away 
 the revolving wood until it assumes the form of the 
 drawing lying under the eye of the operator. Thus the 
 lesson proceeds to the end of the prescribed period — ^two 
 Jiours . _ The master watches every step of its progress. 
 If a student is puzzled he receives prompt assistance, so 
 that no time may be lost. Indeed the relations between 
 instructor and students are such, or ought to be such, that 
 the question is asked before the puzzled mind falls into a 
 rut of profitless speculation through revolving in a circle. 
 But if the true sequential method of study is followed 
 tliG" student rarely fails, from the vantage ground of a 
 step securely taken, to comprehend the nature of the 
 next step in the regular order of succession. This is the 
 B ussian syste m, and it is the method of the wood-turnery 
 as well as of every department of the Manual Training 
 School. Hence a certain tool having been mastered, 
 the next tool in the regular order of succession is more 
 easily understood, because (1) each tool contains a hint of 
 
 K
 
 44 MXD AND HAND. 
 
 the nature of its successor, and (2) each addition to the 
 student's stock of knowledge confers an increased capa- 
 bility of comprehension. 
 
 When the lesson is concluded the whir of the machin- 
 ery ceases, and a great silence falls upon the class as the 
 students assemble about the instructor, each presenting 
 his piece of work. This isjtlie moment of friendly criti- 
 ^cism^ The instructor handles each specimen, comments 
 upon the character of the workmanship, points out its 
 defects, and calls for criticisms from the class. These 
 are freely given. There is an animated discussion, involv- 
 ing explanations on the part of the instructor of the 
 various causes of defects, and suggestions as to suitable 
 methods of amendment. Then the pieces of work are 
 marked according to the various degrees oF excelleloce' 
 they exhibit, and the class is dismissed.
 
 THE FOLNDIXG LABORATORY. 45 
 
 CHAPTER VII. 
 
 THE FOUXDIXG LABORATORY. 
 
 The Iron Age. — Iron the King of Metals. — Lockes Apothegm. — The 
 3Ioulder"s Art is Fundamental. — History of Founding. — Remains 
 of Bronze Castings in Egypt, Greece, and Assyria. — Layard's Dis- 
 coveries.— The Greek Sculptors.— The Colossal Statue of Apollo 
 at Rhodes. — The Great Bells of History. — Moulding and Casting 
 a Pulley. — Description of the Process, Step by Step. — The Furnace 
 Fire.- Pouring the Hot Metal into the Moulds. — A Pen Pictxire of 
 the Laboratory. — Thus were the Hundred Gates of Babylon cast. — 
 Neglect of the Useful Arts by Herodotus.— How Slavery has de- 
 graded Labor. — How 3Ianual Training is to dignify it. 
 
 As we enter the Founding Laboratorv we recall Locke's 
 apothegm: "He who first made known the use of that 
 contemptible mineral [iron] may be truly styled the fa- 
 ther of arts and the author of plenty." AVe reflect, too, 
 that the mineral that has given its name to an age of the 
 world — our age — is worthy of careful study. 
 
 The Founding Laboratory, like all the laboratories of 
 the school, is designed for twenty-four students. There 
 are twenty-four moulding-benches, combined with troughs 
 for sand, and a cupola furnace where from fiye hundred 
 to one thousand pounds of iron may be melted. 
 
 The students we lately parted from in the AYood-turn- 
 ing Laboratory are here. Their training has been confined 
 to manipulations in Ayood ; they are now to be made ac- 
 quainted with iron — iron in considerable masses. They 
 should know something, in outline, of the history of the 
 king of metals in the Founding Laboratory. The instruct- 
 or speaks familiarly to them, somewhat as follows :
 
 46 MIND AND HAND. 
 
 The art of the founder is fundamental in its nature. 
 The arts of founding and forging are, indeed, the essen- 
 tial preliminary steps which lead to the finer manipula- 
 tions entering into all metal constructions. Whether 
 forging preceded founding or founding forging is imma- 
 terial ; both arts are as old as recorded history — much 
 older indeed. Moulding, which is the first step in the 
 founder's art, should be among the oldest of human dis- 
 coveries, since man had only to take in his hand a lump 
 of moist clay to receive ocular evidence of his power to 
 give it any desired form; 
 
 Moulding for casting is closely allied to the potter's 
 art. The potter selects a clay suitable for the vessel he 
 desires to mould, and the founder prepares a composition 
 of sand and loam of the proper consistency to serve as a 
 matrix for the vessel he desires to cast. 
 
 The art of founding was doubtless first applied to 
 bronze. The ruins of Egypt and Greece abound in the 
 remains of bronze castings, an analysis of which reveals 
 about the same i-elative proportions of tin and copper 
 in use now for the best qualities of statuary bronze. Tlie 
 bronze castings of the Assyrians show a high degree of 
 art. Many specimens of this fine work of the Assyrian 
 founder have been rescued from the ruins of long-buried 
 Nineveh — buried so long that Xenophon and his ten 
 thousand Greeks marched over its site more than two 
 thousand years ago without making any sign of a knowl- 
 edge of its existence, and Alexander fonglit a great bat- 
 tle in its neighborhood in apparent ignorance of the fact 
 that he trod on classic ground. But there, delving be- 
 neath the rubbish and decayed vegetation of four thou- 
 sand years or more, Layard found great treasures of art 
 in the palaces of Sennacherib and other Assyrian mon-
 
 THE FOUNDING LABORATORY. 47 
 
 archs — vases, jars, bronzes, glass-bottles, carved ivory and 
 mother-of-pearl ornaments, engraved gems, bells, dishes, 
 and ear-rings of exquisite workmanship, besides arms and 
 a variety of tools of the practical arts. 
 
 In Greece, in the time of Praxiteles, bronze was 
 moulded into forms of rare beauty and grandeur. The 
 colossal statue of Apollo at Rhodes affords an example 
 of the magnitude of the Greek castings. It was cast in 
 several parts, and was over one hundred feet high. 
 About fifty years after its erection it was destroyed by 
 an earthquake. Its fragments lay on the ground where 
 it fell, nearly a thousand years ; but when the Saracens 
 gathered them together and sold them, there was a suffi- 
 cient quantity to load a caravan consisting of nine hun- 
 dred camels. One of the finest existing specimens of 
 ancient bronze casting is that of a statue of Mercury dis- 
 covered at Herculaneum, and now to be seen in the mu- 
 seum at l^aples. 
 
 During the era of church bells the founder exercised 
 his art in casting bells of huge dimensions. Early in the 
 fifteenth century a bell weighing about fifty tons was 
 cast at Pekin, China. This bell still exists, is fourteen 
 and a half feet in height and thirteen feet in diameter. 
 But the greatest bell-founding feat was, however, that of 
 1733, in casting the bell of Moscow. This bell is nineteen 
 feet three inches in height and sixty feet nine inches in 
 circumference, and weighs 443,772 pounds. The value of 
 the metal entering into its construction is estimated at 
 $300,000. It long lay in a pit in the midst of the Krem- 
 lin, but Czar Nicholas caused it to be raised, mounted 
 upon a granite pedestal, and converted into a chapel. 
 The methods of casting employed by the founder of 
 this king of bells are not known. The bell has outlived
 
 48 MIND AND HAND, 
 
 the Works where it was cast. The melting and handling 
 of two hundred and twenty tons of bronze metal certain- 
 ly required appointments, mechanical and otherwise, of 
 the most stupendous character ; and the existence of such 
 Works presupposes an intimate acquaintance with the 
 most minute details of the founder's art, since the natu- 
 ral order of development is from the less to the greater. 
 That is to say, the founder who could manipulate scores 
 of tons of metal in a single great casting could doubtless 
 manipulate a few pounds of metal ; or, the founder who 
 could east a bell weighing two hundred and twenty tons, 
 could cast pots and kettles and hundreds of other little 
 useful things. What we hope to do in this school Found- 
 ing Laboratory is to gain a correct conception of great 
 things by making ourselves thoroughly familiar with 
 many forms of little things in moulding and casting. 
 
 The lesson of the day is the moulding and casting of a 
 plain pulley. In the Pattern Laboratory each student has 
 already executed a pattern of the pulley to be cast, and 
 the pattern lies before him on his moulding-bench. Now 
 the instructor, at the most conspicuous bencli in the 
 room, proceeds to execute the first part of the lesson, 
 which consists of moulding. Taking from the trough a 
 handful of sand, he explains that it is only by the use of 
 sand possessing certain properties, as a degree of moist- 
 ure, but not enough to vaporize when the metal is poured 
 in, and a small admixture of clay, but not enough to 
 make of the compound a loam, that the mould can be 
 saved from ruin through vaporization, and, at the same 
 time, given the essential quality of adhesiveness and plas- 
 ticity. In the course of this explanation he remarks 
 that the sand used in some parts of the mould is mixed 
 with pulverized bituminous coal, coke, or plumbago, ia
 
 THE FOUNDING LABORATORY. 51 
 
 order to give a smoother surface. Now he takes the 
 " flask " — a wooden apparatus containing the sand in 
 which the mould is made — and explains its construction 
 and use. From this point — the sifting of facing sand on 
 tlie turn-over board, to the final one of replacing the cope 
 and securing it with keys or clamps — every step of the 
 process is carefully gone through with and explained. 
 
 Meantime, before the moulding lesson has proceeded 
 far, a fire is kindled in the furnace and it is " charged ;" 
 that is to say, filled with alternate layers of coal and pig- 
 iron, with occasional fluxes of limestone. During the 
 process of charging the furnace the instructor explains 
 the principle of its construction, and shows how it oper- 
 ates. At every subsequent i*est in moulding the students 
 surround the furnace to witness the progress of the fire, 
 the position of the layers of coal, and the state of com- 
 bustion. They pass the furnace in procession, and each 
 peeps in through the isinglass windows upon the glow- 
 ing fire, asks a question, or a dozen questions, perhaps, 
 and gives place to the next student in line. In the in- 
 tervals of these visits to the furnace the work of mak- 
 ing twenty -four moulds goes on under the eye of the 
 instructor, the students explaining each step in advance. 
 He is omnipresent, answering a question here, prevent- 
 ing a fatal mistake there, cheering, inspiring, and guiding 
 the whole class, but never insisting upon a slavish ad- 
 herence to strict identity in processes. And it is to be 
 noted that there is in moulding more latitude for inde- 
 pendence than in almost any other mechanical manipu- 
 lation. Certain essentials there are, of course, but these 
 being secured, the student may exercise his ingenuity in 
 the execution of many minor details. That there is con- 
 siderable individuality in the class may be seen by obser-
 
 52 MIND AND HAND. 
 
 vation of the different tnethods employed by the several 
 young moulders to compass various details of tlie same 
 general process. 
 
 The moulds are nearly completed. The instructor 
 assists a student who is found to be a little behind in his 
 work, and interposes a warning against haste at the criti- 
 cal moment. Within a period of ten minutes the twenty- 
 four patterns are " tapped," loosened, and lifted from 
 their beds, imperfections are carefully repaired with the 
 trowel, or some other tool, channels to the pouring holes 
 are cut in the surfaces, the pieces remaining in the copes 
 are removed, the particles of loose sand are l)lown from 
 the surfaces of the moulds, and the twenty-four copes 
 are replaced, and secured in their correct positions with 
 keys or clamps. 
 
 A final visit is now made to the furnace. The fusion 
 is found to be complete; the "pigs" are converted into 
 a molten pool. It only remains to pour the hot metal 
 into the moulds. The instructor seizes an iron ladle lined 
 with clay, holds it under the spout of the furnace reser- 
 voir until it is nearly tilled with the glowing fluid, lifts 
 and carries it carefully across the room, and pours the 
 contents into a mould. Then the students, in squads, 
 after having been cautioned as to the deadly nature of 
 the molten mass they are to handle, follow the example 
 of their instructor. At this moment the laboratory ap- 
 peals powerfully to the imagination. The picture it pre- 
 sents is weird in the extreme. From the open furnace 
 door a stream of crimson light Hoods the room. The 
 students wear paper caps and are bare-armed; their faces 
 glow in the reflected glare of the furnace-lire; they march 
 up to the furnace one by one, each receiving a ladleful 
 of steaming hot metal, and countermai'ch to their benches,
 
 THE FOUNDING LABORATORY, 55 
 
 where they pour the contents of their ladles into the 
 moulds. 
 
 Still holding his empty ladle in his hand, the instruct- 
 or watches the progress of the lesson with keen interest 
 antil the last stream of metal has found its way into 
 the throat of the last mould. He recalls the story of 
 Vulcan, the God of Fire, and of all the arts and indus- 
 tries dependent upon it, and wonders why he was not 
 depicted pouring tons of molten metal, in the foundery, 
 rather than sledge in hand at the forge. Then he regards 
 the class with a benignant expression of pride, begs for 
 silence, and says, " Thus were the hundred brazen gates 
 of ancient Babylon cast long before the beginning of 
 the Christian era." Herodotus did not think to tell us 
 much of the state of the useful arts in the early time of 
 which he wrote, but the brazen gates attracted his atten- 
 tion, and he described them : " At the end of each street 
 a little gate is found in the wall along the river-side, in 
 number equal to the streets, and they are all made of 
 brass, and lead down to the edge of the river." Could 
 Herodotus have foreseen what a deep interest his readers 
 of this remote time would take in the history of the use- 
 ful arts, he would have written less about the walls, pal- 
 aces, and temples of Babylon, and more about the artif- 
 icers. He would have begged admission to the forges 
 and founderies of the city ; he would have visited the 
 Assyrian founder at his work, questioned him about his 
 processes, and set down his answers with painstaking 
 care. Then he would have sought an introduction to 
 the smithy, and from the grimy forger learned what he 
 could tell of his art and of kindred arts. So the father 
 of history might have made an enduring record of the 
 real things which throu2:hout all time have contributed
 
 56 MIND AN'D HAND. 
 
 to the advancement of the liunian race, rather than of 
 events growing out of the ambitions and passions of men 
 — the rise and fall of kingdoms and empires, the varying 
 fortune of battle, the treacheries, crimes, and brutalities 
 of rulers, and the cringing submission of millions of sub- 
 jects. But, alas, the founders and smiths, and all the 
 other cunning artiheers of the vast empire of Syria, were 
 slaves ! and through their ancestry for unnumbered gen- 
 erations the stigma of slavery had attached to labor. 
 Ay, on the bare backs of the founders of Babylon's bra- 
 zen gates the popular scorn of labor had doubtless left its 
 livid brand. 
 
 "With these pariahs of Assyrian society, these outcasts 
 of the social circle, the great Greek historian could not 
 even speak. Descended from a long line of noble Ilali- 
 carnassian families, Herodotus felt all the prejudices of 
 the hereditary aristocracy of his country. Hence he di- 
 lates upon the wonders of Babylon, but is silent as to its 
 architects and artisans. He describes with great minute- 
 ness of detail the tower of Jupiter Belus, but gives no 
 hint of the name of its designer and builder. He de- 
 clares that Babylon was adorned in ;i manner surpass- 
 ing any city of the time, but in regard to the artificers 
 through whose ingenuity and skill such pleasing effects 
 were produced he gives no sign. 
 
 The silence of Herodotus on the subject of the use- 
 ful arts in Babylon does not indicate a want of appreci- 
 ation of their value, but merely shows contempt of the 
 Assyrian artisan, and this not because he Avas an artisan, 
 but because he was a slave. TIu; stoi-y of Solon and 
 Crresus, which antedates Herodotus, whether true or a 
 myth, shows that iron and artisanshii) were appreciated 
 by both Greeks and barbarians. When Croesus had
 
 THE FOUNDING LABORATORY. 57 
 
 exhibited to the Greek sage his vast hoard of treasures, 
 Solon said, " If another conies that hath better iron than 
 you he will be master of all this gold." Here is a recog- 
 nition of the immense value of the arts of smelting and 
 forging, coupled with a contemptuous silence regarding 
 as well the smelter and the smith as the rank 'and file 
 of the armies who should wield the swords and spears 
 drawn by science from the recesses of the earth, and by 
 art wrought and tempered at the forge. Through all 
 the early ages the brand and scorn of slavery adhered to 
 labor, while the arts, the products of labor, were often 
 deified. Thus the Scythian, who from a grinning skull 
 drank the warm blood of his captive, regarded with super- 
 stitious awe as a god the iron sword with which he cut 
 off his captive's head. 
 
 It was only with the revival of learning, after the in- 
 tellectual and moral gloom of the Dark Ages, that labor 
 began slowly to lift its bowed head and assert itself. 
 But it does not yet stand erect. It still stoops as if in 
 the presence of a master. Every now and then it winces 
 and cringes as if the sound of the descending lash smote 
 its ear. It remains for you, students in this school of 
 the- arts — all the arts that make mankind good and great 
 — it remains for you to brush away from the tear-stained 
 face of labor all the shadows accumulated there through 
 all the dead ages of oppression and slavery. It remains 
 for you to make labor bold by making it intelligent. It 
 remains for you to dignify and ennoble labor by bestow- 
 ing upon it the ripest scientific and artistic culture, and 
 devoting to its service the best energies of body and 
 mind.
 
 58 MIXD AND HAND. 
 
 CHAPTER VIII. 
 
 THE FORGING LABORATORY. 
 
 Twenty-four manly-lookiug Boys with Sledge-hammer in Hand-- 
 their Muscle and Brawu. — The Pride of Conscious Strength. — 
 The Story of the Origin of an Empire.— The Greater Empire of 
 Mechanics. — The Smelter and the Smith the Bulwark of the Brit- 
 ish Government.— Coal— its Modern Aspects; its Early History; 
 Superstition regarding its Use. — Dud. Dudley utilizes "Pit-coal" 
 for Smelting— the Story of his Struggles ; his Imprisonment and 
 Death. — The English People import their Pots and Kettles. — " The 
 Blast is on and the Forge Fire sings." — The Lesson, lirst on the 
 Black-board, then in Red-hot Iron on the Anvil. — Striking out the 
 Anvil Chorus — the Sparks fly whizzing through the Air. — The 
 Mythological History of Iron.— The Smith in Feudal Times — His 
 Versatility. — History of Damascus Steel. — We sh»)uld reverence 
 the early Inventors. — The Useful Arts finer than the Fine Arts. — 
 The Ancient Smelter and Smith, and the Students in the Manual 
 Training School. 
 
 Tins is tlie Forging Laboratory. It is only a few steps 
 from the laboratory for founding, where we lately saw 
 twenty-four sttidents taking off their leather aprons after 
 a two hotirs' lesson in moulding and casting. Here we 
 find, also, twenty-four students, but not the twenty-four 
 we saw in the lal)oratory for founding. This class is 
 more advanced. The boys are a trifle taller; they show 
 more muscle, more strength, and bear themselves with a 
 still more confident air. 
 
 In the Forging Laboi-atory there are twenty-four forges 
 with all essential accessaries, as anvils, tubs, and sets of 
 ordinary hand-tools,
 
 THE FORGING LABORATORY. 61 
 
 Tlie students, with coats off and sleeves rolled above 
 their elbows, in pairs, as smith and helper, stand, sledge 
 and tongs in hand, at twelve of the forges. They are 
 manly-looking boys. Their feet are lirnily planted, their 
 bodies erect, their heads thrown a little back. Their 
 arras show brawn ; the nuiscles stand out in relief from 
 the solid flesh. Their faces express the pride of con- 
 scious strength, and their eyes show animation. 
 
 As we regard the class with a sympathetic thrill of 
 satisfaction, the story of the origin of the Turkish Em- 
 pire is recalled: "A race of slaves, living in tlie mount- 
 ain regions of Asia, are employed by a po^verful Khan 
 to forge weapons for his use in war. A bold chief per- 
 suades them to use the weapons forged for a master to 
 secure their own deliverance. For centuries after they 
 had thus conquered their freedom, the Turkish jjeople 
 celebrated their liberation by an annual ceremony in 
 which a piece of iron was heated in the fire, and a smith's 
 hammer successively handled by the prince and his no- 
 bles." 
 
 The greatest empire in the world to-day is the em- 
 pire of the art of mechanism, and its most potent instru- 
 ment is iron. Once the perpetuity of governments de- 
 pended upon the mere possession of the dingy ore. 
 When Elizabeth came to the throne, in the middle of 
 the sixteenth century, England was almost defenceless, 
 owing to the short supply of iron. Spain, much better 
 equipped, hence relied confidently upon her ability to 
 subdue the English. But the Virgin Queen, compre- 
 hending the nature of the crisis, imported iron from 
 Sweden and encouraged the Sussex forges, and the Span- 
 ish Armada was defeated. Thus the smelter and the 
 smith became the bulwark of the British government.
 
 62 MIND AND HAND. 
 
 But at an earlier period the fraternity of smiths gave 
 direction to the course of empire. The secret of tlie 
 easy conquest of Britain by the Normans was their supe- 
 rior armor. They were clad in steel, and their horses 
 were shod with iron. The chief farrier of William be- 
 came an earl ; and he was proud of his origin, for his coat 
 of arms bore six horseshoes. 
 
 Iron and civilization are terms of equivalent import. 
 Iron is king, and the smelter and smith are his chief 
 ministers. It is not known when, by whom, or how the 
 arr of smelting iron was discovered. As well ask by 
 whom and how fire was discovered ? These are secrets 
 of the early morning of human life — of that time when 
 man made no record of his struggles. 
 
 In lieu of history the instructor resorts to tradition, 
 repeating the following legend : " Wliile men were pa- 
 tiently rubbing sticks to point them into arrows, a spark 
 leapt forth and ignited the wood-dust which had been 
 scraped from the sticks, and so fire was found." 
 
 Now the " helper " looks to his " blast " with keen in- 
 terest; for the management of tlie forge-fire is one of 
 the niceties of the smith's art. He stirs the fire a little 
 impatiently. The instructor heeds the act, but not the 
 movement of impatience. On tlie contrary he seizes the 
 occasion to introduce the subject of coaL Question fol- 
 lows question in rapid succession, and the answers are 
 prompt and satisfactory, touching all modern aspects of 
 the suljject, namely, the magnitude of the annual " out- 
 put," the localities of heaviest production, the cost of 
 mining; the uses, respectively, to which different qual- 
 ities arc applied, demand and supply, and market value 
 or price. Here the instructor remarks that the mining, 
 transportation, and sale of coal are conducted in this coun-
 
 THE FORGING LABOKATOKY. 63 
 
 try by a number of large corporations, with an aggregate 
 capitalization and bonded indebtedness of six or seven 
 hundred million dollars, and that through combinations 
 between these corporations the price is often arbitra- 
 rily advanced. "But," he concludes, "the discussion of 
 that branch of the subject belongs more properly to the 
 class in political economy." 
 
 The history of coal in its relation to iron smelting and 
 manufacture forms a curious chapter in the vicissitudes 
 of the useful arts. One hundred and iifty years ago 
 not only all the smith's fires but the smelter's fires were 
 kept up with charcoal. The forests of England were 
 literally swept away, like chaff before the wind, to feed 
 the yawning mouths of the iron mills. To make a ton 
 of iron recpiired the consumption of hundreds of cords 
 of wood. To save the timber restrictive legislation was 
 adopted, and the mills were gradually closed for want of 
 fuel, until, in 1788, there was not one left in Sussex, and 
 only a small number in the kingdom. Meantime the Eng- 
 lish iron supply came from Sweden, Spain, and Germany. 
 England seemed to be following in the footsteps of the 
 Roman Empire. The Romans accomplished in iron 
 smelting and forging just what might be expected of 
 a warlike people. They required iron for arms and 
 armor, and in smelting skimmed the surface. This is 
 proved by the cinder heaps, rich in ore, which they left 
 in Britain. Archseologists trace the decline of Rome in 
 her monuments, which show a steady deterioration in the 
 soldier's equipment. Alison attributes this decline to 
 the exhaustion of her gold and silver mines. A far more 
 plausible conjecture is found in the waste of timber in 
 fuel for smelting purposes, and the resulting failure of 
 the iron supply.
 
 64 MIND AND HAND. 
 
 The fall ofjlie. Boman Empire maj be accounted for 
 by lier_neglect of the useful .arts. The nation _that_ 
 V| converts_all her iron into swords and spears shall surelj, 
 perish. Had the city of Seven Hills possessed seven 
 men of mechanical genius like Watt, Stephenson, Mauds- 
 lay, Clement, Whitney, Neilson, and Nasmyth, her fall 
 might have been averted, or if not averted, it need not 
 have involved the practical extinction of civilization, thus 
 imposing lipon mankind the shame of the Dark Ages. 
 
 At the beginning of the seventeenth century there was 
 much ignorant prejudice against the use of mineral coal. 
 It was believed to be injurious to health. All sorts of dis- 
 eases were attributed to its supposed malignant inHuence, 
 and at one time to burn it in dwellings was made a penal 
 offence. But this prejudice did not extend to its use in 
 smelting iron, and whatever there was of inventive gen- 
 ius was devoted to a solution of the problem of its adapt- 
 ation to such purposes. Mr. Samuel Smiles has collected 
 the names of the most prominent of these Dutch and 
 German mechanics, namely, Sturtevant, Rovenzon, Jor- 
 dens, Francke, and Sir Philibert Vcrnatt, and given each 
 a niche in the temple of fame. Some of them had a true 
 conception of the rccjiiired processes, but they all faiied 
 to render the a})})lication ])ractically available, 
 
 It remained for Dud, Dudley to succeed in making a 
 thoroughly practical application of mineral coal to iron- 
 smelting purjioses, and then curiously enough to fail of 
 success in introducing it into general use. Dudley was 
 born in ir)lt!>, in an iron-manufacturing district. His fa- 
 ther owned ii-oii-works near the town of Dudley, which 
 was a {'ollecticju of forges and workshops where " nails, 
 horseshoes, keys, locks, aiul common agricultural tools" 
 were made. Brought u]) in the neighborhood of " twen
 
 THE FORGING LABORATORY. 65 
 
 ty thousand smiths and workers in iron," young Dudley 
 "attained considerable knowledge of the various proc- 
 esses of manufacture." At twenty years of age he was 
 taken from college and placed in charge of a furnace and 
 two forges in Worcestershire, where there was a scarcity 
 of wood but an abundance of mineral coal. He began 
 immediately to experiment, with a view to the substitu- 
 tion of the latter for the former, and in a year succeed- 
 ed in deuionstrating " the practicability of smelting iron 
 with fuel made from pit-coal, which so many before him 
 had tried in vain." But the charcoal iron-masters com- 
 bined to resist the new method because it cheapened the 
 product. They instigated mobs to destroy Dudley's fur- 
 naces one after another, as soon as they were complet- 
 ed, harassed hiui with lawsuits, and finally beggared and 
 drove him to prison. Then they tried to wring his se- 
 cret from him. To this attempt Cromwell, who was in- 
 terested in furnaces in the Forest of Dean, is said to have 
 been a party. But all these efforts failed, and Dudley 
 died in 1681 carrying his secret with him to the grave, 
 and there the secret slumbered nearly one hundred years. 
 
 The story of Dud. Dudley, as told by Mr. Smiles in his 
 " Iron-workers and Tool-makers," is one of surpassing 
 interest. It is worthy the careful perusal not only of 
 every school-boy but of the philosophic student in search 
 of the lessons of history, for it affords fresh evidence of 
 the truth of the proposition that the progress of civiliza- 
 tion depends upon progress in invention and discovery. 
 
 Under the influence of ignorance, prejudice, and super- 
 stition the iron industry of England continued to decline 
 until the beginning of the eighteenth century, when the 
 British people imported their pots and kettles. Fifty 
 years later, at the Coalbrookdale iron- works in Shropshire, 
 
 4
 
 66 MIND AND HAND, 
 
 when the furnaces had consumed all the wood in the 
 neighborhood and a fuel famine was imminent, smelting 
 with mineral coal was successf ullj resumed, and in 1766 
 two workmen of the "works" — the brothers Cranege — in- 
 vented the reverberatory furnace, which added immense- 
 ly to the application of coal to smelting purposes. 
 
 But while we are discussing the history of coal we are 
 consuming coal to little purpose, for the blast is on and 
 the furnace tires glow like miniature volcanic craters. 
 Let us to work. Before the black-board, chalk in hand, 
 the instructor stands and gives out the lesson. He pre- 
 sents it in the form of drawings, complete and in detail. 
 It may involve only the single process of " drawing," or 
 it may involve several processes, as " drawing," " bend- 
 ing," and " welding." The first sketch, for example, rep- 
 resents a flat bar of iron, the counterpart of the bars rest- 
 ing against the several forges. The second sketch shows 
 the bar wrought into the form of a cylinder. The third 
 sketch shows it " drawn " or lengthened, and hence re- 
 duced in size. The fourth sketch presents two rods the 
 united lengths of which equal the length of the original 
 rod. The fifth sketch represents the two rods "bent" 
 into the form of chain-links, and a sub-sketch shows the 
 proper shape of the ends of the links for "welding." 
 The sixth sketch shows the two links joined and welded. 
 
 The black-board illustrations may be omitted if the 
 school is provided with a complete set of samples. Tiie 
 School of mechanic arts of the Massachusetts Institute of 
 Technology has a hundred samjiles representing the suc- 
 cessive steps in blaeksniitliing manipuhjlion, including 
 welding, and the welding sani])les consist of two parts, 
 the first representing the details of the piece prepared 
 for welding, and the second the welded piece. These
 
 THE FORGING LABORATORY. 69 
 
 samples are part of a collection of three hundred and 
 twenty pieces of exquisite workmanship, covering every 
 department of a complete manual training course, pre- 
 sented to the Institute in 1877 by the Emperor of Russia. 
 
 The black-board illustrations or the samples having 
 been exhibited and explained as clearly as is possible in 
 words, the instructor takes his place at one of the forges, 
 and, surrounded by the class, goes through with the suc- 
 cessive steps of any manipulation contained in the lesson 
 which has not been actually wrought out in some pre- 
 vious lesson. 
 
 If the manipulation is a simple one the silence is only 
 broken by the sound of the blast and the stroke of tlie 
 hammer — the students understand every turn of the iron 
 and every blow struck by the instructor — but if the 
 manipulation is complicated, involving a fresh principle, 
 the instructor is saluted by a volley of questions, and he 
 often pauses to answer them. It is the time for ques- 
 tions ; the more questions now, the fewer questions when 
 all the blasts shall be on, an.d all the sledges flying through 
 the air and making music on the anvils. A question now 
 may lead to the enlightenment of twenty-four students; a 
 question later is sure to cost the time of twenty-four stu- 
 dents, and the answer to it may enlighten only one student. 
 
 At last the instructor drops the sledge, straightens upi 
 to his full height, and wipes the sweat from his brow. 
 If the students respect the instructor they will respect 
 labor, and they will respect the instructor if he is worthy 
 of respect. 
 
 Now the school-room is a smithy and yet it is not. It 
 is neither very hot nor very smoky, for there is an ex- 
 haust fan in operation which vitalizes the circulation. 
 But the atmosphere resounds with the clangorous strokes
 
 70 MIND AND HAND. 
 
 of a dozen sledges, mingled with the sullen roar of as 
 many forge -fires; and there are traces of soot on the ^ 
 walls, and pale smoke-wreaths creep along the ceilings, 
 and hide in corners, and circle about columns in fantastic 
 shapes. It is a smithy, but a smithy adapted, by its ex- 
 traordinary neatness, to the manufacture of watch-springs, 
 palate-arbors, and Damascus blades. 
 
 The faces of the students are aglow with the flush of 
 health-giving exercise ; their brows are " wet with honest 
 sweat," their heart -beats are full and strong, and the 
 crimson life-currents surge hotly through every vein to 
 their very finger-tips. They strike out the anvil chorus 
 in all the keys and in every measure of the scale, and 
 the burning sparks fly whizzing through the air. 
 
 At a sign from the instructor there is a pause. The 
 students stand at ease and the work is inspected. This 
 is the time for more questions if any student is in doubt ; 
 and the rest of five minutes affords opportunity for a 
 brief lecture on the subject of the early history of the 
 fraternity of smiths. 
 
 Mythology gives the highest place in its pantheon to 
 Vulcan, the God of Fire. For notwithstanding ho is I'ep- 
 resented as bearded, covered with dust and soot, blowing 
 the tires of his forges and surrounded by his chief minis- 
 ters, the Cyclops, he is given Venus to wife and made the 
 father of Cupid. Among the Scythians the iron sword 
 was a god. When Jerusalem was taken by the Baby- 
 lonians they made captives of all the smiths and other 
 craftsmen of the city — a more grievous act than the 
 thousand million dollar tribute levied upon France by 
 Germany at the close of the war of 1870. For to be de- 
 prived of the use of iron is to be relegated to a state of 
 barbarism.
 
 THE FORGING LABORATORY. 71 
 
 The vulgar accounted for the keenness of the first 
 sword-blades on the score of magic, and the praises of 
 the smiths who forged were sung with the chiefs of chiv- 
 alry who wielded them. So highly was this mysterious 
 power regarded by Tancred, the crusader, that in return 
 for the present of King Arthur s sword, Excalibar, by 
 Richard I., he paid for it with "four great ships and fif- 
 teen galleys." 
 
 The smith was a mighty man in England in the early 
 time. " In the royal court of Wales he sat in the great 
 hall with the king and queen, and was entitled to a 
 draught of every kind of liquor served." His person 
 was sacred ; his calling placed him above the law. Hd 
 was necessary to the feudal state ; he forged sword8\ 
 " on the temper of which life, honor, and victory in bat-, 
 tie depended." The smith, after the Norman invasion, 
 gained in importance in England. He was the chief 
 man of the village, its oracle, and the most cunning work- 
 man of the time. His name descended to more families 
 than that of any other profession — for the origin of the 
 name Smith is the hot, dusty, smoky smithy, and how- 
 ever it may be disguised in the spelling, it is entitled to 
 the proud distinction which its representatives sometimes 
 seek to conceal. 
 
 Mr. Smiles draws the following graphic picture of the 
 versatility of the smith of the Middle Ages : 
 
 " The smith's tools were of many sorts, but the chief 
 were his hammer, pincers, chisel, tongs, and anvil. It is 
 astonishing what a variety of articles he turned out of 
 his smithy by the help of these rude implements. In 
 the tooling, chasing, and consummate knowledge of the 
 capabilities of iron he greatly surpassed the modern 
 workman. The numerous exquisite specimens of his
 
 12 MIND AND HAND. 
 
 handicraft wliich exist in our old gate-ways, church doors, 
 altar railings, and ornamented dogs and andirons, still 
 serve as types for continual reproduction. He was, in- 
 deed, the most ' cunning workman ' of his time. But be- 
 sides all this he was an engineer. If a road had to be 
 made, or a stream embanked, or a trench dug, he was in- 
 variably called upon to provide the tools, and often to 
 direct the work. He was also the military engineer of 
 his day, and as late as the reign of Edward HI. we find 
 the king repeatedly sending for smiths from the Forest 
 of Dean to act as engineers for the royal army at the 
 siege of Berwick." 
 
 But the most signal triumph of the art, both of the 
 smelter and the smith, is found in the famous swords of 
 Damascus, whose edge and temper were so keen and per- 
 fect that they would sever a gauze veil floating in the 
 air, or crash through bones and helmets without sustain- 
 ing injury. These Damascus blades, long renowned in 
 the East, but first encountered by Europeans during the 
 crusades, in the hands of the followers of Mahomet, were 
 made of Indian steel or '' wootz." This steel, produced 
 in the form of little cakes weighing about two pounds 
 each, in the neighborhood of the city of Golconda, in 
 Hindostan, was transported on the backs of camels two 
 thousand miles to the city of Damascus, and there con- 
 verted into swords, sabres, and scimitars. 
 
 This smitlTs work lias never been excelled, if equalled. 
 Millions of dollars have been expended in efforts to pro- 
 duce the equal of Indian steel. Among the investigators 
 of the subject the most noted was a Russian general, 
 Anossoff, who died in 1851. His experiments were of 
 a very elaborate and exhaustive character. They occu- 
 pied a lifetime, and resulted in the establishment of
 
 THE FORGING LABOR ATOKY. 73 
 
 works in tlie Ural Mountains, on the Siberian border, for 
 the production of Damascus steel by a process of his 
 own invention. After General Anossoff's death the qual- 
 ity of the steel produced at his works deteriorated. 
 
 We should treat with reverence these obscure hints of 
 the triuniplis of the ancients in certain dej^artments of 
 art as suggestive of like great achievements in other di- 
 rections, for without a knowledge of types they could 
 neither teach the many what the few knew, nor preserve 
 what they had acquired for the instruction of future 
 ages. All art is the product of a sequential series of 
 ideas, each idea containing the germ of the next ; lience 
 the preservation of each idea is essential to progress. 
 The art of 'printing alone enables man to preserve such a 
 record. It follows presumptively that the art of print- 
 ing constitutes the predominant feature of difference 
 between the civilization of the moderns and that of the 
 ancients. And it is important to observe that the art of 
 printing is far more necessary to progress in the useful 
 arts than in the so-called fine arts. The ancient temples 
 with their sculptured splendors— the Parthenon, the Ju- 
 piter Olympius, and scores of others — remained long to 
 testify to the genius of Phidias, Praxiteles, and their gift- 
 ed colleagues of the chisel. These souvenirs of Greek 
 genius still serve as models for the architect and the 
 sculptor. It needs no chronicle to prove that they mark 
 the culmination of the fine arts. If the moderns have 
 failed to excel, or even equal tl^em, it is not because their 
 conception, design, or construction involved occult proc- 
 esses. It is rather because there is a limit to the devel- 
 opment of the so-called fine arts, and that limit in archi- 
 tecture and sculpture was reached in Greece more than 
 two thousand years ago.
 
 74 MIND AND HAND. 
 
 But with the Damascus bhide, wliicli typifies the use- 
 ful arts, it is entirely different. It, too, is in itself a tri- 
 umph of genius not less pronounced than the Athena of 
 Pliidias. But above and beyond this the arts of smelt- 
 ing and forging are so subtile as almost to elude the 
 grasp of analysis. Not only the method of the fabrica- 
 tion of the Damascus blade but the processes involved 
 in the production of the steel entering into its compo- 
 sition — all these are shrouded in impenetrable mystery. 
 It follows that the useful arts are finer than the.so- 
 called fine arts. Their processes are more intricate, and 
 hence more difficult of comjDrehension. To a solution 
 of the questions presented in the course of their study 
 an extended acquaintance with the sciences is essential. 
 The highest departments of the fine arts, so-called, re- 
 quire only a study of the features, figure, and character 
 of man, and of certain visible forms of nature, while 
 the useful arts make incessant demands upon the re- 
 sources of natural philosophy. The chemist toils in his 
 laboratory, and the botanist and the geologist explore 
 forest, field, and mine in search of new truths, with the 
 single purpose of enlarging the sphere of the useful arts, 
 and so of ministering more effectively to the ever in- 
 creasing needs of man. Hence there can be no limit to 
 the development of the useful arts except the limit to be 
 found in the exhaustion of the forces of nature. 
 
 We should, then, venerate the artisan rather than the 
 artist. Let us invoke the shade of the dusky Indian 
 smelter. See him in the dark recesses of the forest, 
 bending in rapt attention over his furnace, or liolding 
 aloft a little lump of his matchless steel. Alas, he is 
 dumb! Ilis secret perished with him. But the Indian 
 smelter and the Damascus smith are kin to all the invent-
 
 THE FORGING LABORATORY. 75 
 
 ors and discoverers of all the ages. Across continents 
 and seas, over trackless wastes of history — epochs during 
 which ignorance and superstition prevailed and the intel- 
 lect of man slumbered — the ancient smelter and the 
 ancient smith extend their shadowy hands to the stu- 
 dents in this school of the nineteenth century — extend 
 them in token of the fellowship of a common struggle 
 and a common hope of triumph — the struggle after 
 truth,' and the hope, of the triumph of industry. 
 
 The instructor raps on tlie black-board, and the school- 
 room is at once transformed into a smithy. Again the 
 forge-fires roar, and again the anvils resound under the 
 stroke of the hammer. For half an hour the lesson goesi 
 on, and then comes the wind-up, and the several tests 
 of excellence are applied to the completed task of each 
 student. Form, dimensions, finish — these are the tests. 
 The instructor marks the several pieces of work, makes a 
 record of the result, reads the record, and is on the point 
 of dismissing the class when an idea occurs to his mind 
 and he enjoins silence. Taking in his hand a heavy 
 sledge, and resting it on the anvil before him, he says, 
 " This is a baby-hammer, and all the forging we do here 
 is baby-forging. I hope soon to have an opportunity to 
 take yo^^ to the great works of Mr. Crane, in this city, 
 and there show you a steam-hammer which weighs a ton 
 striking fifty to one hundred blows a minute — blows, too, 
 that shame the fabled power of Vulcan, the God of Fire. 
 At Pittsburg, Pa., there is an anvil of 150 tons weight 
 which serves for forging with a 15-ton hammer. But 
 the monster steam-hammer is to be found in Krnpp's cast- 
 steel works at Essen, Germany. The hammer-head is 12 
 feet long, 5| feet wide, 4 feet thick, weighs 50 tons, and 
 has a stroke of 9 feet. The depth of the foundation 
 
 V-
 
 76 MIND AND HAND. 
 
 is 100 feet, consisting of three parts, masonry, timber, 
 and iron, bolted together. Four cranes, each capable of 
 bearing 200 tons, serve the hammer with material." 
 
 The steam-hammer was invented in 1837 by James 
 Nasmyth, of England, in response to a demand for a 
 hammer that would forge a steamship paddle-shaft of 
 unprecedented size. The nature of the emergency being 
 presented to his mind, Mr. Nasmyth conceived the idea 
 of the steam-hammer instantaneously, as it were, and at 
 once proceeded to sketch the child of his brain on paper. 
 He was too poor to defray the cost of })atenti ng his in- 
 vention ; nor was he able to procure the necessary funds 
 for that purpose until he had seen in France a hammer 
 made from his own original sketch in operation. 
 
 The steam-hammer came rapidly into use, superseding 
 all others of the ponderous sort, increasing the quantity 
 of products and reducing the cost of manufacture by 
 fifty per cent. It was through the steam-hammer only 
 that the fabrication of the immense wrought-iron ord- 
 nance and the huge plates for covering ships-of-war of 
 modern times became possible. In the hands of the 
 giant, steam, Mr. Nasmyth's hammer, even if it weigh 
 fifty tons, is susceptible of more accurate strokes than 
 the tack-hammer in the hands of the upholsterer, or the 
 sledge in the hands of the most skilled blacksmith. It 
 crushes tons of iron into a sliapeless mass at one blow, 
 and at the next drives a tack, or cracks an egg-shell in an 
 egg-cup without injuring the cup. 
 
 Mr. Nasmyth, in 1845, applied the steam-hannner prin- 
 ciple to the ])il(;-driver. With this wonderful machine 
 the "driving- Mock,'' weighing several tons, descends 
 eighty times a niinnte on the head of the pile, sending 
 it home with almost incredible rapidity. The saving of
 
 THE FORGING LABORATORY. 77 
 
 time as compared with the ohl method is in the ratio of 
 1 to 1800 ; that is, a pile can be driven in four minutes 
 that before required twelve hours. 
 
 The course in the Forging Laboratory extends from the 
 niaking and care of forge-fires to case-hardening iron and 
 hardening and tempering steel ; and competent and ex- 
 perienced instructors declare that the student in the edif- 
 cational smithy gains as much skill in a day as the smith'js 
 apprentice gains in a year in the ordinary shop. 1 
 
 ^ The inquiry of truth, which is the lovc-maliiiig or wooing of it; 
 the knowledge of truth, which is the presence of it; and the belief 
 of truth, which is the enjoying of it — is the sovereign good of human 
 nature." — Essays of Francis Bacon—" Truth," p. 3. London: Henry 
 G. Bohn, 1853.
 
 18 MLXD a:sD hand 
 
 CHAPTER IX. 
 
 THE MACHINE-TOOL LABORATORY. 
 
 TheFoundery and Smithy are Ancient, the Machine-tool Shop is Mod- 
 ern. — The Giant, Steam, reduced to Servitude.— The Iron Lines of 
 Progress — They converge in tlie Shop ; its triumphs from the Watch- 
 spring to the Locomotive.— The Applications of Iron in Art is the 
 Subject of Subjects. — The Story of Invention is the History of 
 Civilization. — The Machine-maker and the Tool-maker are the best 
 Friends of Man. — Watt's Great Conception waited for Automatic 
 Tools ; their Accuracy. — The Hand-made and the jMachine-made 
 Watch.— The Elgin (Illinois) Watch Factory.— The Interdepen- 
 dence of the Arts. — The Making of a Suit of Clothes.— The Ante- 
 room of the Machine-tool Laboratory. — Chipping and Filing. — The 
 File-cutter.— The Poverty of Words as compared with Things. — 
 The Graduating Project. — The Vision of the Instructor. 
 
 The transition froin tlie laboratories for founding and 
 forging to the Machine -tool Laboratory symbolizes a 
 mighty revolution in the practical arts — a revolution so 
 stupendous as to defy description, and so far-reaching as 
 to appall the spirit of prophecy. The foundery and the 
 smithy date back to the dawn of history ; the machine- 
 tool shop is a creation of yesterday. About the early 
 manipulations of ii'on mythology wove a ^veb of fancy : 
 Vulcan forged Jove's thunderlK)lts, the iron sword of 
 the savage vpas a god, and even far down the course of 
 time, late in the Middle Ages, Tanci'cd, the crusader, paid 
 an almost fabulous sum for King Arthur's famous sword 
 Excalibar — but the modern machine-tool shop is a huge 
 iron automaton, without sentiment, and possessing no 
 poetry except the rhythmic liarmony of motion. In this

 
 THE MACHINE-TOOL LABORATORY. " 81 
 
 shop steam is reduced to servitude, and compelled with 
 giant hands to bore, mortise, plane, polish, fashion, and 
 fit great masses of iron, and, anon, with delicate fingers 
 to spin gossamer threads of burnished steel. "With the 
 hot steam coursing through its steel -ribbed veins the 
 brain of this automaton thinks the thoughts foreordained 
 by its inventor; its hands do his bidding, its arms fetch 
 and carry for him, its feet come and go at his beck 
 and nod. This automaton feeds on iron, steel, copper, 
 and brass, and produces the watch-spring and the loco- 
 motive, the revolver and the Krupp gun, the surgeon's 
 lancet and the shaft of a steamship, the steel pen and the 
 steam-hammer, the vault -lock and the pile-driver, the 
 sewing-machine and the Corliss engine. The lever which 
 wakens this automaton to life, which endows its brain; 
 witlT'genius anSTts fingers with cunning, is the rod of ■ 
 empire. All the lines of modern development converge 
 in the machine-tool shop, and they are all lines of iron, 
 whether consisting of a fine wire strung on poles in mid- 
 air or of huge bars resting on the solid earth. Iron is 
 the king of metals but the slave of man. Its magnetic 
 quality guides the mariner on the sea, and its tough fibre 
 and density sustain the weight of the locomotive on the 
 laTid. It constitutes the foundation of every useful art, 
 from the plough of the husbandman to the Jacquard 
 loom of the weaver. But it is only in the machine-tool 
 shop that the great steam-driven niachines of commerce 
 and manufacture can be produced. The ancients pos- 
 sessed iron, which they cast in the foundery and forged 
 in the smithy ; they knew the power of steam, and the 
 magicians of the time amused the populace with exhibi- 
 tions of it, but they had no machine-tool shops in which 
 steam could be harnessed for the journey across conti-
 
 82 MIND AND HAND. 
 
 nents and seas. The thousand and one modern applica- 
 tions of iron to the needs of man have originated in the 
 machine-tool shop. It is through these applications of 
 iron, not through iron itself, that human pursuits have 
 been so widely diversilied, and human powers so richly 
 developed and enlarged. 
 
 The contrasts presented by the development of the 
 useful arts during the last hundred years are startling: 
 The toilsome journey of a day reduced to an hour with 
 the maximum of comfort ; the few yards of fabric pain- 
 fully woven by hand expanded into webs of cotton, lin- 
 en, woollen, and silk cloths, rolling from thousands of 
 steam-driven looms ; the stocking once requiring hours 
 to make, now dropping second by second from the iron 
 fingers of the knitting-machine ; the nails, screws, pins, 
 and needles, forged one by one in the old village smithy, 
 now flying from the hands of automatic machines by the 
 thousand million ; the numberless stitches of the sewing- 
 machine as compared with the few of the olden time, 
 which made the fingers and the hearts of women ache ; 
 the vast crop of cereals planted, cultivated, and gathered 
 into barns with iron hands in contrast with the toilsome 
 processes of even fifty years ago. These are only a 
 few of the many illustrations that might be given of 
 progress in the useful arts, and they all emanate from 
 the machine-tool shop. 
 
 At the threshold of the most important inquiry that 
 ever occupied the mind of man stand the twenty-four 
 students we have followed, with more or less regulai'ity, 
 through the various laboratories which constitute the 
 preliminary steps in the mamud training course. It is 
 the most important inquiry that ever engaged the atten- 
 tion of man, because it touches modern civilization at
 
 THE MACHINE-TOOL LABORATORY. 83 
 
 more points than any other. It consists of an investiga- 
 tion into the subject of the diversity of the applications 
 of iron in art, a study both of the minute and the ponder- 
 ous in iron tools and machines, and it is by these tools 
 and machines that the bulk of the great enterprises of 
 the men of modern times are carried forward. These 
 students are familiar with the details of the laboratories 
 for founding and forging, but the manipulations of those 
 branches of iron manufacture are coarse and heavy as 
 compared with those of the Machine-tool Laboratory. In 
 a word, the difference between the iron manipulations of 
 the Machine-tool Laboratory and those of the founding 
 and forging laboratories is the exact measure of the dif- 
 ference between the modern and the ancient systems of 
 civilization. 
 
 The ancient civilizations culminated in that of Rome. 
 The Komans possessed iron, but confined their inanipula- 
 tions of it to the foundery and the smithy. Under the 
 Roman empire the enterprises of man — commercial, man- 
 ufacturing, and industrial generally — -reached the limit 
 marked by the applications of iron to the useful arts. It 
 is not important in this connection to inquire why in- 
 ventions and discoveries ceased. It is enough that they 
 ceased. There was a pause ; man, risen to a giddy heiglit, 
 looked backward instead of forward and upward ; the 
 stiuii:o:le to advance came to an end, ambition died out of 
 life, and a saturnalia of bloody crime and savage brutal- 
 ity ensued. Exhaustion followed, then stagnation, moral 
 and intellectual, and then the decay of all the arts. Tlie 
 world stood still, and in that state of quiescence remain- 
 ed until printing was invented and America discovered. 
 Still it waited two hundred and fifty years before re- 
 ceiving the first hint of steam-driven machines and the
 
 84 MIND AND HAND. 
 
 machines and the machine tool-shop, and during all that 
 time progress was painfully slow. Something was required 
 to give to human ambition a grand imjiulse, and to open to 
 human energy and industry a broad field. That something 
 did not come until the middle of the eighteenth century, 
 and it should never be forgotten that it came then through 
 the humble men of the workshop. To their inventive 
 genius mankind owes more than to all the philosophers, 
 litterateurs, 'pYo1iess,ors,a,nd statesmen of all time. These 
 men of the workshop — Huntsman, Cort, Roebuck, Watt, 
 Fulton, Musliet, Ilargreaves, Neilson, Whitney, Bramah, 
 Mandslay, Clement, Murray, Roberts, the Stephensons, 
 father and son, and Nasmyth---invented machines which 
 seem to rival human intelligence, and in fact far excel 
 human precision in the execution of their work. In en- 
 dowing iron with the cunning of genius and the terrific 
 power of the fabled cy clops, the modern mechanic has 
 revolutionized the field of human effort, transferring it 
 from the foundery and the smithy to the machine-tool 
 shop. It is here, and here alone, that steam - driven 
 machines can be made. They may be conceived in the 
 mind of a Watt or a Stephenson, but they can be made 
 only by the automatic tools of a Mandslay, a Clement, a 
 Bramah, or a Nasmyth. Man was helpless without steam- 
 driven machines, and he could not have steam-driven ma- 
 chines until machine-made tools had been devised with 
 which to make them. The experience of Watt striking- 
 ly illustrates this point. When lie had completed his in- 
 vention of the steam-engine, he found it nearly impossible 
 to I'cali/.c his idea in a woi-king niacliinc, owing to the 
 incompetency of the workmen of that time. In reply 
 to tiie inquiry <»f Dr. liocbiick, '' What is the principal 
 hinderance in erecting engines?" he I'esponds, "It is al
 
 THE MACHINE-TOOL LABORATORY. 85 
 
 ways the sniitli-work." His first cylinder, made of liaiii- 
 mered iron soldered together by a whitesmith, was a com- 
 plete failure. But even such workmen were so scarce 
 that upon the death of this " white-iron man " Watt was 
 reduced almost to a state of despair. " His next cylinder 
 was cast and bored at Carron, but it was so untrue that 
 it proved next to useless. The piston could not be kept 
 steam-tight, notwithstanding the various expedients which 
 were adopted of stuffing it with paper, cork, putty, paste- 
 board, and old hats." Smeaton, the best workman of the 
 time, " expressed the opinion, when he saw the engine at 
 work, that notwithstanding the excellence of the inven- 
 tion it could never be brought into general use because 
 of the difficulty of getting its various parts manufactured 
 with sufficient precision." Watt constantly complained 
 of " villanous bad workmanship." " Machine-made tools 
 were unknown, hence there were no good tools. At- 
 tempting to run an engine of the old regime, the foreman 
 of the shop gave it up in despair, exclaiming, " I think 
 we had better leave the cogs to settle their differences 
 with one another ; they will grind themselves right in 
 time." Contrast with tliis clumsy machine of the hand- 
 tool era the Corliss engine of the present day, whose 
 every movement possesses the noiseless grace of a wom- 
 an and the conscious power of a giant ; and this giant 
 springs full-armed from the machine-tool shop as Miner- 
 va sprang from the brain of Jupiter. Mr. Smiles says, 
 "When the powerful oscillating engines of the War- 
 I'ior were put on board that ship, the parts, consisting of 
 some five thousand separate pieces, were brought from 
 the different workshops of the Messrs. Penn & Sons, 
 where they had been made by workmen who knew not 
 the places they were to occupy, and fitted together with
 
 86 MIND AND HAND. 
 
 sucli precision that so soon as the steam was raised and 
 let into the cylinders the immense machine began as if 
 to breathe and move like a living creatnre, stretching its 
 huge arms like a new-born giant ; and then, after prac- 
 tising its strength a little, and proving its soundness in 
 body and limb, it started off with the power of above a 
 thousand horses, to try its strength in breasting the bil- 
 lows of the North Sea." 
 
 The great and small tools, the automata of the ma- 
 chine-shop, are no less triumphs of mechanical genius 
 than the " powerful osciUating engines of the Warrior^ 
 The prime difficulty of the hand-worker was to make two 
 things exactly alike, then followed the impossibihty of 
 making many things — the narrow limit of human capac- 
 ity to produce. At that point the inventor appeared 
 with a machine which would make a thousand things in 
 the time the hand - worker required to make one, and 
 each one of them the exact counterpart of every other. 
 
 A hundred years ago elohn Arnold, tlie inventor of the 
 chronometer, accomplished a marvel of patience and in- 
 gemiity in the form of a watch tlie size of twopence and 
 the weight of sixpence. The workmanship was so deli- 
 cate that he was compelled not only to fashion every 
 part with his own hand, but to design and make tlie tools 
 employed in its construction. The watch was presented 
 to George III., of England, who showed his appreciation 
 of Arnold's mechanical skill in a present of five liundred 
 guineas. The Emperor of Russia offered Arnold $.5000 
 for a duplicate of the wonderful little time-piece, which 
 offer was, however, declined. It was so difficult for the 
 expert watch-maker of a century ago to make two things 
 exactly alike, that Arnold could not afford to unrlertake 
 to make another miniature watch even for the exorbitant
 
 THE MACHINE-TOOL LABORATORY. 87 
 
 price of $5000. But for ten dollars the Elgin (Illinois) 
 National Watch Company will supply the Emperor of 
 Russia with a machine-made watch more nearly perfect 
 than Arnold's masterpiece, and on the same day turn out 
 one thousand otliers exactly like it. Imagine yourself 
 now in the watch factory of the Elgin Company; observe 
 that artisan holding in his hand a coil of fine steel wire 
 weighing a pound. He approaches a machine, places one 
 end of the wire in its iron fingers, presses a lever, and in 
 a few minutes the coil is converted into two hundred 
 thousand minute screws, each and every one as perfect 
 as the best that Arnold made for his George III. gem. 
 
 It is with the greatest effort of painstaking care that 
 the expert sewing-woman draws two stitches closely re- 
 sembling each other, yet while she is making the toil- 
 some exertion of her utmost skill the sewing-machine 
 sets hundreds of stitches so exactly alike that a micro- 
 scopic examination would fail to detect the least dissimi- 
 larity. 
 
 The sewing-machine affords an admirable illustration 
 of the interdependence of the practical arts. The sew- 
 ing-woman was able to keep pace with the slow and toil- 
 some processes of the distaff and loom, but upon the 
 application of steam-power to spinning and weaving the 
 demand for sewing was augmented a thousand-fold. If 
 the sewing-machine has not emancipated woman from 
 the drudgery so pathetically depicted by Tom Hood, it 
 has multiplied the production of garments almost beyond 
 the power of figures to express. Note this instance il- 
 lustrative of the triumph of automatic machinery in its 
 application to manufactures. " The Emperor of Aus- 
 tria was lately presented with a suit of clothes possessing 
 tliis remarkable history : The v/ool from which the gar-
 
 88 MIND AND HAND. 
 
 nients were made was clipped from the sheep only elev- 
 en hours before the suit was completed. At 6.08 in the 
 morning the sheep were sheared; at 6.11 the wool was 
 washed ; at 6.37 dyed ; at 6.50 picked ; at 7.34 the final 
 carding process was finished ; at eight o'clock it Avas 
 spnn ; at 8.15 spooled ; at 8.37 the warp was in the 
 loom ; at 8.43 the shuttles were ready ; at 11.10 seven 
 and three-fourth ells of cloth were completed ; at 12.03 
 the cloth was fulled; at 12.14 washed; at 12.17 sprin- 
 kled ; at 12.31 dried ; at 12.45 sheared ; at 1.07 napped ; 
 at 1.10 brushed ; and at 1.15 jDrepared and ready for the 
 shears and needle. At five o'clock the suit, consisting 
 of a hunting-jacket, waistcoat, and trousers, was fin- 
 ished." 
 
 There is a sort of anteroom to the Machine-tool Labor- 
 atory with which the students are thoroughly familiar. 
 It is called the Chipping, Filing, and Fitting Laboratory, 
 has twenty-four vises, a great assortment of cold-chisels 
 and files, and is devoted to vise work. The course in 
 the Chipping Filing and Fitting Laboratory consists of a 
 score or more lessons involving various file and chisel 
 mani})ulations, as, "filing to line," "dovetailing," "par- 
 allel fitting tongues and grooves," " ring-work and free- 
 hand filing," "('hi])})ing bevels," " ward-filing and key- 
 fitting," "screw-filing," "scraping," etc., each lesson be- 
 ing so devised as to insure the inti'odnction of variously 
 shaped tools, and their a]>plicati()ii to the forms of work 
 for which they arc designed. 
 
 This anteroom to the Machine-tool Laboratory is like 
 most anterooms plain in its appointments, and it is also 
 like the conventional aiitero(jin, a place where the student 
 does not desii'e to i-emain long. The M'itchery of the great 
 laboratory beyond has already cast its spell over the boy
 
 THE MACHINE-TOOL LABORATORY. 91 
 
 at the vise. But there is excellent hand and eye training 
 work in the Chipping, Filing, and Fitting Laboratory. 
 
 The file is a humble tool, but it is older than history, 
 dating back to the Greek Mythological period. " From 
 the smallest mouse-tail file used in the delicate operations 
 of the watch and philosophical instrument maker, to the 
 square file for the smith's heaviest work, there is a multi- 
 farious diversity in shape, size, and gauge of cutting." 
 Some of the files made by the Swiss for the watch-maker 
 "are of so fine a cut that the unaided eye cannot discern 
 the ridges." 
 
 In no department of the useful arts did the hand- 
 worker attain to greater dexterity than in file-cutting. 
 With a sharp-edged chisel the file-cutter made from one 
 hundred and fifty to two hundred " burs " a minute, and 
 they were so fine as to be traced by the sense of touch 
 alone, but as straight as though ruled by a machine. Tiie 
 hand -working file-cutter held his ground until 1859, 
 when a Frenchman, M. Bernot, invented a file - cutting 
 machine which superseded the old method of manufac- 
 ture, except in cases requiring delicacy of manipulation, 
 reducing the cost of files to one-eighth of their former 
 price. 
 
 The lessons in the Machine-tool Laboratory will not be 
 described in detail as in the other laboratories. The pro- 
 cesses are so delicate and so intricate, and the resulting 
 products in niachines so closely approach the marvellous, 
 as to beggar description. The poverty of words as com- 
 pared with things asserts itself with unexampled force in 
 tlie presence of a great variety of tools, each of which 
 seems to be endowed with the power of reflection, and 
 each of whicli, instead of whispering a word in your 
 ear, drops into your hand a thing of use to man. 
 
 The laboratory is silent, the tools are dumb, but how
 
 92 MIND AND HAND. 
 
 eloquently tliej proelaiin the era of comfort and luxury! 
 They have no tongue, but through tlieir lips you shall 
 speak across continents and under seas. They have no 
 legs, but through their aid you shall, in a race round the 
 world, outstrip Mercury. The machines they make shall 
 bear all your burdens ; with their brawny arms they lift 
 a thousand tons, and with their lingers of fairy-like deli- 
 cacy pick up a pin ; with the augur of Hercules they 
 bore a channel through the mountain of granite, and 
 with a Liliputian gimlet tunnel one of the hairs of your 
 head. 
 
 These ingenious tools are worthy of careful-inspection 
 both on account of the marvels they perform and the 
 delicacy of tlieir construction and adjustments. One 
 of them, a screw-engine lathe, for example, is taken to 
 pieces, and each piece described in order that the stu- 
 dents may be jnade familiar with the construction of the 
 tool, and so rendered capable of taking good care of it. 
 During this inspection the instructor outlines the history 
 of the tool. The main feature is the slide-rest, invented 
 by Maudslay while in the employ of Bramah, the lock- 
 maker. It is not too much to say that two things exact- 
 ly alike, or near enough alike, practically, to serve the 
 same purjiose very well, were never produced on the old- 
 fashioned turning lathe. This the instructor endeavors 
 to make clear to the class, lie also explains precisely 
 how Maudslay's improvement remedied the defects of 
 the old-fashioned lathe. Still there remained something 
 to be done to make it })erfect, and putting the pieces to- 
 gether the instructor shows where Maudslay's work end- 
 ed and tliiit of (yjemcnt began. Clement made two im- 
 provements in the slide-rest, one involving the principle 
 of self -correction, for wliicli he received the gold Isis
 
 THE MACHINE-TOOL LABOKATORr. 93 
 
 medal of the Society of Arts in 1827, and the other 
 consisting of the "self-adjusting double-driving centre 
 check," for which he was a'warded the silver medal of the 
 same society in 1828. Thus improved or perfected, the 
 slide -lathe became the acknowledged king of machine- 
 tools, the self-adjusting two -armed driver taking the 
 strain from the centre and dividing it between the two 
 arms, and so correcting all tendency to eccentricity in 
 the work. 
 
 The Machine-tool Laboratory contains a great variety 
 of tools, of which the chief are lathes, drills, and planers ; 
 but there are many auxiliary tools, and in the advanced 
 stages of the coui-se a single lesson often affords oppor- 
 tunity for the introduction of several of them. And, as 
 in the other school laboratories, each tool, upon its first 
 presentation to the class, forms the subject of a brief 
 lecture — a practical lecture too, for the instructor uses 
 the tool while he sketches its history and perhaps that 
 of its inventor, shows what place it holds in the order 
 of machine-tool development, and how admirably it is 
 adapted to its particular work, and makes suggestions as 
 to its care. Sometimes a lesson involves the use of a 
 drawing made by the students a year before, and the 
 piece of iron in which it is wrought is the product of a 
 previous lesson in forging ; and it may also have been 
 manipulated with the file or the cold-chisel, or both, in 
 the Chipping, Filing, and Fitting Laboratory. 
 
 From the first lesson in the room devoted to draw- 
 ing, to the last lesson in the Machine-tool Laboratory, 
 the course of training is orderly, consecutive. Each step 
 contains a hint of the nature of the next step, and each 
 succeeding step consists of a further application of the 
 principles and processes of the last preceding step. In
 
 94 MIND AND HAND. 
 
 a word, the students follow their drawings through all 
 the laboratories till the designs " are brought out in a 
 finished state either in cast or wrought iron.^' 
 
 The lathe is the fundamental machine-tool, but a com- 
 pletely equipped machine-tool laboratory includes a great 
 variety of supplementary or auxiliary tools, a thorough 
 knowledge of which is essential to a good mechanical ed- 
 ucation. It does not follow, because these tools are in a 
 large degree automatic, that skill may be dispensed with 
 in their use. Many of them are very complicated in de- 
 sign and construction, and they can no more be made to 
 do efficient service under an unskilled hand than a loco- 
 motive can be made to accomplish a series of success- 
 ful "runs "by an unskilled "driver." Hence every tool 
 in the laboratory is made the subject of an exhaustive 
 study. The principle of mechanics involved in its con- 
 struction is expounded, a practical illustration of its 
 method of operation is given, its peculiar liability to in- 
 jury is explained, and rules for its care are carefully for- 
 mulated, and frequently repeated. 
 
 There is a prevalent theory that the wide application 
 
 >-. of so-called automatic tools to mechanical work largely 
 ; decreases the legitimate demand for skilled mechanics, 
 
 ■^--^but it is fallacious. In the first place a thousand things 
 are now made where one thing was made fifty years ago. 
 In the second place the extensive use of steam and 
 electricity greatly enlarges the sphere wherein accurate 
 work becomes absolutely essential to human safety, and 
 hence extends the field of operations of the inventive 
 faculty. In the third place the cost of machine-tool 
 made products having been greatly reduced, competition 
 is proj)orti()nately intensified, thus narrowing the mar- 
 gin of i)roHt, and so rendering any injury to machinery
 
 THE MACHINE-TOOL LABORATORY. 97 
 
 through want of skill in the operator relatively more 
 disastrous. As a matter of fact a line machine-tool is 
 more liable than a watch to get out of order through 
 careless handling, and it no more than a watch, can be 
 properly repaired by a bungler. It follows that skill in 
 the use of machine-tools is as essential to a successful 
 mechanical career now, as skill in the use of hand-tools 
 was formerly. 
 
 But another conclusion follows more irresistibly, name- 
 ly — that the mechanical engineer who devotes his atten- 
 tion to the construction and management of massive ma- 
 chinery, such as pumps, hj'draulic and lever presses, 
 looms, and steam-engines, whether locomotive, marine, or 
 other, must, in order to be master of his profession, be thor- 
 oughly familiar with every step of their construction ; and 
 such familiarity can only be acquired by a course of prac- 
 tical study in the machine-tool shop. It is the province of 
 the mechanical engineer to utilize certain forces of nature 
 in the service of man, and it is only through the machine- 
 tool shop that such utilization can be effected. It hence 
 follows that a practical acquaintance with the manipula- 
 tions of the machine-tool shop is an essential prerequisite 
 to a successful career in the field of higher mechanics. 
 The man who aspires to construct any great mechanical 
 engineering work, like the Brooklyn Bridge, for exam- 
 ple, must know the exact mechanical power of every 
 piece of machinery he employs, as also the exact me- 
 chanical value of every piece of iron that enters into the 
 structure ; and these things he cannot know unless he 
 is familiar with the entire series of iron manipulations, 
 from those of the fouudery to those of the machine-tool 
 shop. 
 
 The aspect of the Machine-tool Laboratory when in re-
 
 98 MIND AND HAND. 
 
 pose, SO to speak, is dull and uninteresting, not to say 
 repeliant. There are twenty-four engine-lathes, as many 
 adjustable vises, a milling machine, and a variety of aux- 
 iliary tools. The lathes are supported by dingy-looking 
 cast-iron frames, and under each lathe there is a chest of 
 drawers containing a set of tools. Overhead there is a 
 wilderness of pulleys and shafting, which seems to the 
 untrained eye to have very little relation to the machines 
 below. The working parts of the lathes show burnished 
 steel surfaces, which reflect coldly the glare of yellow 
 sunlight flooding the room. If it were moonlight instead 
 of sunlight one might summon the ghosts of those daring- 
 men who hundreds and thousands of years ago dreamed 
 audaciously of the future of a]3plied mechanics. Roger 
 Bacon must have had a vision of the machine-tool shop 
 when he said, "I will now mention some of the wonder- 
 ful works of art and nature in which there is nothing of 
 magic, and which magic could not perform. Instruments 
 may be made by which the largest ships, with only one 
 man guiding them, will be carried with greater velocity 
 than if they were full of sailors ; chariots may be con- 
 structed that will move with incredible rapidity without 
 the help of animals ; a small instrument may be made to 
 raise or depress the greatest weights ; an instrument may 
 be fabricated by which one man may draw a thousand 
 men to him by force and against their will ; as also ma- 
 chines which will enable men to walk at the bottom of 
 seas or rivers without danger." 
 
 When steam is " turned on " the aspect of the Machine- 
 tool Laboi'atory is completely changed. Steam is, indeed, 
 the arch-revolutionist; it breathes the breath of life into 
 inanimate things — makes them think, speak, and act. The 
 low lium of unused machinery flrst salutes the ear; then
 
 THE MACHINE-TOOL LABORATORY. 99 
 
 the students take their places. They are three years older 
 than when we encountered them in the engine - room. 
 They are from seventeen to twenty years of age. They 
 are no longer boys ; they are young men — robust, hearty- 
 looking young men. Their bearing is very resolute — re- 
 markably resolute ; their attitude is erect. They are full- 
 chested, muscular-armed, frank-faced young men. In the 
 three years' course now drawing to a close they have 
 learned how to do many things, and hence they show a 
 good degree of confidence. But the dominant expression 
 on all the interesting young faces is, after all, one of mod- 
 esty ; so true is it that every acquisition of knowledge, and 
 especially useful knowledge, not only stimulates desire 
 to learn more, but enlightens perception as to the mag- 
 nitude of the field of further inquiry. As the addition 
 of a useful thing to the world's stock of things creates a 
 demand for a score more of useful things, so the addition 
 of a fact to the student's stock of facts not only creates a 
 desire for more facts, but strengthens the mind for 
 further investigation. 
 
 It may be that there are vain statesmen, philosophers, 
 priests, and kings, but we should as little expect to find 
 a vain mechanic as a vain scientist. 
 
 These twenty-four students may go out into the world 
 to-morrow to make their way. Some of them will en- 
 ter upon the stage of active life, others will continue 
 their studies in higher schools of literature, science, and 
 art ; but whether they go or stay, if they have made the 
 most of their opportunities in the Manual Training School 
 they will have learned the lesson of modesty, and learned 
 to respect labor, not only as a means of earning one's 
 daily bread, but as the most powerful and the most 
 healthful mental and moral stimulant.
 
 100 MIND AND HAND. 
 
 Steam is on, and the students standing at the lathes 
 are impatient to begin. It is not a lesson in the ordi- 
 nary sense. Each student works independently of special 
 direction, for each is engaged in making a niachine — the 
 graduating project. The instructor is at liand, not to 
 dictate but to advise, if requested. From his fund of 
 experience as the elder schohu- )ie will answer questions 
 propounded by his younger fellow-students. In front of 
 the students, parts of the working drawings may be seen. 
 It is plain that there is to be variety in the exhibit of 
 "projects." There are several steam-engines, diifering 
 in model ; there is a steam-pump, a punching machine, 
 a lathe, an electric machine, and a steam-hammer. 
 
 At a sign work commences — a dozen varieties of work, 
 emitting a dozen tones of buzzing and whizzing. The 
 instructor's face lights up with a pleased expression as 
 he notes the progress of the work. There is no sign 
 of hesitation in the class; no questions are asked; the 
 students seem to be driving straight to the mark. The 
 instructor's heart swells with pride ; he can trust " his 
 boys!" He has been regarding them witli an expression 
 of affection, but now his eyes wander — they have a far- 
 away look. He no longer sees the students, he is look- 
 ing beyond them. He drops into a reclining attitude, 
 sighs, falls into a reverie, and dreams. In his dream he 
 sees naked savages, emerging from caves, armed with 
 clubs, pursuing animals. These arc succeeded by men 
 bearing rude stone implements — axes and hammers — 
 and these in turn by men armed with bows and arrows, 
 but half-clothed with skins of beasts, and crouching and 
 shivering beneath tlie shelter of the branches of a tree 
 pulled downwai'd and secured by clods of earth. This 
 picture disappears, and is replaced by a pastoral scene
 
 TBE MACHINE-TOOL LABOKATORY. , lOl 
 
 — a vast plain covered with flocks and herds. In the 
 foreground stands the shepherd, and in the distance his 
 tent, consisting of skins of beasts stretched on poles, and in 
 the tent door a woman sits pounding a fleece into felt. 
 Tlie shepherd, his flocks and herds, his tent, and the 
 woman in tlie tent door, vanish like the mists of morn- 
 ing, and where the shepherd was, the husbandman is seen 
 harvesting the golden grain ; and in the shadow of the 
 cottage which has replaced the tent a woman is grind- 
 ing corn. The scene again changes — the plain has be- 
 come the site of a great city. The city is protected by 
 thick, high walls, surmounted with frowning battlements. 
 Sentinels pace back and forth along the parapet. Huge 
 hehnets protect their heads, and their bodies are clothed 
 in armor. Quivers full of bronze-tipped arrows depend 
 from their shoulders; in their hands they carry long 
 bows, and the clank, clank of their broad, two-edged, 
 bronze swords breaks the dull, monotonous routine of 
 their inarch. A brazen gate swings back noiselessly on 
 brazen hinges, and, bowing to the sentinel, the dreamer as 
 noiselessly glides into the city. Suddenly he feels the 
 hot breath of the foundery furnace-fire, and is blinded by 
 a glare of red light. Shading his eyes he sees dusky 
 forms hurrying to and fro with ladles full of molten 
 metal. Turning away he hears the heavy stroke of the 
 sledge, and looking, beholds a dusty, smoky smithy. The 
 stalwart smith drops the sledge at his side, rests one foot 
 on the anvil-block, and wipes the sweat from his brow; 
 the helper thrusts the cooling metal into the coals, bends 
 to the bellows, and the forge-fire sings. At the sound of 
 a bell the dreamer starts, the old Assyrian city falls into 
 ruins, the ruins crumble into dust, and on this dust an- 
 other city rises, flourishes, falls, and piles the dust of
 
 102 MIND AND HAND. 
 
 its ruins. Over a waste of years — twenty centuries — the 
 dreamer's thought flashes, and he stands in the presence 
 of the Alexandrian mechanic-philosopher. He sees Hero 
 in the public street, gazing abstractedly at his condensed- 
 air fountain, and follows him into his shop or laboratory, 
 and observes him curiously as he toys with the model of 
 a queer little steam-engine. " This is the Iron Age, but 
 in its infancy," he exclaims under his breath, as his eyes 
 wander from a fine Damascus blade hanging against the 
 wall to some poor hand-tools lying on the working-bench. 
 " I will speak to this old man," he continues, " and ask 
 him to step into my Machine-tool Laboratory, and see my 
 boys make steam-engines ; it will be a revelation to him. 
 Come, old friend — there — look !" And the dreamer 
 looks. Does he see double? The laboratory is un- 
 changed ; steam is still on ; the whir of machinery and 
 the buzzing sound of steam-driven tools salute the ear, 
 and the students are all busy at their benches finishing 
 parts of "projects" and adjusting them in their places, 
 But there are twenty-four other men — shades of men — in 
 the laboratory. Most of them are old ; some are in work- 
 ing clothes, others in full dress, wearing ribbons and or- 
 ders of merit. Over each student one of these shades 
 bends with an air of absorbing attention. The dreamer 
 recognizes Papin, Fulton, Watt, and Stephenson shadow- 
 ing the students engaged in tlie construction of engines. 
 They beckon Hero, and he joins the group, threading his 
 way timidly l)etween the lines of lathes, and looking 
 askance at the rapidly revolving wheels and flying belts. 
 Over the shouldci-s of other students are seen the faces 
 of Maudslay, Ih'amali, Cylement, liolx-rts, Whitney, Na- 
 smyth, Huntsman, Cort, Mui-ray, Dudley, Yarranton, Roe- 
 buck, and Whitworth, besides seveiai unfaniiliar faces.
 
 THE MACHINE-TOOL LABORATORY. 103 
 
 Suddenly they all gather about a nearl}'- completed proj- 
 ect — a stationary engine. They witness the forcing 
 home of the last screw ; they see the miniature machine 
 made fast to the bench. Steam is let into the cylinders. 
 The student's flushed face is in sharp contrast with the 
 colorless faces of the group of old men by whom he is 
 surrounded. The piston-rod moves languidly — the ma- 
 chine trembles as if awaking from slumber, the shaft os- 
 cillates slowly, then faster, then regularly, like a strong 
 pulse-beat. The project is a success — the first one com- 
 pleted! The student's face turns pale — as pale as the 
 white faces of the old men at his side. They open their 
 lips as if to cheer him, but no sound escapes them. He 
 breathes quick — almost gasps ; his heart beats loudly ; he 
 tries to shout but cannot utter a word. At last lie claps 
 liis hands! The instructor starts from his chair, rubs his 
 eyes, and stares round the laboratory. All the students 
 are there, gathered in a group about the finished " proj- 
 ect," but the ghostly shades of the old inventors have 
 vanished like the unsubstantial fabric of a vision. 
 
 The " projects " are not all finished on the same day. 
 Some of them are far more complicated than others, and 
 some students are more skilled than others. All are very 
 busy. It is not improper to ask questions relating to work 
 on the graduating projects ; the instructor is at hand to 
 answer such questions. But it is a point of honor not 
 to ask a question if the difficulty can possibly be other- 
 wise overcome. Hence very few questions are asked. 
 
 The last week of the term is a very trying one to 
 all concerned. The students are reticent and unusual- 
 ly silent; all are anxious, some are timid — the nervous 
 tension is extreme. The instructor becomes taciturn 
 under a painful sense of comjjulsory isolation from his
 
 104 MIND AND HAND. 
 
 class, towards all the members of which lie has, for three 
 yearS; svjstfiiiied fratenial rather than dictatorial relations. 
 Rut as the projects are, one by one, completed, the atmos- 
 phere clears. When the student realizes that his project 
 is certain to be a success, his face brightens and he is 
 pleased to discuss its " points" with the instructor. The 
 instructor is delighted to resume his former relations 
 with the class, the feeling of constraint is dispelled, and 
 the graduation-day exercises are contemplated with con- 
 fidence.
 
 MANUAL AND MENTAL TRAINING COMBINED. 105 
 
 CHAPTER X. 
 
 MANUAL AND MENTAL TRAINING COMBINED. 
 
 The new Education is all-sided — its Effect.— A Harmonious Devel- 
 opment of the Whole Being. — Examination for Admission to the 
 Chicago School. — List of Questions in Arithmetic, Geography, and 
 Language. — The Curriculum. — The Alternation of Manual and 
 Mental Exercises. — The Demand for Scientific Education — its 
 Effect. — Ambition to be useful. 
 
 We have now passed in review all the school labora- 
 tories, from the engine-room, or laboratory where }30wer 
 is generated, to the Machine-tool Laboratory where pow- 
 er is utilized, or harnessed, and compelled to do the work 
 of man. We have observed the student, in his first 
 effort over the drawing-board, struggling laboriously to 
 make a straight line, and in the Laboratory of Carpentry, 
 trying with varying success to make a tenon fit the mor- 
 tise, and we have stood by his side in the Machine-tool 
 Laboratory in the moment of his triumph exhibiting his 
 graduating "project" — a miniature engine throbbing un- 
 der the pressure of steam, and doing its Avork with ad- 
 mirable precision. But we have seen only the manual 
 side of the curriculum. The mental side is still to l)e 
 shown. The claim made in behalf of the new education 
 is that it is better balanced than the old, that it is all- 
 sided, that it produces a harmonious development of the 
 whole being, that it makes of the student a man fully 
 furnished for the battle of life, mentally, morally, and 
 physically. Accordingly the curriculum of the Manual 
 Training School combines with the laboratory exercises
 
 106 MIXD AND HAND. 
 
 a variety of mental exercises of quite a comprehensive 
 eliaracter; atid fii'st, certain mental requirements are nec- 
 essary to admission, as witness the foliowinfij fi-om the 
 first catah)ii-ne of the Chicag-o M;innal Trainin(>; School: 
 
 "Candidates for admission to the Junior year must beat 
 least fourteen years of age, and must present sufficient 
 evidence of good moral character. They must pass a 
 satisfactory examination in reading, spelling, writing, ge- 
 ography, English composition, and the fundamental oper- 
 ations of arithmetic as applied to integers, common and 
 decimal fractions, and denominate numbers. Ability to 
 use the English language correctly is especially desired." 
 
 The following questions were used at the first exami- 
 ation for admission to the Chicago school. 
 
 ARITHMETIC. 
 
 Transcribe work sufficient to show processes. No 
 (•'•edit given for results alone. 
 
 1. Clhange to decimals ami And the sum of |, f, jj, ^"iy, |^. 
 
 2. Divide the product of 28f and 13f by the difference of 8^ 
 and 4|. 
 
 3. Divide .OOKT') by 12J. 
 
 4. Redu(;e .395 of a mile to integers. 
 
 5. If a locomotive move I of a mile in {1 of an hour, what is its 
 speed per hour? 
 
 6. A man invested I of his money in land, .125 of it in stocks, 
 $12,000 in a vessel, and had $55,500 remaining. How much did he 
 invest in land? 
 
 7. Boiighl a sijtiarc mile of land id .$75 an actre. I reserved KiO 
 acres of it for streets and alleys, and divided the remainder into lots 
 each 66 feet front by 200 feet deep, all of which I sold for $15 i)er 
 front fV)ot. Tlie expense of surveying, etc., was $2000. What did I 
 gain? 
 
 H. How many balls, cacli ] of an inch in diamclcr, are equal in 
 wciglit to a ball of the same material 1 foot in iliametcrV 
 
 y. Find cost of material for making box, inside measurement 4 by

 
 MANUAL AND MENTAL TRAINING COMBINED, 109 
 
 2 by 3 feet, of inch lumber, worth $30 per M., ^V^f the lumber pur- 
 chased being wasted. Include in the cost 7 dozen screws at $1.80 
 per gross. 
 
 10. What is the height of a rectangular cistern capable of contain- 
 ing 600 gallons, the bottom of which is 7 by 11 feet, inside measure- 
 ment? 
 
 GEOGJBAPHY. 
 
 1. Name the five most populous cities of the United States in 
 order of population. On what w^ater is St. Petersburg? Dublin? 
 Rome? Calcutta? Cairo? 
 
 2. Locate the principal coal fields and iron regions of the United 
 States. What minerals occur in Illinois? 
 
 3. Draw map of Illinois, showing by what States and by what 
 waters bounded. Locate the capital and the largest city of Illinois. 
 
 4. Name the outlet of Lake Erie; of Lake Champlain; of Great 
 Salt Lake; of the Black Sea; of Lake Victoria Nyanza. 
 
 5. Compare the latitude and climate of Spain and Illinois. 
 
 6. How docs the island of Great Britain compare in area with the 
 United States, or with any one of the United States which you may 
 mention? 
 
 7. How do the Alps compare in height with the Rocky Mount- 
 ains? Name the highest peak in Europe; in North America; in 
 South America; in the world. 
 
 8. How docs climate vary with altitude above the sea level? Il- 
 lustrate by an example. 
 
 9. What is the cause of day and night? Of changes of seasons? 
 What is latitude? Longitude? 
 
 10. When it is 11 a.m. by " Central Time " in Chicago, what is the 
 hour by "Eastern Time "in New York City? What is the hour in 
 London? Is " Central Time " in Chicago the true time? Why? 
 
 Or, in place of the last question: What are the termini of the 
 Illinois and Michigan Canal? What waters are connected by the 
 Suez Canal? Of what water route does the Suez Canal take the 
 place? 
 
 LANGUAGE. 
 
 1. Correct in every particular, and give reason for each correction: 
 
 a. The man whicii was sick has went to his work. 
 
 b. Every person should attend to their own affairs. 
 
 c. Such expressions sound harshly.
 
 110 MIND AND HAND. 
 
 d. Between you and I, this is a real easy examination. 
 
 e. The cause of the tides were not wholly uukuown to the an- 
 cients, 
 
 2. " Pleasantly rose next morning the sun on the village of Grand 
 Pre." 
 
 How is the idea of the rising of the sun modified? 
 
 3. ' ' Flashed all their sabres bare, 
 
 Flashed as they turned in air, 
 Sab'ring the gunners there, 
 Charging an armj-, while 
 
 All the world wondered." 
 Change to good prose. 
 
 4. State the meaning of each prefix and suffix in the following 
 words: Emigrate; Immigrate; Illegally; Admissible; Thoughtless- 
 ness; Affixing. 
 
 5. a. Why is the final e of "service" retained in "serviceable?" 
 b. Write the present participle of "befit;" of "benefit." 
 
 What difference in spelling? Why? 
 e. Define Ancient; Venerable; Obsolete. 
 
 6. Write an essay on Chicago, mentioning the rapid growth of the 
 city; its land and water communications; its commerce and manu- 
 factures ; its public buildings ; its institutions of learning and charity, 
 and any other items which may occur to you. 
 
 Having passed the ordeal of tlie foregoing battery of 
 questions the student of the Ideal School finds his mental 
 exercises altei'nated with manual exercises throughout 
 the entire course in something like the following order, 
 namely: 
 
 Junior Year.-(1.) Mathematics.— \r\W\mci\c\ Algebra. (2.) 5'de??c«.— Physi- 
 olo^fv : I'hysioal(Jeograi)liy. (3.) Z.a«g'««(7C.— English Language and Literature ; or 
 Latin Header. (4.) Drawing.— Yvwhimd Model and Object ; Projection ; Machine; 
 Perspective. (5.) Shopwork.—Cox^tvwivy, Joinery, Wood-Turning, I'attern-Malving, 
 Proper Care and Use of Tools. 
 
 Middle Year.— (1.) 1/aMcwaCiw.— Geometry. (2.) Ad«wc«.- Physics, (a.) Lan- 
 (/i/ar/f. —(k'm'Ta\ Uistory and Literature; or Ciesar. (4.) Z'rawiwjj'.— Ortli()grai)hic 
 Projection and Shadows; Line and Hrnsli Shading; Isometric Projectif)n and Shad- 
 ows; Details of .Machinery; Machine from Measurement. (15.) .S7/o/jhw^.— Mold- 
 ing, Casting; Forging, Welding, Temi)ering; Soldering, IJrazing. 
 
 Senior Year. — (L) Mathcmalic».—V\nm- Trigonometry; Meclianics; Book- 
 keeping, a.) yS'cience.— Chemistry; or Descriptive Geometry and Higher Algebra.
 
 MANUAL AND MENTAL TRAINING COMBINED. HI 
 
 (3.) Language, «fc.— English Literature, Civil Government, Political Economy; or 
 Cicero, or French. (4.) Drawing.— yi&ch\ne from Measurement ; Building from 
 Measurement; Architectural Perspective. (5.) .¥ac/w«e <S7ici;;?('0/'A;.— Such as Chip- 
 ping, Filing, Fitting, Turning, Drilling, Planing, etc. Study of Machinery, including 
 the Management and Care of Steam Engines and Boilers. 
 
 Latin and French may be taken instead of Eiiijjlish 
 Language, Literature, and History. Listruction will be 
 given each year in the properties of the materials — 
 wood, iron, brass, etc. — used in tiiat year. 
 
 Throughout the course, one hour per day, or more, 
 will be given to drawing, and not less than two hours 
 per day to laboratory work. The remainder of the 
 school day will be devoted to study and recitation. Be- 
 fore graduating, each pupil will be required to construct 
 a machine from drawings and patterns made by himself. 
 A diploma will be given on graduation. 
 
 The new education is a blending of manual and men- 
 tal trainine;. It recognizes the fact that science discov- 
 ers and art utilizes, and that these two forces move the 
 modern world. 
 
 At present the Manual Training School is a missionary 
 enterprise. Its purpose is to create in the public mind 
 an imperative demand for the incorporation of its scien- 
 tific methods into the public-school course of instruction. 
 
 A vast majority of our people are employed in the 
 useful arts, and distinction in every department of labor 
 now depends upon scientific education. Without tech- 
 nical education or manual training the laborer of the 
 future cannot hope to rise above the grade of a piece of 
 automatic machinery. He falls into the routine of the 
 shop like a cog or lever moved hy steam. To avert this 
 dire misfortune our common schools must be made 
 institutions for manual as well as intellectual training. 
 They must inculcate the dignity of labor not by precept
 
 112 MIND AND HAND. 
 
 merely, but by example. It is not enough that schools 
 of technology, polytechnic institutes, and manual train- 
 ing schools are being established here and there by pri- 
 v^ate subscription. The supply of these classes of edu- 
 cation is only a drop in the bucket to the public demand. 
 Technical and manual training must be made part of the 
 general public educational system. In our city high- 
 schools we now tit boys for college. In those schools 
 we must hereafrer lit tiiem for the colleges of art. 
 When this shall have become the fashion in education 
 there will be thousands of high -school graduates with 
 a grand passion for mechanical pursuits — boys with 
 more curiosity on the subject of the expansive force of 
 steam than on the subject of " Greek roots ;" with more 
 ambition to invent something useful to man than to learn 
 how to draw a bill in cluuicery ; with a stronger desire 
 to discover a new secret in electricity than to carry oS. a 
 prize for the best Latin oration.
 
 THE INTELLECTUAL EFFECT OF MANUAL TKAINING. 113 
 
 CHAPTER XL 
 
 THE INTELLECTUAL EFFECT OF MANUAL TRAINING. 
 
 Intelligence is the Basis of Character. — The more Practical the In- 
 telligence the Higher the Development of Character. — The use of 
 Tools quickens the Intellect. — Making Things rouses the Attention, 
 sharpens the Observation, and steadies the Judgment. — History 
 of Inventions in England, 1740-1840. — Poor, Ignorant Apprentices 
 become learned Men. — Cort, Huntsman, Mushet, Neilson, Ste- 
 phenson, and Watt. — The Union of Books and Tools. — Results at 
 Rotterdam, Holland; at Moscow, Russia; at Komotau, Bohemia; 
 and at St. Louis, Mo. — The Consideration of Overwhelming Import. 
 
 The quality of all civilizations depends upon intelli- 
 gence and character, or morality, in the order stated ; for 
 morality springs from intelligence, not intelligence from 
 morality. This is an axiomatic deduction of historic 
 analysis.* Nor would it be difficult to prove that prao- 
 
 * "But if we contrast this stationary aspect of moral truths with 
 the progressive aspect of intellectual truths, the difference is, indeed, 
 startling. . . . These are to every educated man recognized and no- 
 torious facts, and tlie inference to be drawn from them is immedi- 
 ately obvious. Since civilization is the product of moral and intel- 
 lectual agencies, and since that product is constantly changing, it 
 evidently cannot be regulated by the stationary agent; because when 
 surrounding circumstances are unchanged, a stationary agent can 
 only produce a stationary effect. The only other agent is the intel- 
 lectual one, and that this is the real mover may be proved in two 
 distinct waj's : first, because being, as we have already seen, either 
 moral or intellectual, and being, as we have also seen, not moral, it 
 must be intellectual ; and secondly, because the intellectual principle 
 has an activity and a capacity for adaptation which, as I undertake 
 to show, is quite sulEcient to account for the extraordinary progress
 
 114 MINI) AKD HAND. 
 
 tical intelligence is more conducive to a high develop- 
 ment of morals than mere theoretical intelligence. For 
 is it not true that the nations most skilled in the useful 
 arts are most highly cultured in morals i And if it be 
 true, it constitutes a potential argument in support of 
 joining to intellectual instruction in the schools a course 
 of training in the elements of the useful arts. And of 
 the fact which forms the basis of this argument there is 
 a logical explanation. 
 
 Nothing stimulates and quickens the intellect more 
 than the use of mechanical tools. The boy who begins 
 to construct things is compelled at once to begin to think, 
 deliberate, reason, and conclude. As he proceeds he is 
 brought in contact with powerful natural forces. If he 
 would control, direct, and apply these forces he must 
 first master the laws hy which they are governed ; he 
 must investigate the causes of the phenomena of matter, 
 and it will be strange if from this he is not also led to a 
 study of the phenomena of mind. At the very threshold 
 of practical mechanics a thirst for wisdom is engendered, 
 and the student is irresistibly impelled to investigate the 
 mysteries of philoso2)hy. Thus the training of the eye 
 and the han<l reacts upon the brain, stimulating it to ex- 
 cursions into the realm of scientific discovery in search 
 of facts to be applied in practical forms at the bench and 
 the anvil. 
 
 The history of invention and discovery in England af- 
 fords a strikiug confirnuition of the truth of the propo- 
 sition that mechanical investigation, with tools in hand, 
 stimulates the intellectual faculties to the highest point 
 
 tliiit, (liirini,^ scvcnil conturies, Europe lias contimicd to make." — 
 ]}\icklc'.s "History of Civilization," Vol. I., p. lliO. I). Ai)pletou & 
 Co., 1864.
 
 THE INTELLECTUAL EFFECT OF MANUAL TRAINING. 115 
 
 of activity and excellence. The germs of nearly all the 
 great inventions in mechanics, the benefit of which the 
 world is now enjoying in such ample measure, are direct- 
 ly traceable to the workshops of Great Britain during 
 the period 1740-1840. 
 
 England had then no popular system of education, and 
 the apprentices in her shops were poor, obscure, and, at 
 the start, illiterate. But to those poor apprentices the 
 honor of the great inventions and discoveries of that age 
 is almost wholly due. And it is a notable fact that in 
 the struggle to invent tools and machines, to master the 
 art of mechanism, to steal from IS'ature her secret forces, 
 and harness and use them for the benefit of man, the 
 toiling workers not infrequently became iiighly educated, 
 intellectual giants, familiar not alone with special studies, 
 but masters of many branches of learning. 
 
 In 1770 the Russian Government, aware of the inferi- 
 ority of English iron, and deeming Russian iron essential 
 to England, directed the price of iron for export to be 
 raised three hundred per cent. This arbitrary act stim- 
 ulated invention. Henry Cort, the son of a brick-maker, 
 entered upon a series of experiments, with a view to the 
 improvement of English iron. They occupied several 
 years, and were of a very expensive character — so expen- 
 sive as eventually to bankrupt the man who made them. 
 They were, however, so successful as to constitute a splen- 
 did epoch in the history of metallurgy. In 1786 Lord 
 Sheffield declared that Cort's improvements in iron, and 
 the steam-engine of Watt, were of more value to Great 
 Britain than the thirteen colonies of America ; and in 
 1862 it was estimated that those improvements had added 
 three thousand million dollars to the wealth of England 
 alone, to say nothing of the rest of the world of iron
 
 116 MIND AND HAND. 
 
 manufacture throughout which they had been applied. 
 But the only estate secured by this great man as a re- 
 ward of his genius and a life of toil, as his biographer 
 pathetically remarks, was " the little domain of six feet 
 by two in which lie lies buried in liarapstead church- 
 yard." 
 
 In 1715 Sheffield contained two thousand inhabitants, 
 of whom one-third were beggars. Its manufactures con- 
 sisted of jews - harps, tobacco - boxes, and knives. Shef- 
 field is now the chief seat of the steel manufacture of 
 the world. The initial step in this great transformation 
 scene was taken by Benjamin Huntsman. He was born 
 in 1701, and bred to a mechanical calling. The early 
 years of his life were spent in the occupation of clock 
 making and repairing. He was shrewd, observant, and 
 practical, and he gradually extended the scope of his 
 profession to repairing, and finally to making hand-tools. 
 In this branch of his trade he detected defects in the 
 German steel in connnon use. He removed from Don- 
 caster to Sheffield, and there in the privacy of his cottage 
 studied metallurgy, and for years labored in secret over 
 the furnace and the crucible. His numerous failures 
 were subsequently found chronicled in masses of metal, 
 in various stages of imperfection, buried in the earth. 
 But when he emerged from his long seclusion he offered 
 to his fellow-mechanics a piece of cast-steel so hard that 
 they declined to work it. He sent the product of his 
 works to France, and the French knives and razors made 
 from it and imported into England drove the Shefiield 
 cutlery fi-om the market. Then the Shefiield cutlers 
 sought to have the export of steel prohibited. Failing 
 in that they stole Huntsman's secret. This was possible, 
 since the process had not been patented. The story of
 
 THE INTELLECTUAL EFFECT OF MANUAL TRAINING, n; 
 
 the theft is told in a little work entitled " The Useful 
 Metals and their Alloys." It is in substance that one 
 Walker, an iron-founder, '' disguised himself as a tramp, 
 and feigning great distress and abject poverty, appeared 
 shivering at the door of Huntsman's foundery late one 
 night when the workmen were about to begin their la- 
 bors at steel-casting, and asked for permission to warm 
 himself by the furnace-iire.'" He was permitted to enter, 
 and when he left he carried away the secret of the in- 
 ventor of cast-steel. 
 
 Huntsman was a member of the Society of Friends, 
 and it was doubtless on that account that he declined a 
 membership of the Royal Society tendered to him in 
 honor of his great discovery or invention of cast-steel. 
 
 David Mushet's discovery of the extraordinary value 
 of black-band iron-stone in 1801 made Scotland a first- 
 class iron-producing country; and Neilson's invention of 
 the hot-blast in 182S revolutionized the processes of iron 
 manufacture by vastly cheapening them. Both these 
 men sprang from the labor class, and both w^ere self- 
 educated. Through almost superhuman efforts they rose 
 from poverty and obscurity to fame. Mushet's " Pa- 
 pers on Iron and Steel," in the language of Smiles, " are 
 among the most valuable original contributions to the 
 literature of iron manufacture that have yet been given 
 to the world ;" and Neilson was made a member of the 
 Koyal Society in recognition of his distinguished ability 
 and the great services he rendered in the cause of the 
 useful arts. 
 
 George Stephenson rose from the coal - mine to the 
 summit of renown as a theoretical and practical mechan- 
 ic. While employed in various collieries as "fireman" 
 and " plugman," he acquired a thorough knowledge of
 
 118 MIND AND HAND. 
 
 the engines then in use, taking them apart, repairing, and 
 putting them together again. At eigliteen years of age 
 he could not read. In the course of two years attend- 
 ance at niglit-schools he learned to read, write, and ci- 
 pher.* Continuing to work in collieries, he employed his 
 leisure hours in studying mechanics and engineering, and 
 in mending clocks and shoes. When thirty-one years of 
 age he was appointed " enginewright " at Killingworth 
 Colliery, at a salary of £100 a year. From this point of 
 time dates his career as an inventor. His first locomo- 
 tive was completed in 1814, and the "Rocket" made 
 its trial trip in 1829. During the intervening fifteen 
 years Stephenson was largely engaged in the engineering 
 department of railway enterprises as well as in the pros- 
 ecution of experiments for the perfecting of locomotive 
 euii-ines. Tlie most eminent eng-ineers of the time doubt- 
 ed the practicability of the locomotive, and continued 
 to recommend statioiuiry engines, while Stephenson was 
 leading up to the "Rocket." The success of the "Rock- 
 et" made its inventor the most famous mechanic in the 
 world. For the next fifteen years he was the leading 
 spirit in all the great railway enterprises of England, be- 
 
 * " In cotK'lusion, we arc of opinion lliat six'cial instniclion which 
 can be iipplied to tlie iiiatcrial would l)c at once more fruitful in good 
 results and more attractive if the puj)!! could f^o from the class-room 
 to tiic workshop (laboratory) to practically demonstrate the theories 
 to which he has just been listening. In support of this opinion we 
 might add the observations made in our own evening-schools, where 
 the most noteworthy and rapid progrcs's is made in those eases where 
 llic iiupil has occasion lo put inlo actual practice on the material 
 itself the instruction which he has received in the <li'awing-class." — 
 " Itcport of (."ommittec! of Council of Arts and Manufactures of the 
 Province of Qu(!bec, created lo Incjuirc into the Question of Practical 
 Hehools."
 
 THE INTELLECTUAL EFFECT OF iMANUAL TRAINING. 119 
 
 sides being called repeatedly to Belgium and Spain as 
 consulting engineer. Pie was offered a fellowship of the 
 Royal Society, also one in the Civil Engineers' Society, 
 also knighthood by Sir Robert Peel. All these empty 
 honors he declined. " I have to state," he said, in reply 
 to a request for his " ornamental initials," " that I have 
 no flourishes to my name, either before or after, and I 
 think it will be as well if you merely say George Ste- 
 phenson." He may justly be styled the founder of the 
 existing railway system of the world, which undoubtedly 
 exerts more influence upon civilization than any other 
 one cause or set of allied causes ; and to have risen from 
 the humblest station in a colliery to the dignity of found- 
 ing such a system is suflicient evidence of a gigantic in- 
 tellectual growth. 
 
 James AVatt was an extremely fragile child, and hence 
 unable to join in the rude sports of robust children. Thus 
 confined within-doors he early amused himself by draw- 
 ing " with a pencil upon paper, or with chalk upon the 
 floor." He was also supplied with a few tools from his 
 father's carpenter's shop, " which he soon learned to han- 
 dle with considerable expertness." Mr. Smiles, in his 
 biography of AN^att, says, " The mechanical dexterity he 
 acquired was the foundation upon which he built the 
 speculations to which he owes his glory, nor without this 
 manual training is there the least likelihood that he would 
 have become the improver and almost the creator of the 
 steam-engine."* In the parrot-power of learning or mem- 
 
 * " I believe that well-advised practice in any of the constructive 
 arts involving not more tbau one-third of the student's time will yield 
 as much mental improvement as will result if the whole time be de- 
 voted to study from text-books." — Prof. Wm. F. M. Goss, six years
 
 120 MIND AND HAND. 
 
 orizing "Watt was a dull boy, and he left the grammar- 
 school of his native town at an early age, never to return 
 to the " halls of learning." But while engaged in humble 
 mechanical employments he perfected his education, study- 
 ing after work-hours. He nearly starved his body, but con- 
 stantly added to his intellectual stores. He mastered the 
 principles of engineering, civil and military, studied natu- 
 ral history, criticism, art, and acquired several modern lan- 
 guages. In a word, without the aid of the schools, but 
 under the stimulating influence of mechanical investiga- 
 tion and work. Watt became an accomplished and scien- 
 tific man. When nearly eighty years of age he and Sir 
 Walter Scott met. Referring to the occasion, and speak- 
 ing of Watt, Sir Walter is reported to have said, " The 
 alert, kind, benevolent old man had his attention alive to 
 every one's question, his information at every one's com- 
 mand. His talents and fancy overflowed on every subject. 
 One gentleman was a deep philologist — he talked with 
 him on the origin of the alphabet as if he had been 
 coeval with Cadmus ; another a celebrated critic — you 
 would have said the old man had studied political econ- 
 omy and belles-lettres all his life ; of science it is un- 
 necessary to speak — it was his distinguished walk." 
 These examples of remarkable intellectual develo]3ment 
 
 Director of the Dciuirlmenl of Pmclical Mechanics of I'urdue Uni- 
 versily. 
 
 "And reflect that lie will learn more by one hour of manual labor 
 than he will retain from a whole day's verbal instructions." — "The 
 Emilius and Sophia" of J. J. Rousseau, Vol. II., p. 64. London: 
 1767. 
 
 "The things themselves are the best explanations. I can never 
 enough repeat it, that we make words of too much consequence ; 
 with our prating modes of education we make nothing but praters," 
 —Ibid., I). 46.
 
 THE INTELLECTUAL EFFECT OF MANUAL TRAINING. 121 
 
 in connection with tool - practice are not plienomenal. 
 From the annals of invention and discovery numerous 
 instances might be cited in support of the proposition 
 of tliis chapter, that tool-practice stimulates intellectual 
 growth. 
 
 In the Artisan's School at Rotterdam, Holland, an ex- 
 perience of seven years has demonstrated that " boys who 
 are occupied one-half the day with books in the school, 
 and the remaining half with tools in the laboratories, 
 make about as rapid intellectual progress as those of equal 
 ability who spend the whole day in study and recitation." 
 The testimony of Dr. Woodward, director of the St. Louis 
 (Mo.) Manual Training School, is to the same effect. And 
 in one of his reports he says, " Success in drawing or shop- 
 work has often had the effect of arousing the ambition 
 in mathematics and history, and vice versa. . . . The habit 
 of working from drawings and to nice measurements has 
 given the students a confidence in themselves altogether 
 new. This is shown in the readiness with which they 
 undertake the execution of small commissions in behalf 
 of the school. ... In fact, the increased usefulness of our 
 students is making itself felt, and in several instances the 
 result has been the offer of business positions too tempt- 
 ing to be rejected." 
 
 Of the results achieved by the Imperial Technical 
 School, Moscow, Russia, M.Victor Delia -Vos, director, 
 speaks with the utmost confidence. He says, " And now 
 (1878) we present our system of instruction, not as a 
 project, but as an accomplished fact, confirmed by the 
 long experience of ten years of success in its results." 
 The methods of instruction of the school at Moscow 
 were introduced into all the technical schools of liussia 
 in 1870,
 
 122 MIND AND HAND. 
 
 A similar degree of success has attended the Royal 
 Mechanic Art School at Komotan, Bohemia. The man- 
 agement says, " The school has shown the most brilliant 
 proofs of usefulness, and the ends gained have been ac- 
 knowledged at home and abroad. One proof is that in 
 spite of the hard times all the pupils from Ivomotau 
 liave found occupation in different manufacturing estab- 
 lishments; and another that England, a country unsur- 
 passed in the manufactures of iron and steel, has already 
 sent some students to the school." 
 
 If the pupil in the Manual Training School makes as 
 rapid progress intellectually as the pupil in the public or 
 private school of corresponding grade, it follows that 
 whatever skill in the use of tools is acquired, and what- 
 ever knowledge of practical (Mechanics is gained — these 
 stand for the net gain of the pupil of the new sys- 
 tem of education. But much more follows by implica- 
 tion. For if the few pupils of the world's few manual 
 training schools are making equal intellectual progress 
 with the many pupils of the many schools of the old re- 
 c/ime, and making such progress in a little more than half 
 the study-hours, the consideration of overwhelming im- 
 port is the loss sustained l)y the millions of pupils being 
 trained under the old system.
 
 THE EDUCATION OF WOMEN A NECESSITY. 123 
 
 CHAPTER XII. 
 
 THE EDUCATION OF WOMEN A NECESSITY. 
 
 The Difference between Ancient and Modern Systems of Education. 
 —Plato Blinded by Half-truths. — No place in the present order of 
 things for Dogmatisms. — Education commences at Birth. — The In- 
 fluence of Woman extends from the Cradle to the Grave. — The 
 Crime of Crimes— Neglect to educate Woman. — The Superiority 
 of Women over Men as Teachers — Froebel discovered it. — Nature 
 designed AVoman to Teach ; hence the Importance of Fitting her 
 for her Highest Destiny. 
 
 This, from the lips of Plato, was the theory of the 
 ancients : "The earth is the common mother of the hu- 
 man race, but it has pleased the gods to mix gold in the 
 composition of some, silver in that of others, iron and 
 copper in that of others."* On this divinely established 
 principle of caste all the ancient educational systems were 
 founded. They were limited to the development of the 
 few in whose coiuposition gold was supposed to be mixed. 
 
 The idea of a universal education is modern, and all 
 other differences between the ancients and moderns com- 
 bined are as nothing to this one fundamental difference 
 between the two civilizations. Plato's ideal republic was 
 based upon the assumption that the ^'guardians" might 
 be made just and wise by educating them ; but that tlie 
 other classes might also be made just and wise by educa- 
 
 * "The Republic of Plato," p. 114. London: Macmillan & Co., 
 1881.
 
 124 MIND AND HAND. 
 
 tion, and the State be so rendered absolutely secure, did 
 not occur to the great philosopher. 
 
 Plato was blinded by half-truths, as Rousseau was two 
 thousand years later, when he said, " The poor stand in 
 no need of education ; that of tlieir station is confined, 
 and they cannot obtain any other."* That men are cre- 
 ated unequal intellectually is only a half-truth in an edu- 
 cational view ; the whole truth is that every child is sus- 
 ceptible of the developing influence of education, and 
 hence the obligation of the State to educate relates to all 
 children. Plato's simile of the gold, the silver, and the 
 iron shows how autocratically even the greatest mind is 
 controlled by its environment, and limited by the facts 
 which constitute the basis of its generalizations. Were 
 Plato teaching here, now, he would transpose the order of 
 statement in his simile, since iron, not gold, is the king 
 of metals. Each generation increases the world's stock 
 of facts ; hence there is no place in the modern order of 
 things for the dogmatist — the dogmatisms of yesterday 
 become apt themes for the satires of to-day, subjecting 
 their authors to ridicule. This fact should impress upon 
 professional teachers, and upon all persons engaged in 
 seeking to promote the cause of education, the import- 
 ance of a reverently studious habit of mind touching the 
 progress of events. The tyranny of tradition is an ever- 
 present, potent influence, and only the growing mind can 
 resist it. 
 
 But there are certain ])rinciples upon which not only 
 ancient and modern educators agree, but about which 
 there is no dispute between existing rival schools, as, for 
 example, tiiis ])roj)osition of Plato — 
 
 * "Emilius and Sophia," Vol. I., p. 40. London: 1767,
 
 THE EDUCATION OF WOMEN A NECESSITY. 125 
 
 " The beginning is the most important part, especially 
 in dealing with anything young and tender, for that is 
 the time when any impression which one may desire to 
 communicate is most readily stamped and taken."* ^ 
 And this proposition of Housseau — -^ 
 
 " The education of a man commences at his birth ; be- 
 fore he can speak, before he can understand, he is already 
 instructed. . . . Trace the progress of the most ignorant of 
 mortals from his birth to the present hour and you will 
 be astonished at the knowledge he has acquired."! 
 And this further proposition, also of Rousseau — 
 " The common profession of all men is humanity ; and 
 whoever is well educated to discharge the duties of a 
 man cannot be badly prepared to fill up any of those 
 offices that have a relation to him.":j: 
 
 The truth of these propositions being admitted, some 
 conception may be formed of the tremendous influence 
 exerted by woman upon the destinies of the human race. 
 It extends literally from the cradle to the grave. All 
 other influences combined are less potent, less compre- 
 hensive than this single, persistent force that creates the 
 very atmosphere in which the infant mind develops, 
 holding the ground alone and undisturbed until the 
 child's plastic character has been formed, receiving in- 
 eradicable impressions. What a crime, then, was the neg- 
 lect of the people of past ages to educate woman ! It 
 is in vain that the education of man is attempted if that 
 of woman is neglected. It was Rousseau who in despair 
 exclaimed : 
 
 * "The Republic of Plato," p. 65. London: Macmilian & Co., 
 1881. 
 + "Emilhi.s and Sophia," Vol. I., p. 54. London: 1767. 
 t Ibid., Vol. I.,p 13
 
 126 MIND AND HAND. 
 
 r " How can a child be properly educated by one who 
 
 / has not been properly educated himself f 
 
 "Since, therefore, the education of the man begins while 
 he lies helpless in his mother's arms, and since the first 
 steps in this direction are the most important, and since 
 some sort of education proceeds with almost inconceiv- 
 able rapidity through all the early years of life, it fol-' 
 lows that the kindergarten fills a place in the educational 
 field entirely unoccupied until the time of Froebel. He 
 first applied the ideas of Rousseau to school life. But 
 when the kindergarten receives the child, three or four of 
 the most precious educational years have already passed 
 away, and at the still tender age of seven the child is 
 surrendered to a very different system of training. The 
 kindergarten is therefore only a brief episode in the edu- 
 cational period of the child's life. But if it be the true 
 education, it is susceptible of universal application. 
 Throughout all nature the order of development is con- 
 stant and harinonious, and the child -nature cannot in 
 reason constitute an exception to this rule. Froebel said, 
 "The end and aim of all our work should be the har- 
 monious growth of the whole being." If his principle is 
 the true one, his method is susceptible of such modifica- 
 tion and expansion as to render it applicable to the whole 
 educational period. All mothers should therefore be 
 trained in the principles and methods of the new edu- 
 cation — the kindergarten system should prevail in all 
 schools, and the kindergarten curriculum should be ex- 
 tended and adapted to all ages and grades of ])upils. 
 
 Several great minds, separated by considerable inter- 
 vals of time, have united in condemning the old systems 
 of education — liacon, Comenius, Ilousseau, Pestalozzi, 
 and Froebel. Bacon, himself a university man, said,
 
 THE EDUCATION OF WOMEN A NECESSITY. 127 
 
 '' They learn notliing at the universities but to believe ;" 
 and he proposed that a college be appropriated to tlie 
 discovery of new truth, " to mix like a living spring with 
 the stagnant waters." Tliree of these great men — Co- 
 menius, Pestalozzi, and Froebel — were professional teach- 
 ers. Theoretically they were in accord with and follow- 
 ei*s of Bacon, and in practice they were substantially 
 agreed. Comenius said, '' Let things that have to be done 
 be learned by doing them," Pestalozzi said, " Education 
 is the generation of power," and Froebel said, " The end 
 and aim of all our work should be the harmonious growth 
 of the whole being." 
 
 These are very high authorities, and they are buttressed 
 by seemingly impregnable educational propositions. The 
 record of Froebel's life is worthy of great weight in sup- 
 port of his theory. His devotion to the cause of educa- 
 tion was absolute. He never knew a selfish aim. He 
 struggled for the race, not for self. He w-as the victim 
 of many misfortunes, but none disturbed the serenity of 
 this great soul devoted to the greatest of great causes — 
 the cause of education. And education to his apprehen- 
 sion was the thorough training of every faculty of the 
 mind and every power of the body for the duties of act- 
 ual practical life. His love embraced the world in its 
 entirety and in all its parts. Dying, he said, " I love 
 flowers, men, children, God ! I love everything !" It 
 was his profoundly philosophic conception of the innate 
 lovableness of every natural object that made him shud- 
 der at the cruel distortion wroug-lit in the natures of 
 little children by false methods of education. Hence 
 his intense devotion to the subject of infant training, and 
 hence the excellence of the system which bears his name. 
 
 Froebel's most subtile discovery was the fact of the
 
 128 MIND AND HAND. 
 
 superiority of women over men, as teachers. Only an 
 lion est, brave soul could have made this discovery, for 
 tradition stood like a lion in the way, and prejudice dis- 
 couraged investigation. But Froebel sought truth for 
 truth's sake, fearlessly defying tradition and ignoring 
 pi-ejiidice; and years of experiment convinced him that 
 the greatest measure of success in infant training was 
 surely attainable through women. That this discovery, 
 so simple, yet so big with grand possibilities, was not made 
 earlier is due to the fact that there is so little really 
 independent thought, so little investigation free from 
 the trammels of prejudice. Now that a great mind has 
 pointed the way it is obvious that Nature, having design- 
 ed that the years of early childhood should be spent 
 with the mother, must have also designed that women 
 should be the chief educators of children. And it fol- 
 lows, of course, that the education of women is more 
 important than that of men, since it is from them that 
 children receive their first impressions, and since first 
 impressions are indelibly stamped upon the infant mind, 
 giving it form, color, and substance. 
 
 In confiding to women this great trust, Froebel imposed 
 upon them an incalculable weight of responsibility. It 
 comprehends the destiny of the human race, involving 
 the problem of its progress or retrogression. 
 
 A common first conception of the kindergarten is — 
 a convenient asylum for the children of mothers who 
 desire to be relieved of their care. A more thoughtful 
 study reveals its poetry and sentiment, the innocent joy 
 of the assembly of |)uj)ils, the harmony of song, and the 
 grace of motion in the games and dances. A final, large 
 view discloses the true educational principle. The kin- 
 dergarten is more clearly comprehended after studying
 
 THE EDUCATION OF WOMEN A NECESSITY. 129 
 
 the manual training school — moving from the effect to 
 the cause ; for as the child is father of the man, so the 
 kindergarten is father of the manual training school. 
 The kindergarten comes first in the order of develop- 
 ment, and leads logically to the manual training school. 
 The same principle underlies both. In both it is sought 
 to generate power by dealing with actualities. The 
 corner-stone of both is object-teaching — teaching through 
 things instead of through signs of things. This princi- 
 ple, common to both, is the concrete as opposed to the 
 abstract. The theory of both is that, in teaching, ideas 
 should never be isolated from the objects they represent.' 
 The kindergarten and the manual training school, being 
 one in principle, should have common methods of in- 
 struction, varied sufficiently to adapt them to the whole 
 range of school life. 
 
 1 " This method of object teaching is perhaps the greatest service 
 which the naturalistic school has rendered lo the cause of education. 
 Hinted at by Kabelais and Locke, still more largel}' developed by 
 Rousseau, it has received, in tiie last century, a more accurate and 
 scientific form, and is prol)al)ly destined to become the source of a 
 • new curriculum in which literature will only hold a secondary place." 
 — "Educational Tiieories," p. 109. By Oscar Browning, M.A. 
 New York: Harper & Brothers, 1885.
 
 130 MIND AND HAND. 
 
 CHAPTER XIII. 
 
 THE MORAL EFFECT OF MANUAL TRAINING. 
 
 Mental Impulses are often Vicious ; but the Exertion of Physical 
 Power in the Arts is always Beneficeut — hence Manual Training 
 tends to correct vicious mental Impulses. — Every mental Impres- 
 sion produces a moral Effect. — All Training is Moral as well as 
 Mental. — Selfishness is total Depravity; but Selfishness has been 
 Deified under the name of Prudence. — Napoleon an Example of 
 Selfishness. — The End of Selfishness is Disaster; but Prevailing 
 Systems of Education promote Selfishness. — The Modern City an 
 Illustration of Selfishness. — The Ancient City. — Existing Systems 
 of Education Negatively Wrong. — Manual Training supplies the 
 lacking Element. — The Objective must take the Place of the Sub- 
 jective in Education. — Words without Acts are as dead as Faith 
 without Works. 
 
 Education, or training, has two immediate and contin- 
 uous effects — the development of innate mental qualities 
 or aptitudes and the formation of character. In an or- 
 derly logical system of training the development would 
 be harmonious, and the resulting formation of character 
 symmetrical. These are, however, ideal conditions re- 
 quiring a perfect system of training, and students free 
 from the perversions and deformities growing out of 
 the law of heredity. But under any system of training 
 there is progress — development and character formation J^ 
 The aphorism, "An idle brain is the devil's workshop," 
 expresses only a half-truth. AVhat it means is this: if 
 the mind is not well employed it will be ill employed; or 
 if it is not occnpied with good thoughts it will be occu- 
 pied with evil thoughts. The mind of man is never at
 
 THE MORAL EFFECT OF MANUAL TRAINING. 131 
 
 rest, in equilibrinm, even in a state of barbaricni. In- 
 deed this is obvious, since all civilizations are growths 
 from states of savagery. But the barbaric line once pass- 
 ed, development is greatly accelerated, assuming with the 
 evolution of the ages the form of a geometrical progres- 
 sion. The distinguishing characteristic of modern civilisa- 
 tion is action. In so far as this action, which may be called 
 the impulsive force of the spirit of the age, is natural and 
 orderly, it constitutes an aid to the processes of educa- 
 tion ; if otherwise, it is obstructive, hindering them. 
 
 The law of mental develojDment is not the exact cor- 
 relative of the law of physical development. The direct 
 aim of physical training is muscular power; of mental 
 training the aim is mental power and rectitude. Physi- 
 cal power is not intrinsically vicious ; it becomes vicious 
 only when exerted under a vicious intellectual impulse. 
 But this is not necessarily true of mental power ; for 
 mental power may be gained quite apart from the ele- 
 ment of rectitude, in which event it is vicious, and may 
 be exerted in scorn of the accepted standards of right, 
 truth, and justice. As a matter of fact it is often so ex- 
 erted, and the fact that it is so exerted accounts for the 
 crimes of individuals, the faults of society, and the errors 
 of governments. The constitution of mental power is, 
 then, complex, while that of physical power is simple. If 
 mental power consists of sense perception, or understand- 
 ing, and moral perception, or rectitude, in due proportion, 
 the issue is a noble character: but if rectitude is wanting, 
 the issue is an evil character. If, on the other hand, there 
 is no interference with the orderly development of phys- 
 ical power, the issue of its exertion is always skill — skill 
 applied in innumerable forms to the uses of man. Only 
 throug!) a mental impulse rendered vicious by the ab- 
 
 6*
 
 132 MIND AND HAND. 
 
 sence of the element of rectitude can physical power be 
 diverted from its naturally beneficent mission. 
 i It follows that most of tlie evils of civilization flow 
 from an ill-balanced mental constitution — a mental consti- 
 tution wanting the essential element of rectitude. Since, 
 then, mental development, under certain widely prevail- 
 ing conditions, is so prolific of evil, and physical devel- 
 opment or skill so universally prolific of good, it is ob- 
 vious that the beneficent influence of the latter should, 
 if practicable, be brought to bear upon the former in ed- 
 ucational systems. In a word, may not the two systems 
 of training be so connected in the schools as to cause 
 tlie manual to react upon the mental, with the effect ol 
 greatly stimulating tlie ethical side of the mind? 
 
 It is not essential to our purpose to inquire whether a 
 perfect system of education, and hence an ideal state of 
 society, is possible. It will be sufticient if we are able to 
 show wherein pervailing systems of education can be im- 
 proved. 
 
 In a former chapter we sought to show that the use of 
 mechanical tools stimulates the intellect ; in the present 
 chapter it is our ])urj)ose to endeavor to show that man- 
 ual training tends to the promotion of rectitude, to tlie 
 up-building of character. 
 
 For purposes of culture the mind consists of divisions, 
 as the body consists of members. It is susceptible of 
 development in the line of the application of mental 
 training, as any member of the body is susceptible of de- 
 velopment through physical training or use. For exam- 
 ple, the memory may be invigorated by the constant ap- 
 plication of certain kinds of mental training, :is the arm 
 is strengthened by the constant use of the sledge-hammer. 
 But if the mental training which stimulates the memory
 
 THE MORAL EFFECT OF MANUAL TRAINING. 133 
 
 is applied to the neglect of other lines of training, the 
 memory will be strengthened at the expense of some other 
 faculty of the mind, as the excessive use of the sledge- 
 hammer strengthens the arm at the cost of other members 
 of the body. In the one case the mind, and in the other 
 the body will be deformed. In the case of the sledge- 
 hammer training the muscles of the arm will stand out 
 like whip-cords, while those of the legs will shrivel and 
 become attenuated. In the case of the training of the 
 memory that faculty will show an abnormal develop- 
 ment, while some other faculty, as the power of ratioci- 
 nation, probably, will become weak. 
 
 It is not necessary in this connection to inquire into 
 the origin of moral sentiments, or to consider the rival 
 theories on the subject. However men may differ as 
 between the two schools of moral philosophers — the 
 sentimentalists and the utilitarians — they will agree that 
 the moral side of the mind, so to speak, consists of divi- 
 sions like the mental side ; that these divisions are the 
 source, respectively, of good and evil tendencies, and that 
 these tendencies are susceptible of cultivation; that the 
 evil may be restrained and the good developed, and vice- 
 versa. Nor will it be disputed that there is sucli a 
 blending of the moral with the mental nature in the 
 mind of man as to render any consideration of the sub- 
 ject irrational and incomplete which does not compre- 
 hend both, and treat them, practically, as one and the 
 same. Man is so constituted, and his relations to society 
 are such, that every mental impression he receives pro- 
 duces a moral effect, the character of which is, of course, 
 largely dependent upon the accepted standards of right, 
 truth, and justice. Hence all scholastic training is both 
 mental and moral. It is moral as well as mental, whether
 
 134 MIND AND HAND. 
 
 the instructor will it so or not; and that it is moral is 
 well, since it is obviously true, as Galton pertinently re- 
 marks, that " Great men have usually high moral nat- 
 ures, and are affectionate and reverential, inasmuch as 
 mere brain without heart is insufficient to achieve enu- 
 nence." 
 
 Selfishness is the arch enemy of virtue ; from it all 
 forms of immorality spring, and its last analysis is total 
 depravity. But literature, which is the fruitage of edu- 
 cation, is full of maxims in honor of selfishness. Said the 
 Dauphin to the French king, " Self-love, my liege, is not 
 so vile a sin as self-neglecting." Said Herbert, " Help 
 thyself and God will help thee." " A penny saved is as 
 good as a penny earned," said Franklin ; and the grasp- 
 ing "Yankee" stretches the maxim a point in saying to 
 his son, "Make money honestly if you can, but make 
 money." 
 
 The following, also, are current maxims: "Every man 
 is the architect of his own fortune ;" " Every tub must 
 stand upon its own bottom ;" " In tlier race of life the 
 devil takes the hindmost ;" " Look to the main chance ;" 
 and, " Keep what you have got, and catch what you can." 
 To the same purpose is the famous old aphorism of which 
 Napoleon the First was so fond, "God always favors the 
 heaviest battalions." Emerson declared that Napoleon 
 represented " the spirit of modern commerce, of money, 
 and material power," and he certainly was tlio very in- 
 carnation of selfishness.* He had a hand of iron, and he 
 
 * " ' God has gnuitcd,' says the Koran, ' to every people a propliet 
 in its own tongue.' Paris, and London, and New York, the spirit of 
 commerce, of money, and material power, were also to have their 
 propliet ; and Bonaparte was qualified and sent. Every one of the 
 million readers of anecdotes, or memoirs, or lives of Napoleon de-
 
 THE MORAL EFFECT OF MANUAL TRAINING. 135 
 
 laid it heavily on all who opposed him. If it became 
 necessary to imprison his enemies he imprisoned them ; 
 if it became necessary tc kill them he cut off their heads. 
 When charged with the commission of great crimes, he 
 retorted, " Men of my stamp do not commit crimes !" 
 " I have always marched with the opinion of great masses 
 and events," he exclaimed, with the insolence of a butcher 
 exhibiting his bloody hands. Old-fashioned codes of 
 morals were for those who opposed his plans, not for 
 him. But the end of selfishness is disaster. It is as 
 dangerous to assume to rise above moral laws as to sink 
 below them ; in the one case they crush, and in the other 
 they undermine. " The half " is, after all, " more than 
 the whole," for "the half" may be retained, but "the 
 wliole" is sure to slip from the fingers of grasping ava- 
 rice. Napoleon, wlio defied all mankind, expiated his 
 crimes on a rock in mid-ocean. There, whining, pro- 
 testing, and prating of injustice, he died miserably, a 
 colossal example of the folly of selfishness. 
 
 Selfishness seeks to wring from society a support with- 
 out giving to it an equivalent return. What industry 
 creates and saves to society, selfishness seeks to misap- 
 propriate to its own use ; hence selfishness is in conflict 
 with the true spirit of civilization, which is the compact 
 of all to protect each in his rights. Selfishness caused 
 the destruction of all the governments of ancient times, 
 and it has been the cause of all the revolutions of modern 
 times. There can be no stability in government until 
 altruism takes the place of selfishness in the world's code 
 
 lights in the page, because he studies in it his own history." — "Rep- 
 resentative ^len," p. 221. Boston: Phillips, Sampson & Co., 1858. 
 
 It would be impossible more severely to arraign existing educa- 
 tional methods; for men are what education makes them.
 
 136 ^ MIND AND HAND. 
 
 of ethics. The sole condition of the stability' of the State 
 is a disposition on the part of its people to conform to 
 justice and correct moral principles in all social rela- 
 tions. 
 
 Any system of education that does not tend to produce 
 a state of morals conformable to this high standard is not 
 merely defective; it is radically wrong, and therefore 
 positively vicious. The true purpose of education is the 
 harmonious development of all the powers of the man — 
 mental, moral, and physical. But harmony in a selfish 
 character is impossible, for selfishness is blind of one 
 eye, so to speak ; it considers only one side of a cause — 
 the side that relates to its interest, regardless of all other 
 interests. Let not prudence be confounded with seltish- 
 ness. Prudence and selfishness are as wide apart as the 
 poles. Extreme prudence is perfectly consistent with 
 entire rectitude, while extreme selfishness is the syno- 
 nym of depravity ; hence the first step in education is to 
 eliminate selfishness from the mind, and the next step is 
 to put rectitude in its place. 
 
 Prevailing systems of education no doubt promote the 
 spirit of selfishness :* witness the character of the struggle 
 for self-aggrandizement. It is more intense and more 
 widely extended than at any period of- the world's his- 
 
 * " In small, undcvelopod societies, whore for ages complete peace 
 has coulinued, there exists nothing like what we call Government ; 
 no coercive agency, but mere honorary headship, if any headship at 
 all. In these exceptional communities, unaggressive, and from special 
 causes unaggressed upon, there is so little deviation from the virtues 
 of truthfulness, honesty, justice, and generosity, that nothing beyond 
 an occasional expression of public opinion by informally assembled 
 elders is needful."— " Political Institutions," Ij^ 437, 573; "The Sins 
 of Legislators." in "Tiie Man vcrnus the State," p. 44. By Herbert 
 Spencer. New York : I). Appleton & Co.
 
 THE MORAL EFFECT OF MANUAL TRAINING. 137 
 
 tory. Tliat it is more intense is shown by the more and 
 more rapid concentration of populations in cities, where 
 the struggle assumes its most intense form, and exhibits 
 itself in its most threatening aspect. 
 
 Cities have always been plague-spots on the body pol- 
 itic, and they are not less so now than in ancient times. 
 It is in cities that all dangers to the State originate ; 
 and the sole, fundamental reason why cities are a stand- 
 ing menace to the integrity of the social compact is the 
 fact that they are dominated by selfishness. It is in 
 cities that the unnatural, unwholesome desire to live 
 without labor, to live by speculative enterprises, becomes 
 a consuming passion, inoculating with a deeper and dark- 
 er degree of selfishness an ever-widening circle of people; 
 and selfishness at last inevitably leads to anarchy. It 
 leads to anarchy and chaos because both classes of society 
 become depraved — the rich and powerful through indo- 
 lence and sensual indulgence, and the poor and wretched 
 through ignorance and privation and their attendant 
 mean vices. 
 
 The modern city is the despair of the political econ- 
 omist. It grows relatively faster in population than 
 the rural district, and it would be the extreme of opti- 
 mism to declare that it grows better.^ It does not matter 
 that the city is the centre of learning, the nursery of all 
 the active intelligences which are achieving fresh tri- 
 umphs daily in every department of science, literature, 
 and art. It is also the centre of vice, and the nursery 
 of every variety of crime. 
 
 The difficulty — nay, the despair — of the situation is 
 not relieved or mitigated by the undisputed fact that the 
 ancient cify was much worse morally and politically than 
 the modern city, and hence that as between Rome and
 
 138 MIND AND HAND. 
 
 Chicago there is an immense moral and political advan- 
 tage in favor of the latter. If Chicago is retrograding 
 morally and politically, what is to prevent it from sinking 
 to the moral and political status of Rome under the in- 
 famous emjierors of the period of its decadence ? If the 
 modern American city is rapidly degenerating, both as a 
 moral force and a political institution, what is to arrest 
 its downward progress ? What influence is to intervene 
 to reverse the order and nature of its development ? 
 
 Rome, in the very agonies of political dissolution, pos- 
 sessed all the then known arts, a splendid literature, and 
 a school of philosophy whose ethical code was more lofty, 
 if less human, than that of the new system which was 
 struggling to replace the old. That the inconceivably 
 atrocious gladiatorial games should have developed into 
 such huge proportions in conjunction with the sublime 
 moral teachings of Seneca, Plutarch, Marcus Aurelius, 
 and a score of others, is the despair of students of Roman 
 history. AVhile tliey taught, emperors and j)cople alike 
 feasted their eyes on bloody orgies of men and beasts, 
 on scenes of the most horrible barbarity. Caligula took 
 special delight in watching the countenances of the dy- 
 ing, " for he had learned to take an artistic pleasure in 
 observing the variations of their agony." Criminals 
 dressed in the skins of wild beasts were thrown to bulls 
 which were maddened with red-hot irons. " Pour hundred 
 bears were killed in a single day under Caligula; three 
 hundred on another day under Claudius. lJnd(n- Nero, 
 four hundred tigers fought Avith ])ulls and ele])luint8; four 
 hundred bears and tliree hundred lions were slaughtered 
 by his soldiers. In a single day, at the dedication of the 
 Colosseum by Titus, five thousand animals perished. Un- 
 der Trajan the games continued for one hundred and
 
 THE MORAL EFFECT OF MANUAL TRAINING. 139 
 
 twenty-three successive days. Lions, tigers, rhinoceroses, 
 hijDjJopotami, giraffes, bulls, stags, even crocodiles and ser- 
 pents, were employed to give novelty to the spectacle." 
 
 And yet the civilization that produced these games 
 gave to the world, forever, the moral precepts of the stoics 
 and philosophers. Cicero had maintained the doctrine 
 of the universal brotherhood of man. "Nature ordains," 
 he says, " that a man should wish the good of every man, 
 whoever he may be, for this very reason : that he is a 
 man." Menander maintained that "man should deem 
 nothing human foreign to his interest." Lucan looked 
 forward to the time when "the human race will cast 
 aside its weapons, and all nations learn to love." In a 
 letter on the death of his slaves Pliny exhibited feelings 
 of strong human affection, and Plutarch, in a letter of 
 consolation to his wife on the death of his daughter, left 
 a touching record of the tenderness of his heart in the 
 recital of a simple trait of the child : " She desired her 
 nurse to press even her dolls to the breast. She was so 
 loving that she wished everything that gave her pleasure 
 to share in the best that she had." Says Seneca, " The 
 whole universe which you see around you, comprising all 
 things both divine and human, is one. We are members 
 of one great body." And Epictetus, " You are a citizen 
 and a part of the world. The duty of a citizen is in 
 nothing to consider his own interest distinct from that 
 of others." 
 
 The contrast between tliese noble moral sentiments 
 and the actual life of tlie Roman people is truly startling.^ 
 It is plain that the profession of lofty moral sentiments 
 by a class, the possession of high literary attainments, 
 and an extensive acquaintance with the arts, do not al- 
 ways afford protection against national degradation and
 
 i46 MIND AND HAND. 
 
 decay. Xor is it by any means certain that the Christian 
 religion is destined to effect more in this regard than the 
 pagan code of morals. Rome embraced religion, but its 
 conversion was powerless to avert political and commer- 
 cial destruction. 
 
 The modern city has for guides the example of all the 
 ancient civilizations and political and moral systems, and 
 in addition it has, in its most vital form, the Christian 
 system of morals and faith. But notwithstanding all 
 these helps it is politically corrupt and morally depraved. 
 Its streets are the scenes of vice scarcely less revolting 
 than those of ancient Rome. It harbors an army of 
 criminals which grows with its growth, and is without 
 any systematized effort either to reform or abolish it. 
 Indeed this army of criminals is constantly reinforced in 
 an increasing ratio to the whole population from the ranks 
 of the rising generation, which is to a degree enforced to 
 ignorance by the inadequacy of educational facilities.* 
 Its power to accumulate wealth is increasing, but this 
 power is confined to relatively fewer hands, and this is 
 one of the most alarming features of the situation. For 
 the increase of ignorance, vice, and crime is sure to keep 
 pace with the abnormal growth of estates, stimulated to 
 the highest degree by dishonest business practices and 
 gigantic schemes of speculation. 
 
 It does not follow because prevailing methods of edu- 
 
 * In support of the truth of these propositions it is sufficient merely 
 to aihide to the lute disclosures by the Pdll Mdll Gazette of the prev- 
 alence of revolting crimes in London, England. It is also pertinent 
 to remark the altitude of hostility maintained h}' the higher classes 
 (so called) of the English people towards tiie editor of the journal in 
 whi(;h the disclosures were made, as sigiuficant of an alarming de- 
 generation of the moral sense of the British public.
 
 THE MORAL EFFECT OF MANUAL TRAINING. 141 
 
 cation promote the spirit of selfishness, and hence contain 
 the seeds of social and moral decay, that they are wholly 
 vicious ; but it does follow, if they are not positively 
 wrong, that they are negatively wrong. Let us assume 
 that they are only negatively wrong, that they lack an 
 essential element in all mental and moral training — the 
 manual element; and let us try to discover what would 
 be the effect of the incorporation of this element into 
 the curriculum of the schools. 
 
 A system of education consisting exclusively of men- 
 tal exercises promotes selfishness because such training is 
 subjective. Its effects flow inward ; they relate to self. 
 All mental acquirements become a part of self, and so 
 remain forever, unless they are ti'ansmuted into things 
 through the agency of the hand. 
 
 It is through the hand alone that the mind finally im 
 presses itself upon matter. In other words, thought and 
 speech must be incarnate in things or they are dead. 
 The orator appeals to the people to strike for their 
 rights ; the people rend the air with shouts and subside 
 into silence. The orator cries, " To Arms !" Again the 
 people shout, and again subside into silence. The ora- 
 tor's thoughts are of carnage, his words of flames, but 
 they are as dead as if never uttered because no hand is 
 raised to euibody them in deeds. 
 
 Manual training, on the other hand, promotes altruism 
 because it is objective. Its effects flow outward ; they 
 relate not to self but to the human race. The skilled 
 hand confers beneflts upon man, and each benefit so 
 conferred exerts the natural reflex moral influence of 
 a good act upon the mind of the benefactor. ^ 
 
 Morality is not a mere sentiment, a barren ideality. It 
 is true there is a negative morality which consists in
 
 142 MIND AND HAND. 
 
 refrainino; from tlie commission of wrong-ful acts. But 
 the morality of the great ethical teachers is positive ; it 
 consists in doing. Christ said, " Inasmuch as ye have 
 done it unto one of the least of these my brethren, ye 
 have done it unto me." Words without acts are as dead 
 as faith without works. Paul said, " Though 1 have all 
 faith, so that I could remove mountains, and have not 
 charitv, I am nothino;.'' 
 
 Morality is a vital principle whose exemplification con- 
 sists in doing justice ; and justice is that virtue " which 
 consists in giving to every one what is his due; practical 
 conformity to the laws and to principles of rectitude in 
 the dealings of men with each other ; honesty, integrity 
 in commerce or mutual intercourse." It follows that 
 morality can no more be acquired by memorizing a series 
 of maxims than the art of using tools can be acquired by 
 studying the laws of mechanics and of mechanism. 
 
 1 "No city WHS ever so deeply disgraced by its numicipal govern- 
 ment as the city of New York. Fourleeii years ago tlie exposure of 
 the Tweed Ring revealed a corruption in that government which had 
 mastered Legislatures and courts, and was plotting to control the na- 
 tional administration; and as we write, all of the living ex-members 
 of the late Board of Aldermen, except two, are held for trial for 
 bribery and corruption, or are in hiding. 
 
 "Such a shame is unprecedented. It is in itself a sharp satire 
 upon popular elections, as well as upon the character and public 
 spirit of New York; and the worst of it is that, bad as it is, no citi- 
 zen iirobably feels himself to be humiliated, or is conscious of any 
 personal responsibility. To the most stupid man, however, such 
 facts forecast a constant deterioration of the situation." — "Harper's 
 Weekly," April 24, 1886. 
 
 * The morality of the present age, like that of the Romans, is a 
 mere theor}', entirely destitute of vital force. SellLshness is still, as 
 it always has l)een, the controlling elcuient in human conduct, and 
 selfishness and morality are utterly incompatible. Moral jirecepts 
 are incuicalcd in a perfunctory way, as Greek is tauglit because it is
 
 THE MORAL EFFECT OF MANUAL TRAINLVO. 143 
 
 the fashiou, but with no more idea that they will be adopted as the 
 rule of life, than that the language of Homer will again be used as 
 the instrument of speech. The contempt in which morality is com. 
 monly held is well shown by the remark of a popular lecturer, who 
 said of Peter tlie Great, that, "viewed morally lie was a monster, 
 and by the gauge of decency, a brute, but a giant from the lofty 
 heights of statesmanship and civilization." How vain is the hope 
 of reform while leaders of men deem it possible for statesmanship to 
 be rendered lofty by a moral monster, or that the cause of civilization 
 may be advanced by a brute! 
 
 ^ "The artisan stands between ever}'' man, woman, and child and 
 the crude materials embodied in tiie three kingdoms of Nature, and 
 by the magic of his skill they are transformed into means serviceable 
 for use. The wood in the forest, the marble in the quarry, the clay 
 in the bank, the metal in the mine pass through his hands, take on 
 the form of his thought, become arranged by his intelligence, and 
 the product is the modern dwelling. Is there any fancy in fairy tale 
 more wonderful than this? By the skill of the tanner and the shoe- 
 maker the raw skin is transformed into the useful shoe. Do you 
 ever think of your indebtedness to these humble toilers for your 
 protection and comfort? Do they ever think of the service they are 
 rendering you? — a service which cannot be compensated by dollars 
 and cents. The jewels which sparkle in royal crowns and add 
 lustre to queenly beauty, the silks and precious stuffs which clothe 
 and give new charms to the loveliness of women, owe their beauty, 
 their lustre, their value to the artisan. He stands between the 
 worm, the mine, and the wearer, and by the transforming power of 
 his skill and patient labor they become robes of beauty and gems of 
 light. But of far greater importance is the service he is rendering to 
 our common humanity. He takes the material which our Heavenly 
 Father has provided in such abundance, puts his thought, his in- 
 telligence, and he has every conceivable motive for putting his love 
 and good-will toward men, into them and passing them on as tokens 
 of his love and fidelity to human good. Ever3'thing he touches be- 
 comes a message not only of his knowledge and his skill but a fit 
 embodiment of his regard for his fellow-men." — "Mechanical Em- 
 ployments as Means of Human Culture." Rev. Chauncey Giles. 
 Eleventh Series Tracts, p. 15. Philadelphia: New Church Tract 
 and Publication Societv.
 
 J44 MIND AND HAND. 
 
 CHAPTER XIV. 
 
 THE MIND AND THE HAND. 
 
 The Miud and tlie Hand are Allies ; the Mind speculates, the Hand 
 tests its Speculations in Things.— The Hand explodes the Errors of 
 the Mind — it searches after Truth and finds it in Things.— Mental 
 Errors are subtile; thej^ elude us, but the False in Things stands self- 
 exposed.— The Hand is the Mind's Moral Rudder. — The Organ of 
 Touch the most Wonderful of the Senses; all the Others are Pas- 
 sive ; it alone is Active. — Sir Charles Bell's Discovery of a " Muscular 
 Sense." — Dr. Henry Maudsley on the Muscular Sense. — The Hand 
 influences the Brain. — Connected Thought impossible without Lan- 
 guage, and Language dependent upon Objects; and all Artificial 
 Objects are the Work of the Hand. — Progress is therefore the Im- 
 print of the Hand upon Matter in Art. — The Hand is nearer the 
 Brain than are the Eye and the Ear.— The Marvellous Works of 
 the Hand. 
 
 A PURELY mental acquirement is a theorem — some- 
 thing to be proved. As to whether the tlieorem is sus- 
 ceptible of proof is always a question until the doubt is 
 solved by the act of doing. Hence Comenius's definition 
 of education — " Let tliose things that have to be done be 
 learned by doing tlicm" — is profoundly philosophical, 
 since nothing can be fully learned without the final act 
 of doing, owing to the fact of the incompleteness of all 
 theoretical knowledge. 
 
 The mind and the hand are natural allies. The mind 
 speculates; the hand tests the speculations of the mind by 
 the law of i)ractical application. The hand explodes the 
 errors of the mind, for it inquires, so to speak, by the act 
 of doing, whether or not a given theorem is demonstra-
 
 THE MIND AND THE HAND. 145 
 
 ble in the form of a problem. The hand is, therefore, 
 not only constantly searching after the truth', but is con-, 
 stantly finding it.* It is possible for the mind to indulge 
 in false logic, to make the worse appear the better rea- 
 son, without instant exposure. But for the hand to work 
 falsely is to produce a misshapen thing — tool or machine 
 — which in its construction gives the lie to its maker. 
 Thus the hand that is false to truth, in the very act 
 publishes the verdict of its own guilt, exposes itself to 
 contempt and derision, convicts itself of unskilfulness or 
 of dishonesty. 
 
 There is no escaping the logical conclusion of an in- 
 vestigation into the relations existing between the mind 
 and the hand. The hand is scarcely less 'the guide than 
 the agent of the mind. It steadies the mind. It is 
 the mind's moral rudder, its balance - w^heel. It is the 
 mind's monitor. It is constantly appealing to the mind, 
 by its acts, to " hew to the line, let the chips fly where 
 they may." 
 
 Dr. George Wilson says, " In many respects the organ 
 of touch, as embodied in the hand, is the most wonderful 
 of the senses. The organs of the other senses are pas- 
 sive; the organ of touch alone is active. . . . The hand 
 selects what it shall touch, and touches Mdiat it pleases. 
 It puts away from it the things which it hates, and beck- 
 ons towards it the things which it desires. . . . More- 
 
 * " In other cases, even by the strictest attention, it is not possible 
 to give complete or strict truth in words. We could not, by any 
 number of words, describe the color of a ribbon so as to enable a 
 mercer to match it without seeing it. But an ' accurate ' colorist can 
 convey the required intelligence at once, with a tint on paper." — 
 "The Laws of Feesole," Vol, I., p. 7. By John Ruskiu, LL.D. New 
 York: John Wilev & Sous, 1879.
 
 146 MIND AXD HAND, 
 
 over, the hand cares not only for its own wants, but when 
 the other organs of the senses are rendered nseless takes 
 their duties upon it. . . . The blind man reads with 
 his hand, the dumb man speaks with it ; it phicks the 
 flower for the nostril, and supplies the tt)ngue with ob- 
 jects of taste. Not less amply does it give expression to 
 the wit, the genius, the will, the power of man. Put a 
 sword into it and it will light, a plough and it will till, a 
 harp and it will play, a pencil and it will })aint, a pen and 
 it will speak. What, moreover, is a ship, a railway, a 
 light-house, or a palace — what indeed is a whole city, a 
 whole continent of cities, all the cities of the globe, nay 
 the veiT globe itself, so far as man has changed it, but 
 the work of that giant hand with which the human race, 
 acting as one mighty man, has executed his will."* 
 
 There is a philosophical explanation of the versatility 
 of the hand so grajjhieally portrayed in the foregoing 
 passage, and it is found in Sir Charles Bell's great discov- 
 ery of a " muscular sense." The principle of this discov- 
 ery is that " there are distinct nerves of sensation and of 
 motion or volition — one set bearing messages from the 
 body to the brain, and the other from the brain to the 
 body." 
 
 In his work on the liand, after reviewing the line of 
 argument which led to his discov(;ry. Sir (Jharles says, 
 "By such arguments I have l)een in the habit of show- 
 ing that we possess a muscular sense, and that witliout it 
 we could have no guidance of tlie frame. We could not 
 command our muscles in standing, far less in walking, 
 l(.'aj)ing, or i-iiiniiiig, had we not a ])erception of the con- 
 
 * "The Five Gfiteways of Knowledge, " p. 121. By George Wil- 
 son, M.D., F.R.S.E. London: Macmillan A: Co , 1881.
 
 THE MIND AND THE HAND. 147 
 
 dition of the muscles previous to tlie exercise of the will. 
 And as for the hand, it is not more the freedom of its 
 action wliich constitutes its perfection, than the knowl- 
 edge which we have of these motions, and our conse- 
 quent ability to direct it with the utmost precision."* 
 
 On the influence of the muscular sense, Dr. Henry 
 Maudsley has these pertinent observations : 
 
 " Those who would degrade the body, in order, as they 
 imagine, to exalt the mind, should consider more deeply 
 than they do the importance of our muscular expressions 
 of feeling. The manifold shades and kinds of expression 
 which the lips present — their gibes, gan;bols, and flashes 
 of merriment ; the quick language of a quivering nostril; 
 the varied waves and I'ipples of beautiful emotion which 
 play on the human countenance, with the spasms of pas- 
 sion that disfigure it — all which we take such pains to 
 embody in art — are simply effects of muscular action. 
 . . . Fix the countenance in the pattern of a particular 
 emotion — in a look of anger, of wonder, or of scorn — and 
 the emotion whose appearance is thus imitated will not fail 
 to be aroused. And if we try, while the features are fixed 
 in the expression of one passion, to call up in the mind a 
 quite different one, we shall find it impossible to do so. 
 . . . We perceive, then, that the muscles are not alone the; 
 machinery by which the mind acts upon tlie world, buti 
 that their actions are essential elements in our mental op-\ 
 erations. The superiority of the human over the animal 
 mind seems to be essentially connected with the great- 
 er variety of muscular action of which man is capable ; 
 
 * "The Hand : its Mechanism and Vital Endowments as Evinc- 
 ing Design," p. 151. By Sir Charles Bell, K.G.H., F.R.S., L. and E. 
 Harper & Brothers, 1864.
 
 148 xMIND AND HAND. 
 
 were he deprived of the infinitely varied movements of 
 hands, tongue, larynx, lips, and face, in which he is so far 
 ahead of the animals, it is probable that he wonld be no 
 better than an idiot, notwithstanding he might have a 
 normal development of brain."* 
 
 It is through the muscular sense that the hand influ- 
 ences the brain. According to Sir Charles the hand acts 
 first. It telegraphs, for example, that it is ready to grasp 
 the chisel or the sledge-hammer, or seize the pen, where- 
 upon the brain telegraphs back precise directions as to 
 the work to be done. These messages to and fro are 
 lightning-like flashes of intelligence, which blend or fuse 
 all the powers of the man, both mental and physical, and 
 inform and inspire the mass with vital force.f 
 
 Through constant use the muscular sense is sharpened 
 to a marvellous degree of fineness, and the hand, perme- 
 ated by it, forms habits which react powerfully upon the 
 mind. If, now, during the period of childhood and youth, 
 the hand is exercised in the useful and beautiful arts, its 
 muscular sense will be developed normally, or in the di- 
 
 * "Body and Mind," p. 33. By Henry Maudsley, M.D. New 
 York: D. Appleton & Co., 1883. 
 
 f The goldsmith's art was one of the finest among the ancients, 
 and so continued far into the Middle Ages. The cutting of cameos, 
 for example, required the highest skill and produced the most ex- 
 quisite results. Mr. Ruskin calls attention to the fact that "all the 
 great early Italian masters of painting and sculpture, without ex- 
 ception, began by being goldsmiths' apprentices;" and that "they 
 felt themselves so iudel)ted to, and formed by, the master crafts- 
 man who had mainly disr/plined f/ieir Jiiif/ern, whether in work on 
 gold or marble, that they practically considered him their father, 
 and took Iiis name rather than their own." — "Fors Clavigera," 
 Part III., p. 291. By John Ruskin, LL.D. New York: John 
 Wiley & Sons, 1881.
 
 THE MIND AND THE HAND. 149 
 
 rection of rectitude, and the reflex effect of this growth 
 upon the mind will be beneficent. 
 
 It is thus that the trained hand comes at last to foresee, 
 as it were, that a false proposition is surely destined to 
 be exploded. The habit of rectitude gives it prescience. 
 It invariably discovers, sooner or later, that a false prop- 
 osition, when embodied in wood or iron, becomes a con- 
 spicuous abortion, involving in disgrace both the designer 
 and the maker. A false proposition in the abstract may 
 be rendered very alluring ; a false proposition in the 
 concrete is always hideous. One of the chief effects of 
 manual training is, then, the discovery and development 
 of truth ; and truth, in its broadest signification, is merely 
 another name for justice ; and justice is the synonym of 
 morality. 
 
 It has been shown that thought and speech are dead 
 unless embodied in things. It may also be asserted with 
 confidence that man would lose the power of speech al- 
 most wholly if his words should cease to be realized in 
 things. Mr. Darwin declares that "a complex train of 
 thought can no more be carried on without the aid of 
 words, whether spoken or silent, than a long calculation 
 without the use of figures or algebra."* And Di*. Mauds- 
 ley says, " But neither these instances nor the case of 
 Laura Bridgman can be used to prove that it is possible 
 to think without any means of physical expression. On 
 the contrary the evidence is all the other way. The deaf 
 and dumb man invents his own signs, which he draws 
 from the nature of objects, seizing the most striking out- 
 line, or the princijDal movement of an action, and using 
 ■ # 
 
 * "The Descent of Man," p. 88. By Charles Darwin, M. A. New 
 York : D. Appleton & Co., 1881.
 
 150 MIND AND HAND. 
 
 them afterwards as tokens to represent the objects. The 
 deaf and dumb gesticulate also as they think ; and Laura 
 Bridgman's fingers worked, making tlie initial movements 
 fur letters of the "finger alphabet, not only during her 
 waking thoughts, but in her dreams. If we sul)stitute 
 for 'names' the motor intuitions, or take care to com- 
 prise in language all the modes of expressing thoughts, 
 whether verbal, vocal writing, or gesture language, then 
 it is unquestionable that thought is impossible without 
 language."* 
 
 As connected thoughts are impossible without words, 
 or signs of words, so words are dependent upon objects 
 for their existence. Says Dr. Maudsley, " Words cannot 
 attain to definiteness save as living outgrowths of reali- 
 ties."f And Heyse says, " Thought is not even present 
 to the thinker till he has set it forth out of himself." 
 
 It follows that lanOTaije has its orio^in not less in ex- 
 ternal objects than in the mind. Objects make impres- 
 sions upon the mind through the senses, and words serve 
 as the means of preserving a record of such impressions 
 and of communicating them to other minds. If, now, 
 the mind should cease to receive impressions, language 
 would no longer be required, since there would be noth- 
 ing to express ; and the occasion for the use of language 
 ceasing to exist, the power of speech would ultimately be 
 lost. The power of speech, then, depends upon a con- 
 
 * " Pliysioloay of llie Mind," p. 480. By Henry Maudsley, M.D. 
 New York: D. Applctou & Co., 1883. 
 
 ■|- " I therefore declare my conviction," says Max Mlillir, " whether 
 ri;;!)! or wrong, as explicitly as possible, that thought in one sense 
 of the word, i.e., in reasoning, is impossible without language." — 
 " Physiology of the Mind," p. 480. By Henry Maudisley, M.D. 
 New York: I). Appletou Sj Co., 1883.
 
 THE MIND AND TJtIE HAND. 151 
 
 tiniious succession of impressions made uj^on the mind 
 by its contact, througli the senses, with matter in its 
 various forms, whether in nature or in art. 
 
 It may also be claimed that the power of speech de- v;' 
 pends almost entirely upon the endless succession of 
 fresh objects presented to the mind by the hand. These ; 
 form the subject as well as the occasion of speech. If | 
 the hand should cease to make new things, new words j 
 would cease to be required. The principal changes in 
 language arise out of new discoveries in science and new 
 inventions in art, each fresh discovery of science giving 
 rise to many new things in art. Art and science react 
 upon each other.* The growth of a State, its advance 
 in the scale of civilization, depends upon progress in the 
 practical arts. Hence the fact that, when a State ceases 
 to advance, its language ceases to grow, becomes station- 
 afy, stagnates. In such a State there would be no occa- 
 sion for new words. If a constantly diminishing number 
 of objects were presented to the mind, speech would 
 become less and less necessary. If no new objects were 
 presented, ho fresh impressions upon the mind would be 
 made, and speech would degenerate into a mere iteration. 
 ^ If the hands should cease to labor in the arts, should 
 cease to make things, should cease to plant and gather, 
 the scope of spee^i would be still further restricted. 
 would be confined to an expression of the wants of sav- 
 ages subsisting on the native fruits of field and forest. 
 
 It comes to this, that progress can find expression oidy 
 
 * "And the great advances in science have uniformly corresponded 
 with the invention of some instrument b}' wliicli the power of the 
 senses has been increased, or the range of action extended." — "Phys- 
 iology of the Mind," p. 8. By Henry Maudsley, M.D. New York: 
 D. Applet on & Co., 1883.
 
 152 MIND AND HAND. 
 
 in the concrete. Guttenberg had an idea that he could em- 
 ploy movable types in the production of books. Suppose 
 he had been content with the mere promulgation of his 
 theory in words, and that those who came after him had 
 been similarly content? There would have been no 
 printing-presses down to the present time. Suppose that 
 Watt and Stephenson and Fulton had been content with 
 the declaration, in words, of the discoveries they made 
 in regard to the application of the power of steam to 
 useful purposes, and that those who came after them 
 had beer) simihirly content? There would have been 
 neither railways, nor steamships, nor steam-driven ma- 
 chinery of any kind down to the present time. 
 
 As words are essential to the processes of thought, so 
 objects are essential to words or living speech. And as 
 all objects made by man owe their existence to the hand, 
 it follows that the hand exerts an incalculable influence 
 upon the mind, and so constitutes the most potent agency 
 in the work of civilization. It was not without good 
 reason that Anaxagoras characterized man as the, wisest 
 of animals because of his having hands. And what is it 
 to be wise? To be wise is "to have the power of dis- 
 cerning and judging correctly, or of discriminating be- 
 tween what is true and what is false ; between what is 
 fit and proper and what is improper." The hand is used 
 as the synonym of wisdom because it is only in the con-'"" 
 Crete tliat the false is sure of detection, and it is through 
 the hand aione that ideas are realized in things.* Again 
 we liave the hand as tlie discoverer of truth. 
 
 * " Let liim [tlie youtli] onco learn to take a straight shaving off a 
 plank, Of draw a fine curve without faltering, or lay a briek level in 
 its mortar, and he has learned a multitude of oilier matters which no
 
 THE MIND AND THE HAND. 153 
 
 The assertion of the majesty of the hand by tlie Ionic 
 philosopher of the fifth century B.C. contained the 
 germ of the manual training idea of this latter part of 
 the nineteenth century. Anaxagoras was unconsciously, 
 no doubt, struggling toward the light, toward the in- 
 ductive method of investigation, toward the sole avenue 
 tlirougli which it is possible to study the mind, namely, 
 through the body. The ignoi-ance of the ancients on the 
 subject of physiology was so dense as to leave them no 
 resource save speculative philosophy. The progress 
 made in the study of anatomy, and organic and inorganic 
 chemistry at Alexandria, was, however, considerable. The 
 foundations of a systematic physiology were being secure- 
 ly laid by Hippocrates, Herophilus, and their compeers of 
 the medical profession, and the way was thus being open- 
 ed to an intelligent study of the mind. It is highly prob- 
 able that this growing disposition to investigate things, 
 together with the increasing importance to civilization 
 of the useful arts, would soon have reacted destructively 
 upon the speculative philosophy of the time had not a 
 series of national disasters, involving the fall of Greece 
 and Rome, overwhelmed both arts and philosophy in one 
 common ruin. 
 
 From the fall of Home to the time of Bacon specu- 
 lative philosophy dominated the world. Progress dates 
 from the beginning of the seventeenth century, but it 
 was very slow until within a hundred years. Philosophy 
 has now, however, found a scientific basis. Instead of 
 speculating about the " theory of vitality," it concerns 
 itself with " the natural phenomena of living bodies, so 
 
 lips of man could ever teach him." — " Time and Tide," p. 145. By 
 John Ruskin, LL.D. New York: ,Tohn Wilev & Sons, 1883.
 
 154 MIND AND HAND. 
 
 far as they are appreciable by the human senses and in- 
 telligence." 
 
 But the schools have not moved forward with events. 
 Their methods are unscientific ; they are still dominated 
 by the mediaeval ideas of speculative philosophy. One 
 of the ablest educators in this country has well observed 
 that "there has been vei-y little change in the ideas 
 which have controlled our methods of education, and 
 these ideas were formed something like four hundred 
 years ago. Like nearly all the great agencies of modern 
 civilization, the estal)lislied system of education dates 
 from the Renaissance, and the direction given to the 
 schools at that time has been followed with but slight 
 modification ever since."* 
 
 The justice of this arraignment of the schools for ex- 
 treme conservatism is shown by the remark of a promi- 
 nent educator who opposes the incorporation of manual 
 training in the curriculum of the public schools. He 
 says, " Some even go so far as to regard the fingers as a 
 new avenue to the brain, and think that great pedagogic 
 advantages will be given by the new method, so that 
 boys may make equal attainments in arithmetic, read- 
 ing, and grammar in less time. . . . They [teachers] will 
 Btill find the eye and ear nearer to the brain than the 
 hand." No assumption could be more false than this, 
 that the eye and the ear are more important organs than 
 the hand because they are located, physically, nearer the 
 brain. The attribute of mobility with wliicii the hand is 
 endowed confers u})on it not only the potency of the 
 
 * .Mr. Jiimfs MafAlistor, SiipcrintoiKlciit of Rchoola of the City of 
 Pliiliidclpliia, lu'fore the Americau Institute of lustruction at Sarato- 
 ga, .Inly ]-.',. 1882.
 
 THE MIND AND THE HAND. 155 
 
 closest possible proximity, but each of the countless po- 
 sitions it may assume, together with its flexibility and 
 adaptability, multiplies its powers in the order of a geo- 
 metrical ratio. 
 
 This disposition to undervalue the hand is an inheri- 
 tance from the speculative philosophy of the Middle 
 Ages, which was based on contempt of the body and all 
 its members. The effect of this false doctrine has been 
 vicious in the extreme. Contempt for the body has gen- 
 erated a feeling of contempt for manual labor, and repug- 
 nance to manual labor has multiplied dishonest practices 
 in the course of the struggle to acquire wealth by any 
 other means than manual labor, and so corrupted society. 
 
 That man should feel contempt for the most efficient 
 member of his own body is, indeed, incomprehensible, 
 since contempt for the hand leads logically to contempt 
 for its works, and its works comprise all the visible 
 results of civilization. To enumerate the works of the 
 hand would be to describe the world as it at present ex- 
 ists in contradistinction to the world in a state of nature. 
 Everywhere we behold with admiration and wonder the 
 marvellous triumphs of the hand, from the iron bridge 
 that spans the torrent of Niagara to the steel microm- 
 eter that measures the millionth part of an inch. It 
 matters not whether the hand is nearer or farther from 
 the brain than the eye and the ear, it is able to afford 
 powerful aid to them. 
 
 ' Man would explore the planelir^ system; he lifts his 
 longing eyes to the starry vault, but in vain ; it is a 
 sealed book ! The hand fashions the telescope, adjusts 
 it, places it at a convenient angle, and the milky way is 
 resolved into millions of stars, " scattered like glittering 
 dust on the black ground of the general heavens," the
 
 156 MIND AND HAND. 
 
 lunar mountains are measured, and the spots on tlie sun 
 revealed. Man would study the anatomy and habits of the 
 myriads of insects in which the teeming earth abounds. 
 Impossible ! The mechanism of the eye is not adapted 
 to such a delicate operation. But the hand presents the 
 microscope, and a world of hitherto unknown minute ex- 
 istences is revealed with a distinctness which permits the 
 most exhaustive investigation. Thus, through the aid of 
 the hand, the eye now contemplates with philosophic 
 interest the ever-changing aspect of the spots on the sun 
 at a distance of ninety million miles, and now imprisons 
 the red ant, measuring only y|~Q of an inch in length, and 
 studies its physiology, counting its pulsations, classifying 
 its nerves and muscles, and weighing its brain. Man 
 would speak with his friend or business correspondent 
 miles away. Neithier the voice nor the ear is adapted to 
 the task. But the hand fashions and presents the tele- 
 phone, and the conversation proceeds even in a whisper. 
 It will be said that the mind devises the telescope, the mi- 
 croscope, and the telephone. True, but tlieir construction 
 would be impossible without the hand. And is it at all 
 probable that the mind would have devised these admira- 
 ble instruments if man liad been made without hands?* 
 
 * "Tlie hand is the most marvellous instrument in tlio world; it ia 
 the necessary eomplenient of the mind in dealing with matter in all 
 its varied Conns, ll is the hand that 'rounded Peter's dome;' it is 
 the hand tliat carved those statues in marble and bronze, that painted 
 those pictures in palace :^i church, \> hich we travel into distant 
 lands to admire; it is the hand that builds the ships which sail the 
 sea, laden with the commerce of Ihe world; it is the hand that con- 
 structs the machinery which moves the busy industries of this age of 
 steam; it is the hand that enables tlu; mind to realize in a thousand 
 ways its highest imaginings, its profoundest reasonings, and its most 
 practical inventions." — Mr. James MacAlister, Superintendent of 
 Schools of (he City of Philadelphia, before the American Institute of 
 Instruction at Saratoga, July 13,1882.
 
 THE POWER OF THE TRAINED HAND. 157 
 
 CHAPTER XV. 
 
 THE POWER OF THE TRAINED HAND. 
 
 The Legend of Adam and the Stick with which he subdued the Ani- 
 mals. — The Stick is the Symbol of Power, and only the Hand can 
 wield it. — The Hand imprisons Steam and Electricity, and keeps 
 them at hard Labor. — The Destitution of England Two Hundred 
 Years ago: a Pen Picture. — The Transformation wrought by 
 the Hand : a Pen Picture. — It is due, not to Men who make 
 Laws, but to Men who make Things. — The Scientist and the In- 
 ventor are the World's Benefactors. — A Parallel between the Right 
 Honorable William E. Gladstone and Sir Henry Bessemer. — Mr. 
 Gladstone a Man of Ideas, Mr. Bessemer a Man of Deeds. — The 
 Value of the hitter's Inventions. — Mr. Gladstone represents the Old 
 Education, Mr. Bessemer the New. 
 
 ■^ i.T has been remarked that man is the wisest of animals 
 because he has hands. It is eqnall)' true tliat he is the 
 most powerful of animals because he has hands. It is 
 with the hand that man has subdued all the animals. 
 Tliere is a legend to the effect that on the day when 
 Adam revolted against his Maker, the animals, in their 
 turn, revolted against him, and ceased to obey him. 
 "Adam called on the Lord for help, and the Lord com- 
 manded him to take a branch from the nearest tree and 
 make of it a weapon, and strike with it the first animal 
 that should refuse to obey him. Adam took the branch, 
 the leaves fell from it of their own accord, and he found 
 himself furnished with a stick proportioned to his 
 height. When the animals saw this weapon in the hands 
 of the man they were seized with an instinctive fear 
 mingled with wonder, and they did not dare to attack
 
 158 MIND AND HAND. 
 
 him. A lion alone, bolder than the refet, leaped upon 
 him to devour him, but Adam, who stood upon his 
 guard, swift as lightning whirled his stick and felled him 
 to the earth with a single blow ! At this sight the terror 
 of the other animals was so great that they approached 
 him trembling, and in token of their submission licked 
 the stick that he held in his hand."* \ 
 
 Throughout all the earl}^ ages the stick was both the 
 symbol and the instrument of power ; and it is only the 
 hand that can grasp and wield the stick. The early 
 kings reigned by virtue of the strong arm and the supple 
 hand. They claimed to be descended from Hercules, 
 and their emblem of power was a knotty stick. Nor 
 does empire depend less upon the hand now than it did 
 in the mornino- of time. 
 
 \ The hand no longer grasps the knotty stick ; it no 
 longer menaces mankind. But it wields the mechanical 
 powers. It imprisons steam and electricity, and keeps 
 tiiem at hard labor. It makes ploughs, planters, harvest- 
 ers, sewing-machines, locomotives, and steamships. It 
 digs canals, o])ens mines, builds bridges, makes roads, 
 erects mills and factories, constructs harbors and docks, 
 reclaims waste lands, and covers the globe with tracks of 
 steel over which the commerce of the world is borne. 
 
 Two hundred years ago England was destitute of 
 most of these things. It had then no good dirt roads 
 even, no good bridges, no canals, no public works 
 worth mentioning, and scarcely any manufactories of 
 importance. The post-bags were (carried on horseback 
 
 * "The Story of the Stick," p. 2. Translnted and Adapted from 
 the Frencli of Antony Heal [Fernand Micli('l|. New York: J. W. 
 Bout on. 1875
 
 THE POWER OF THE TRAINED HAND. 159 
 
 once a week. The highways were besieged by robbers. 
 One-fifth of the community were paupers. Meclianics 
 worked for from sixpence to a shilling a day. The chief 
 food of the poor was rye, barley, or oats. The people 
 were ignorant and brutal — masters beat their servants, 
 :ind husbands beat their wives. Teachers used the lash as 
 the principal means of imparting knowledge. The mob 
 rejoiced in fights of all kinds, and shouted with glee 
 when an eye was torn out or a finger chopjDed off in 
 these savage encounters. Executions were favorite pub- 
 lic amusements. The prisons were full, and proved to be 
 fruitful nurseries of crime. 
 
 From little better than a wilderness, and almost a 
 state of savagery, England has been transformed into a 
 fruitful field, and its people raised in the scale of civ- 
 ilization. Its public works are the admiration of the 
 world ; its coffers are full of gold ; its strong boxes are 
 piled high with evidences of the indebtedness of other 
 nations ; its ships plough the billows of every sea, and 
 bear tlie commerce of every land ; and its manufactories, 
 of vast extent, are monuments of inventive genius, in- 
 dustry, perseverance, and skill, more imposing far than 
 the pyramids of Egypt or the temples of Greece and 
 Rome. 
 
 To whom do the people of England and of the world 
 owe this national progress, this progress in the useful ! 
 arts on a scale so colossal as, by comparison, to dwarf 
 the achievements of all the earlier epochs of history? 
 Not to statesmen or legislators. They neither dig ca- 
 nals, open mines, build railways, lay ocean cables, nor 
 erect factories. The pen in their hands may be mightier 
 than the sword ; but it is no match for the plough and 
 the reaper, the electric battery and imprisoned steam.
 
 160 MIND AND HAND. 
 
 Legislators make laws but mechanics make things. On 
 this subject, after an exhaustive investigation, Bnckle 
 says, " Seeing, therefore, that the efforts of government 
 in favor of civilization are, M^hen most successful, alto- 
 gether negative, and seeing, too, that when these efforts 
 are more than negative they become injurious, it clear 
 ly follows that all speculations must be erroneous which 
 ascribe the progress of Europe to the wisdom of its 
 rulers. This is an inference which rests not only on the 
 arguments already adduced, but on facts which might be 
 multiplied from every page of history. . . . We have 
 seen that their laws in favor of industry have injured 
 industry, that their laws in favor of religion have in- 
 creased hypocrisy, and that their laws to secure trutli 
 have encouraged perjury. . . . But it is a mere matter 
 of history that our legislators, even to the last moment, 
 were so terrified by the idea of innovation that they re- 
 fused every reform until the voice of the people rose 
 high enough to awe them into submission, and forced 
 them to grant what, without much pressure, they would 
 by no means have conceded."* 
 
 It is, then, clearly not to the men who make laws that 
 we are indebted for progress in civilization, but to the 
 men who make things. The scientist who discovers a 
 new principle in physics is a public benefactor. The 
 inventor who devises a n(iw machine helps forward the 
 cause of progress. Whitney's cotton-gin trebled the 
 value of the cotton-fields of the South. The mechanic 
 who constructs a machine that will make ten or a hun- 
 dred things in the time before required to make one 
 
 * ■'History of Civili/ation in En-lnnd," Vol. I., i)]). 204, 205,361, 
 By Henry Thomas Buckle. New York : D. Applcton & Co.
 
 THE POWER OE THE TRAINED HAND. 161 
 
 thing is in the front rank of the civilizers of the human 
 race.* 
 
 . Inventors, not statesmen, rule the world through their 
 machines, which augment the powers of man and sharpen 
 his senses. jSteam has made all civih'zed countries pros- 
 perous and great by vastly increasing man's powers — by 
 making him hundred-handed.f 
 
 In 1809 there was born to a distinguished baronet of 
 Liverpool, England, a son. The boy was educated at 
 Eton and Christ Church College, Oxford, graduating in 
 1831. In 1832 the young man entered parliament. In 
 1834 he took office under Sir Robert Peel. The name 
 of the young man who commenced life under such 
 auspicious circumstances was William Ewart Gladstone. 
 For nearly half a century Mr. Gladstone was a prom- 
 inent figure in English politics and administration. 
 During that long period of time he was in the eye of the 
 world, so to speak. He moulded the laws of an em- 
 pire, repealed old statutes and made new statutes, largely 
 influenced both the domestic and the foreign policy of a 
 great nation, and exerted a considerable degree of con- 
 
 * "Your wealth, your amusement, your pride, would all be alike 
 impossible, but for those whom you scorn or forget. . . . The sailor 
 wrestling with the sea's rage ; the quiet student poring over his book 
 or his vial ; the common worker, without praise, and nearly without 
 bread, fulfilling his task as your horses drag your carts, hopeless, 
 and spurned of all : these are the men by whom England lives." — 
 " Sesame and Lilies," p. 68. By John Ruskin, LL.D. New York: 
 John Wiley & Sons, 1884. 
 
 f "The causes which most disturbed or accelerated the normal 
 progress of society in antiquity were the appearance of great men; 
 in modern times they have been the appearance of great inventions." 
 — "History of European Morals," Vol. I., p. 126. By William Ed- 
 ward Hartpole Lecky, M.A. New York: D. Appleton & Co.
 
 162 MIND AiND HAND. 
 
 trol over tlie international affairs of the continent of 
 Europe. 
 
 In 1813, four years after the birth of Mr. Gladstone, 
 at Charlton, in Hertfordshire, Eni>;land, Henry Bessemer 
 was born. His father, Anthony Bessemer, had fled to 
 England in 1792, a refugee from France. Henry Besse- 
 mer's early training consisted of the rudiments of an 
 ordinary education received in the parish school of the 
 neighborino; town of Hitchin. Elis father was a skilled 
 mechanic and inventor, and Henry inherited the invent- 
 ive faculty. He studied and practised the art of wood- 
 turnery, producing, before arriving at the age of man- 
 hood, the most difficult patterns known to the art. 
 
 At the age of eighteen, in the year 1831 — the year in 
 which Mr. Gladstone completed his education — young 
 Bessemer appeared in London, an obscure, unknown 
 stranger. He, however, secured employment as a mod- 
 eller and designer. His attention was soon directed to 
 the imperfections of government stamps, in which there 
 had been no improvement since the time of Queen Anne. 
 He was informed by Sir Charles Bersley, of the Stamp- 
 office, that the frauds in stamps probably aggregated 
 one hundred thousand pounds per annum. In the even- 
 ings of a few months he invented and made an im- 
 proved stamp which obviated the objections to the one 
 then in use. The invention was at once adopted by the 
 Stamp-office, and in lieu of a stipulated sum in payment 
 therefor, young Bessemer was asked " whether he would 
 be satisfied with the position of superintendent of stamps, 
 with five hundred or six hundred pounds per annum ?" 
 The suggested appointment he agreed to accept. Mean- 
 time, l)efore the contemplated change occurred in the 
 Stamp-office, the young inventor devised a further im-
 
 THE POWER OF THE TRAINED HAND. 163 
 
 provement in the new stamp, whicli not only made it much 
 more perfect, but rendered it unnecessary for the govern- 
 ment to employ a superintendent of stamps. In perfect 
 good faith young Bessemer exhibited to tlie chief of the 
 Stamp-office his new stamp, which was so palpably an im- 
 provement on the other that it was at once preferred and 
 promptly adopted. What is more, the government not 
 only declined to appoint the inventor to a place, but 
 declined to give him a penny for his invention. Tliiswas 
 in 1834, the year in which Mr. Gladstone began his 
 long career as a representative of the British Crown. 
 As young Mr. Gladstone entered the Treasury, its 
 "junior lord," young Mr. Bessemer retired from it an 
 nnsuceessful suitor for the just reward of genius and toil. 
 He says, " Thus sad and dispirited, and with a burning 
 sense of injustice overpowering all other feelings, I went 
 my way from the Stamp-office, too proud to ask as a fa- 
 vor that which was indubitably my right."* 
 
 From this point, both of time and event, there is a 
 very wide divergence in the lives of these great men. 
 The one is a man of ideas, the other a man of deeds. 
 Mr. Gladstone thinks, talks, makes treaties and laws. He 
 is constantly in the public eye, and his name ever on the 
 public tongue. He is regarded as a great financier ; he 
 is certainly a great orator. He sways the multitude with 
 his eloquence. He takes distinguished part in the wordy 
 contests which occur every now and then in Parliament. 
 These debates are much talked of. At the conclusion 
 of one of them there is a vote of want of confidence, 
 and Mr. Gladstone goes out of oflice and Mr. Dis- 
 
 * "The Creators of the Age of Steel," p. 20. By W. T. Jeans. 
 New York: Charles Scribner's Sons, 1884.
 
 164 MIXD ANP HAND. 
 
 raeli comes in. At the conclusion of anotlier of them 
 there is a vote of want of confidence, and Mr. Disraeli 
 goes out of office and Mr. Gladstone conies in. But 
 whether Mr. Gladstone goes out and Mr. Disraeli comes 
 ill, or Mr. Disraeli goes out and Mr. Gladstone comes in, 
 makes very little difierence with the trade and commerce 
 of the kingdom. The railway traffic continues in the 
 one event or the other ; the steamers continue to cross 
 and recross the ocean ; the " post " comes and goes ; the 
 electric current continues to act as messenger-boy; the 
 telephone brings us face to face with our business corre- 
 spondent or friend. There is, indeed, no reason why a vote 
 of want of confidence in Mr. Ghulstone or Mr. Disraeli 
 should imply a want of confidence in steam or electricity, 
 because neither Mr, Gladstone nor Mr, Disiaeli ever had 
 anything to do with the application of these great forces 
 to the uses of man. Tiiey were entirely absorbed, the 
 one in promoting the advancement of Liberalisni, and 
 the other in promoting the advancement of Toryism. 
 And it is a curious fact, as showing the mutability of 
 political opinion, that Mr. Disraeli entered public life as 
 a Liberal, and subsequently became a great Tory leader; 
 and Mr. Gladstone entered ])tiblic life as a Tory, and sub- 
 sequently became a great Liberal leader. 
 
 For twenty-two years after he retired empt3'-handed 
 from the government Stamp-office Mr. Bessemer con- 
 tinued his career as an inventor and manufactijrer, 
 without, however, attracting any great share of public 
 attention. But in 1850 he announced that he had made 
 a discovery of vast importance in the process of steel 
 making.* For a hundred years previously the Huntsman 
 
 * " The first patent of Sir II. Bessemer in whicli air is mentioned
 
 THE POWER OF THE TRAINED HANIi. ^^f; 
 
 process had held the field. It yielded excellent steel but 
 was very expensive. Mr. Bessemer announced that he 
 could produce splendid cast -steel at about the cost of 
 makino; iron! The announcement was received with 
 much incredulity; but the ''Bessemer converter" was 
 exhibited, the new process shown, and the result seemed 
 to confirm the verity of the claim of the inventor. Prac- 
 tical difficulties, however, postponed its complete success 
 till 1860, when the new process supplanted all others. 
 
 Mr. Bessemer now stood at the head of the inventors 
 of the world, and Mr. Gladstone, as Chancellor of the 
 Exchequer under Lord Palmerston, had come to be re- 
 garded as one of the most skilful governmental financiers 
 in Europe, which meant that he was an adept in devising 
 schemes of taxation calculated to yield the most revenue 
 with the least popular discontent. When it is considered 
 that it is necessary for the English Minister of Finance 
 to draw from the British people more than a million 
 dollars every morning of the year, including Sundays, 
 before either the English lord or the English peasant can 
 indulge in a free breakfast, the extreme delicacy of 
 the duties devolving upon him will be understood and 
 appreciated. If he proposes the repeal of the soap tax 
 in order to extinguish the slave-trade, he must impose 
 an additional penny in the pound on malt liquors in 
 order to put an end to the vice of drunkenness. He is 
 constantly between Scylla and Charybdis — in keeping 
 
 as the oxidizing agent is dated October 17, 1855, and other three 
 months were spent in experimenting before the idea of introducing 
 the air from the bottom of a large converter struck him. The patent 
 embodying the latter idea is dated February 11, 1856." — " The Cre- 
 ators of the Age of Steel," note to p. 38. By W. T. Jeans. New 
 York : Charles Scribner's Sons, 1884.
 
 lU. MIND AND HAND. 
 
 off the one he is in danger of being swallowed up in the 
 otlier. And if he can, at the end of the fiscal jear, find 
 a million dollars to apply to the liqnidation of the public 
 debt, he is extremely fortunate. From 1836, abont the 
 time Mr. Gladstone began his public career, down to 
 1877, the several chancellors of the English Exchequer, 
 including Mr. Gladstone, contrived to save, in the aggre- 
 gate, about twelve million pounds sterling for this purpose. 
 
 Let us recur a moment to the subject of the invention 
 of Mr. Bessemer. It went into operation in 1800. The 
 temptation to reproduce Mr. Bessemer's own description 
 of his process, which revolutionized the manufacture of 
 steel, is irresistible. It is as follows : 
 
 " The converting vessel is mounted on an axis at or 
 near its centre of gravity. It is constructed of boiler- 
 plates, and is lined either with fire-brick, road-drift, or 
 gannister, which resists the heat better than any other 
 material yet tried, and has also the advantage of cheap- 
 ness. The vessel, having been heated, is brought into the 
 requisite position to receive its charge of melted metal, 
 without either of the tuyeres (or air-holes) being below 
 the surface. No action can therefore take place until 
 the vessel is turned up (so that the blast can enter 
 through the tuyeres). The process is thus in an instant 
 brought into full activity, and small though powerful 
 jets of air spring upward through the fluid mass. The 
 air, expanding in volume, divides itself into globules, or 
 bursts viohsntly upward, carrying with it some hundred- 
 weight of fluid metal, which again falls into the boiling 
 mass below. Every part of the apparatus trembles un- 
 der the violent agitation thus produced ; a roaring flame 
 rushes from the mouth of the vessel, and as the process 
 advances it changes its violet color to orange, and finally
 
 THE POWER OF THE TRAINED HAND. 167 
 
 to a voluminous pure white flame. The sparks, which 
 at first were large, like those of ordinary foundery iron, 
 change into small hissing points, and these gradually 
 give way to soft floating specks of bluish light as the 
 state of malleable iron is approached, T]iere is no 
 eruption of cinder as in the early experiments, although 
 it is formed during the process ; the improved shape of 
 the converter causes it to be retained, and it not only 
 acts beneficially on the metal, but it helps to confine the 
 heat, which during the process has rapidly risen from 
 the comparatively low temperature of melted pig-iron to 
 one vastly greater than the highest known welding heats, 
 by which malleable iron only becomes sufficiently soft 
 to be shaped by the blows of the hammer ; but here it 
 becomes perfectly fluid, and even rises so much above 
 the melting point as to admit of its being poured from 
 the converter into a founder's ladle, and from thence 
 to be transferred to several successive moulds." * 
 
 What is the value of this process? What is the ex- 
 tent of the service rendered by Mr. Bessemer to man? 
 It is estimated that in the twenty-one years first elapsing 
 after the successful working of the Bessemer process, the 
 production of steel by it, notwithstanding its necessarily 
 slow progress, amounted to twenty-five million tons. At 
 $200 a ton, the alleged saving in cost as compared with 
 the old process, this represents an aggregate saving of 
 $5,000,000,000. In 1882 the world's production was 
 four million tons, which at tlie rate named yielded a 
 saving of the enormous aggregate of $800,000,000 in a 
 single year.* These sums seem almost fabulous, especial- 
 ly so since they i-esult from simply blowing air through 
 
 * "The Creators of the Age of Steel," p. 71. By W. T. Jeans. 
 New York : Charles Scribner's Sons, 1884.
 
 168 MIND AND HAND. 
 
 crude melted iron for a quarter of an hour ! But the 
 radical character of the change wrought in the metal by 
 the air-blowing process is shown by the fact that a steel 
 rail is worth as much as twenty iron rails.* 
 
 All the governments of Europe honored Mr. Bessemer 
 for his great invention, some by medals and orders of 
 merit, and others by appropriating witliout compensa- 
 tion his process of steel-making. Of these latter Prussia 
 stood in the front rank. England alone stood aloof. 
 " A prophet is not without honor save in his own coun- 
 try and among his own kin." From 1860 to 1872 Eng- 
 land continued to load Mr. Gladstone and Mr. Disraeli 
 with honors, but not until the latter year did the govern- 
 ment recognize Mr. Bessemer, when the Prince of Wales 
 presented him with the Albert gold medal, and in 1879 
 he was knighted by the Queen. 
 
 A comparison between the lives and services to man 
 of two of the most distinguished statesmen of England, 
 with the life and services, to man, of Sir Henry Bessemer, 
 cannot fail to be of great value to every young man who 
 possesses the power of just discrimination. But can just 
 discrimination be expected of any young man entering 
 
 * "At the Birmingham meeting of the British Association in 1865, 
 Sir Henry Bessemer explained tliat at Clialk Farm steel rails were 
 laid down on one side of the line and iron rails on the other, so that 
 every engine and carriage there had to pass over both steel and iron 
 rails at the same time. When the first face was worn off an iron rail 
 it was turned the other way upward, and when the second face was 
 worn out it was replaced l)y a new iron rail. When Sir Henry ex- 
 hibited one of these steel rails at Birmingham only one face of it was 
 nearly worn out, while on the opposite side of the line eleven iron 
 rails had in the same lime been worn out on both faces. It thus ap- 
 peared that one steel rail was capable of doing the work of twenty- 
 tliree iron ones." — "The Creators of the Age of Steel," p. 93. By 
 W. T. Jeans. New York: Charles Scribner's Sons, 1884.
 
 THE POWER OF THE TRAINED HAND. 169 
 
 upon the stage of active life when such discrimination 
 is not possessed by the public at large ? For example : 
 The question being propounded, Wliat is the value of the 
 combined services to man of Mr. Gladstone and Mr. 
 Disraeli, as compared with those of Sir Henry Besse- 
 mer? ninety-nine out of a hundred men of sound judg- 
 ment would doubtless say, " The value of the services of 
 the two statesmen is quite unimportant, while the value 
 of the services of Mr. Bessemer is enormous, incalcula- 
 ble." But how many of these ninety-nine men of sound 
 judgment could resist the fascination of the applause 
 accorded to the statesmen ? How many of them would 
 have the moral courage to educate their sons for the 
 career of Mr. Bessemer instead of for the career of Mr. 
 Disraeli or of Mr. Gladstone?* Not many in the present 
 state of public sentiment. It will be a great day for 
 man,tlieday that ushers in tlie dawn of more sober views 
 of life, the day that inaugurates the era of the master- 
 ship of things in the place of the mastership of words. 
 
 Mr. Gladstone stands for politics and statesmanship at 
 their best, and his career is the product of the old system 
 of education at its best. Mr. Bessemer stands for science 
 and art united, and his career is the product of the new 
 education. 
 
 ^ But the pecuniary value of Mr. Bessemer's discovery is not the 
 cousideration of chief import. Its social influence extends to the 
 remotest bounds of civilization, and includes the whole liuman race, 
 because it abridges the period of labor necessary to the production 
 of a given quantity of useful things, thereby enhancing the sum of 
 life's comforts and pleasures.
 
 170 MIND AND HAND. 
 
 CHAPTER XVI. 
 
 THE INVENTORS, CIVIL ENGINEERS, AND MECHANICS 
 OF ENGLAND, AND ENGLISH PROGRESS. 
 
 A Trade is better than a Professiou. — Tlie Railway, Telegraph, and 
 Steamship are more Potent than the Lawyer, Doctor, and Priest. — 
 Book-makers writing the Lives of the Inventors of last Century. — 
 The Workshop to be the Scene of the Greatest Triumphs of Man. 
 — The Civil Engineers of England the Heroes of English Progress. 
 — The Life of James Brindley, the Canal-maker; his Struggles and 
 Poverty. — The Roll of Honor.— Mr. Gladstone's Significant Admis- 
 sion that English Triumphs in Science and Art were won without 
 Government Aid. — Disregarding the Common-sense of the Savage, 
 Legislators have chosen to learn of Plato, who declared that "The 
 Useful Arts are Degrading." — How Improvements in the Arts have 
 been met by Ignorant Opposition. — The Power wielded by the 
 Mechanic. 
 
 ^ The young man with a meclianical trade is better 
 equipped for the battle of Hfe than the young man with 
 a learned profession. The prizes may not be so dazzling, 
 but they are more numerous, and they are within reach. 
 The skilled mechanic, with industry and prudence, is sure 
 of a cottage, and the cottage may grow into a mansion, 
 while the man of letters struggles so often in vain to 
 
 jupunt the steps of a palace. The railroad, the telegraph, 
 and the steamship exert a more potent influence upon 
 tlie dt'istiuics of mankind than tlic lawyei", the doctor, and 
 the priest. The giants, steam and electricity, which bear 
 the great i)ur<leiis of cominerce, have to be harnessed to 
 enable them to do their work ; and to make this harness, 
 the furnace, the forge, and the shop are brought into
 
 INVENTORS AND MECHANICS OF ENGLAND. 171 
 
 requisition. The railroad alone taxes to the utmost nearly 
 every department of the useful art's. To the construc- 
 tion of the passenger -coach, for instance, more than .a 
 hundred trades contribute the varied cunning and skill 
 of their workmanship. 
 
 This is the age of steel, and he who knows how to 
 mould the king of metals into puissant forms has his 
 hand nearest the rod of empire. Who would not rather 
 be able to construct a Corliss engine than learn the trick 
 of drawing a bill in chancery ? 
 
 There was a time, not long ago, when inventors and 
 discoverers were little recognized and poorly compen- 
 sated for their splendid achievements. But that time is 
 past. The book-makers of to-day are groping about the 
 old shops where the inventors of last century worked, 
 and the cottages where they lived, in order to tell the 
 simple story of their lives, and write their names in the 
 temple of fame. Huntsman, who emerged from long 
 seclusion over the furnace and crucible, and presented 
 to his fellow -workmen a piece of steel which rivalled 
 that of old Damascus, and drove from the British mar- 
 kets all other steels — how resplendent his name is now! 
 How every incident in the life of Watt is sought for — 
 his struggles, his disappointments, and his final success ! 
 And so of Mnshet, Neilson, Bramah, Maudslay, Clement 
 Murray, Nasmyth, Stephenson, and Fulton. When Watt 
 had devised his engine he found no workmen expert 
 enough to make it. Then Maudslay, Clement, and Mur- 
 ray invented automatic iron hands and fingers, and en- 
 dowed them with almost human intelligence, and far more 
 than human precision, and Watt's difficulty was removed. 
 
 The " greasy mechanics " did more to hasten the world's 
 progress in a century — 1740 to 1S40 — tlian had been ac-
 
 1*72 MIND AND HAND. 
 
 complished up to that time by all the statesmen of all 
 the dead ages. But those heroes of the workshop had 
 none of the opportunities afforded by the manual train- 
 ing school of the present age. They toiled many hours 
 each day for a shilling or two, and lived in stuffy hovels, 
 and puzzled over the a b c oi mechanics by the light of 
 a tallow-candle. Some of them gained fortunes, while 
 others were robbed of the fruits of genius, and slept in 
 unknown graves ; but all their names are treasured and 
 honored now. The world moves, and in this age it 
 moves always* to warn a higher appreciation of the vahie 
 of the useful arts.'^ This country is destined to become 
 a vast workshop, and in this workshop the best energies, 
 the strongest vital forces of the American people are 
 eventually to be exerted./' How necessary, then, to edu- 
 cate the ha!ids as well as the brain of the youth of the 
 country,' 
 
 Mr. Smiles, in his " Lives of the Engineers," has shown 
 us the true springs of English greatness. In telling the 
 story of the struggles and triumphs of the canal-makers, 
 the bridge-builders, the coal-miners, the millwrights, the 
 road-makers, the hai-l)or and dock makers, the ship-build- 
 ers, the iron and steel makers, and the railway-builders — 
 in telling this story of persistence, of nerve, and "pluck," 
 he has sketched the career of the real heroes of English 
 progress. A brief sketch of the life of James lirindley 
 will serve to show how these noble incn wrought, how 
 they suffered, and how they conquered. 
 
 James Briiidley was born in 1710. His parents were 
 poor. His father was a iie'cr-do-well. His mother taught 
 him to be honest and industrious. James worked as a 
 common laborer till he was seventeen years of age. In 
 1733 he became a millwrig]it''s apprentice — bound for
 
 IXVENTOKS AND MECHANICS OF ENGLAND. 173 
 
 seven years. He was a dull boj, learning slowly, but 
 before the end of his " bound " term he became the best 
 workman in the neighborhood. He helped the now cel- 
 ebrated Wedgwoods out of a difficulty by inventing and 
 constructing flint -mills for their works. He invented 
 and constructed pumps for clearing the Clifton coal- 
 mines of water — an entirely new device that opened coal 
 chambers which had long been completely drowned out. 
 His compensation for this class of work — the work of 
 genius — was two shillings a day ! 
 
 In 1755 he built a silk-mill, in which he made several 
 important improvements in machinery, etc. But this 
 man, who possessed inventive genius of a high order and 
 large executive ability, could neither write legibly nor 
 spell correctly, and his charge for almost inestimable serv- 
 ices was still, in 1757, only two to four shillings a day. 
 His straggles to improve the steam-engine form a curious 
 chapter in the story of his life. It was to him that the 
 Duke of Bridffewater owed his success in canal-makino:. 
 
 The duke was born in 1736. He was a weak and sick- 
 ly child, his mental capacity being apparently defective 
 to a degree sufficient to debar him from his inheritance 
 of the family title and estates. An affair of the heart 
 which resulted unfavorably rendered him morose, and 
 changed his whole course of life. He abruptly quitted 
 the race-track, where he had condescended even to play 
 the role of "jockey," and turned his attention to the im- 
 provement of his estates. They contained coal depos- 
 its, which he undertook to develop through cheapening 
 transportation, and Brindley became his engineer. His 
 first canal, consisting largely of aqueducts, was called 
 " Brindlev's castle in the air," and his '' river hunor in 
 the air." It was this "river Imno- in the air" — the first
 
 174 MIND AiXD HAND. 
 
 English canal — that made the Manchester of to-day pos- 
 sible. Another canal enterprise of the duke cost more 
 than a million dollars — that connecting Liverpool with 
 Manchester. This latter canal yielded £80,000 per an- 
 num income, and it was constructed by Brindley at a 
 salary of 3s. (yd. a day ! 
 
 Brindley was obstinate, and often quarrelled with his 
 employer about the methods of construction of great 
 works; and what is more, the duke always yielded. 
 He humbly submitted to every demand made by his 
 engineer except a demand for compensation. Brindley's 
 "wage" rate during the many years occupied in the 
 duke's great canal enterprises was 36-. 6d. per day. This, 
 at all events, is the price named by Smiles in his life 
 of Brindley. In a note to the work it is, however, stated 
 that his stipulated pay was a guinea a day. It is agreed 
 on all hands, however, that whatever the rate agreed 
 upon was, Brindley was not paid, and that his heirs were 
 begging unsuccessfully for his just dues long after his 
 death. In a word, Brindley's honor as an engineer being 
 at stake, and it being dearer to him than any money 
 consideration, he worked for nothing rather than allow 
 the enterprise to fail. And the duke was parsimonious 
 enough to take the engineer's services for nothing, and 
 his heirs were mean enough to refuse payment for such 
 services when demanded bv his widow. 
 
 f 
 
 In a literary point of view Brindley was ignorant, but 
 <^ in no other respect. This was said of him by one of his 
 contemporaries : 
 
 Mr. Brindley is one of those great geniuses whom 
 Nature sometimes rears by hpr own force, and brings to 
 maturity without the necessity of cultivation. His whole 
 j)lan is admirable, and so well (calculated that he is never 
 
 i
 
 INVENTORS AND MECHANICS OF ENGLAND. 175 
 
 at a loss ; for if any difficulty arises he removes it with a 
 facility which appears so much like inspiration that you 
 would think Minerva was at his fingers' ends."* 
 
 The life of Brindley is typical of a score of biogra- 
 phies presented in the "Lives of the Engineers," among 
 which the following are especially worthy of mention: 
 William Edwards, John Metcalf, John Perry, Sir Hugh 
 Myddelton, Cornelius Vermuyden, Andrew yarranton,t 
 Andrew Meikle, John Rennie, John Smeaton, Thomas 
 Telford, William Murdock, Dr. D. Papin, Thomas Savery, 
 Dud Dudley, Matthew Boulton, and William Symington. 
 These, and their natural coadjutors, the discoverers of new 
 forces in nature and the inventors. of new things in art, the 
 iron-workers and tool-makers — these are the great names 
 in English history. They are the names without which 
 there would have been no English history worth writing. 
 Mr. Gladstone once said of tliem, naming Brhidley, Met- 
 calf, Smeaton, Rennie, and Telford, " These men who 
 have now become famous among us had no mechanics' 
 institutes, no libraries, no classes, no examinations to 
 cheer them on their way. In the greatest poverty, diffi- ^^ 
 culties, and discouragements their energies were found ! 
 sufficient for their work, and they have written their 
 names in a distinguished page of the history of their 
 country." 
 
 * "Lives of the Engineers." By Samuel Smiles. London: John 
 Murray, 1863. Vol. I., " Life of .James Brindley." 
 
 f " He was the founder of English political economy, the first man 
 in England who saw and said that peace is better than war, that trade 
 is better than plunder, that honest iudustr}^ is better than martial 
 greatness, and that the best occupation of a government is to secure 
 prosperity at home, and let other nations alone." — "Elements of Po 
 litical Science." By Patrick Edward Dove. Edinburgh: 1854.
 
 176 MIND Ax\D HAND. 
 
 The admission of Mr. Gladstone that the great achieve- 
 ments of these heroes of invention and discovery were 
 won withont any aid wliatever, either from the govern- 
 ment or the people of England, is a pregnant fact. It is 
 I the key-note of this work, the reason why it is written 
 "V'' and published. 
 
 The neglect of the nseful arts by all the governments 
 of the world, from the dawn of civilization down to the 
 present time, is an impeachment of the common-sense of 
 mankind as shown in the conduct of public affairs. The 
 civilized man might have learned wisdom from the sav- 
 age, who is taught to light, to hunt, and to fish, the brain, 
 the hand, and the eye being trained simultaneously. But 
 he chose to learn of Plato, who in the "Republic" says to 
 Glaucon, " All the useful arts, I believe, we thought de- 
 grading." And further in the same work: "We shall 
 tell our people, in mythical language, you are doubtless 
 all brethren as many as inhabit the city, but the God 
 who created you, mixed gold in the composition of such 
 of you as are qualified to rule, which gives them the 
 highest value, while in the auxiliaries he made silver an 
 ingredient, assigning iron and copper to the cultivators of 
 the soil and the other workmen. Therefore, inasmuch as 
 you are all related to one another, although your children 
 will genei'ally resemble their parents, yet sometimes a 
 golden parent will produce a silver child, and a silver 
 parent a golden child, and so on, each producing any. 
 The rulers, therefore, have received- this in charge first 
 and above all from the gods, to observe nothing more 
 closely, in their character of vigilant guardians, than the 
 cliildi'en that are l)Oi'n, to see which of these metals en- 
 ters into the composition of their soids ; and if a child 
 be born in their class with an alloy of copper or iron,
 
 INVENTORS AND MECHANICS OF ENGLAND. 177 
 
 tliey are to have no manner of pity upon it, but giving 
 it the value that belongs to its nature, they are to thrust 
 it away into the class of artisans or agriculturists. And 
 if, again, among these a child be born with an admixture 
 of gold or silver, when they have assayed it they are to 
 raise it either to the class of guardians or to that of aux- 
 iliaries, because there is an oracle which declares that 
 the city shall then perish when it is guarded by iron or 
 copper."* 
 
 So ingrained in the public mind has this contempt for 
 the artisan and laborer become in the course of ages, that 
 notwithstanding the fact of the admitted kingship of 
 iron among metals, and notwithstanding the fact that 
 without iron the world would almost sink into a state of 
 barbarism, still the opposition to the introduction of tool 
 practice into the public schools is violent, and most vio- 
 lent among those classes who would be most benefited 
 by it. Pending consideriitioti of a 1)111 by the MmsshcIiu-, 
 setts Assembly in 1883, providing for the admission of 
 manual training to the public-school curriculum, an op-; 
 ponent of the measure said: "The introduction of thel 
 use of tools is only another attempt to deprive the poor-i T 
 er classes of a good education. It is simply an attempt 
 to overload the course of studies in the schools so that 
 children shall not learn anything ; so that the poor may 
 be made poorer, while tlie children of the rich having a 
 good time in the public schools may have their thought 
 and health j)reserved for higher or special education." 
 
 This is a repetition of the old answer of the Inquisition 
 to Galileo upon the announcement and defence of his 
 
 * "The Republic of Plato," p. 114. London: Macmillan & Co., 
 1881.
 
 178 MIND AND HAND. 
 
 great discovery. He was summoned to Rome, and " ac- 
 cused of having taught that the earth moves, that the 
 sun is stationary, and of having attempted to reconcile 
 these doctrines with the Scriptures." Bruno had been 
 driven to and fro over the face of the civilized world, 
 and finally burned in the year 1600 for teaching the sys- 
 tem of Copernicus. Having the fear of Bruno's fate be- 
 foi*e his eyes, Galileo recanted, and promised neither to 
 publish nor defend his theories. But his love of science 
 overcame his fear of oppression, and in 1632 he pub- 
 lished his " System of the World." Again he was sum- 
 moned before the Inquisition, which was destined forever 
 after to torment and persecute him. He was driven to 
 his knees before the cardinals, consigned to prison, and 
 tortured to blindness. After his death in a prison of the 
 Inquisition at the age of seventy-seven years, his right to 
 make a will was disputed, his body was denied burial in 
 consecrated ground, and his friends were prohibited the 
 privilege of raising a monument to his memory in the 
 Ciuirch of Santa Croce in Florence. 
 
 Eighteen hundred years ago a Roman emperor refused 
 to sanction the use of improved machinery in the prose- 
 cution of a great public work, on the ground that it 
 would deprive the poor of employment. 
 
 In 1663 a Dutchman erected a saw-mill in England, 
 l>ut the hostility of the workmen compelled its abandon- 
 ment. More than a hundred years elapsed before the 
 second saw-mill was put in operation in England, and 
 that was destroyed by hand-sawyers. 
 
 The Flemish weavers who introduced improved weav- 
 [nrr machinery into England in the seventeenth century 
 were met by protests. One of these protests, addressed 
 to Parliament, represented that the Flemish weavers had
 
 INVENTORS AND MECHANICS OF ENGLAND. 179 
 
 " made so bould as to devise engines for working of tape, 
 lace, ribbin, and such like, wherein one man doth more 
 among them than seven Englishe men can doe, so as 
 their cheap sale of commodities beggereth all our Eng- 
 lishe artilicers of that trade and enricheth them." 
 
 A little more than a hundred years ago, in England, 
 when the Sankey Canal, six miles long, was authorized, 
 it was upon the express condition that the boats plying 
 upon it should be drawn by men only. ^ 
 
 Illustrations of the vis inert ice of ignorance might be 
 multiplied indefinitely. Ignorance reverences the past. 
 Ignorance never doubts. Ignorance is content ; perfect- 
 ly satisfied with its own knowledge, if the paradox may 
 be allowed, it never seeks to increase it. But it is sus- 
 picious. In every effort to enlighten it discovers a con- 
 spiracy to undermine. IncajDable of the intellectual ef- 
 fort of inquiry, it stagnates, and regards as a deadly enemy 
 those who seek to disturb the serenity of its muddy pool. 
 
 When labor was only another name for a state of slav- 
 ery, to teach men to labor skilfully was merely to raise 
 them to a little higher grade of servitude. Hence it is 
 only at a very recent period that it has occurred to man- I 
 kind to teach skilled labor in the schools. All educa- 
 tional systems, our own among the rest, seem to have , 
 been intended to make lawyers, doctors, priests, states- \K 
 men, litterateurs^ poets. But this is the age of steel, the 
 age of machines and machinery. Tremendous forces in 
 nature have been discovered and utilized, and these dis- 
 coveries and their utilization have so multiplied vast en- 
 terprises that the importance of the mere ornamental 
 branches of learning is dwarfed in their presence. Tliis 
 is the practical age, and an educational system which is 
 not practical is nothing. We shall still have our Tenny-
 
 180 MIND AND HAND. 
 
 sons, and our Longfellovrs, and onr doctors of abstract 
 pliilosopliy ; but tliere is little time to sentimentalize with 
 the poets or speculate with the philosophers. There is 
 V work to do.* The mine is to be explored and its treasures 
 brought to the surface ; more and more powerful ma- 
 chines are to be constructed to bear the burdens of com- 
 merce ; new elements of force are to be discovered and 
 applied to the constantly increasing wants of mankind.* 
 On the subject of the demand for a more comprehen- 
 sive educational system, Col. Augustus Jacobson says, 
 with great force, " Youth is the expensive period of 
 man's existence. Youth produces nothing and eats all 
 the time. If the youth is not trained there can hardly 
 be a profit to mankind on his existence. As mankind is 
 liable for, and bound to pay, his expenses, he sliould be 
 so trained that he may repay them. He can only become 
 a profitable investment by training. If he is left un- 
 skilled, the money spent on him is wasted. There is 
 no profit on a whole generation of Spaniards or Turks. 
 Mankind should be wise enough to reap the profit there 
 always is in finishing raw material, by making human 
 raw material into a highly finished product." 
 ; There are millions of intelligent little children in 
 fthe public schools of the United States, receiving, 
 
 * " To know the ' use ' cither of land or tools you must know what 
 useful things can be grown from the one and made with the other. 
 And therefore to know what is useful, and what useless, and he skil- 
 ful to provide tlic one, and wise to scorn the other, is tlie first need 
 for all industrious men. Wherefore, I propose that schools sliould 
 be established wherein the use of land and tools shall be tau,i?iil con- 
 clusively—in other words, the sciences of agriculture (with associated 
 river and sea culture), and the noble arts and exercises of humanity.— 
 "Fors Cnavigera," p. 303. Part. Ill, Hy John Kuskin, LL.D. New 
 York: Joiiii Wiley As Sons, 1881.
 
 INVENTORS AND MECHANICS OF ENGLAND. 181 
 
 doubtless, excellent intellectual or mental training. But 
 they are not being trained for the actual duties of life as 
 the savage child is taught to fight, to fish, and to hunt. A 
 They are not taught to labor with their hands, eitherll . 
 skilfully or unskilfully. They are not given instruction! y^ 
 in any department of the useful arts, notwithstanding 
 the fact that in the case of a vast majority of them the 
 alternative of earning their bread by the labor of their 
 unskilled hands, or resorting to their wits for a support, i 
 will be presented immediately on their entrance upon j 
 the stage of active life. The apprentice system gave 
 skilled meciianics to Enghind, and her splendid man- 
 ufacturing establishments are the result. The trained 
 English apprentice became an inventor, and his inven- 
 tions and art discoveries studded the island with workshops 
 filled with automatic product-multiplying machinery. 
 
 The savage of Australia in Captain Cook's time could 
 kill a pigeon with a spear at thirty yards, but he couldn't 
 count the fingers on his right hand. The Southern Es- 
 quimau turns a somersault in the water in his boat with 
 ease. But his more Northern brother has no canoe, and 
 is ignorant of the existence of a boat ; he has no use for 
 a boat, because the sea in the latitude of his home is 
 frozen the entire year. The savage is taught what he 
 needs to know in his condition, and is taught nothing 
 else ; hence his skill in the few avocations he pursues. 
 
 The civilized boy in school is taught many theories, 
 but is not required to put any of them in practice ; hence 
 he enters upon the serious duties of life unprepared to 
 discharge any of them.* It may be said that he is in 
 
 * Discussion of the subject of technical education at a meeting of 
 the Society of Arts, London, England, 1885. 
 
 Dr. Gladstone, F.R.S. : "It should be their aim in [elementary
 
 182 MIND AND HAND, 
 
 real danger of the penitentiary until he learns a profes- 
 sion or a trade. "Of four hundred and eighty -seven 
 convicts consigned to the State Prison for the Eastern Dis- 
 trict of Pennsylvania in 1879, five-sixths had attended pub- 
 lic schools, and the same number were without trades." 
 It is noticeable also that during the same period "not 
 five were received who were what are called mechanics." 
 In the penitentiary of the State of Illinois four out of 
 five of the convicts have no handicraft. The fact that 
 the skilled workman is far more likely than the common 
 laborer to keep out of the penitentiary is a powerful 
 argument in favor of joining manual training to the 
 mental exercises of our common' schools. 
 
 The general adoption of a comprehensive system of 
 mechanical education in the public schools would quickly 
 dispel the unworthy prejudice against labor which taints 
 the minds of the youth of the country. The splendid 
 career which this age opens to the educated mechanic 
 should be made clear to the vision of every boy in the 
 land, and he will see, in the tools he is taught to 
 
 schools] to give such a notion of the vahie of materials and the use 
 of tools as could afterwards be turned to use in any required direc- 
 tion. There were two great difficulties in the way of doing this. 
 The first and greatest was the inveterate notion that education con- 
 sisted of book-learning. . . . Anotlicr difliculty was the ignorance of 
 teachers in this respect. If an endeavor were made to introduce 
 some knowledge of .'science into schools, they generally found that 
 the teachers had some kind of theoretical knowledge, but it had been 
 obtained main!}' from books; and what was chielly wanted was that 
 things should be taught as well as words and before words." 
 
 Prof. Guthrie, F. U.S. : "This method of bringing the hand and 
 the mind to work togetlier really lay at the basis of all true tech- 
 nical instruction; where the mind alone was employed the knowl- 
 edge ac(juired passed away, but when liie mind and the hand had 
 been educated together the kiiowlediic was never forgotten."
 
 INVENTORS AND MECHANICS OF ENGLAND. 183 
 
 handle, the key not only to fair success, but to wealth 
 and fame. Professor Thurston, President of the Ameri- 
 can Society of Mechanical Engineers, thus sums up the 
 n]iglity power wielded by the mechanic: 
 
 " The class of men from whose ranks the membership 
 of this society is principally drawn direct the labors of 
 nearly three millions of prosj^erous people in three hun- 
 dred thousand mills, with $2,500,000,000 capital ; they 
 direct tlie payment of more than $1,000,000,000 in annual 
 wages ; the consumption of $3,000,000,000 worth of raw 
 matei'ial, and the output of $5,000,000,000 worth of man- 
 ufactured products. Fifty thousand steam-engines, and 
 more than as many water-wheels, at their command turn 
 the machinery of these hundreds of thousands of work- 
 shops that everywhere dot our land, giving the strength 
 of three million horses night or day."* 
 
 * Inaugural address, as President of the American Society of En- 
 gineers, New Yorlt, November 4, 1880. 
 
 ^ "Deeds are greater tlian words. Deeds have such a life, mute 
 but undeniable, and grow as living trees and fruit-trees do; they 
 people the vacuity of Time, and make it green and vyorthy." — 
 "Past and Present," p. 139. By Thomas Carlyle. London: Chap- 
 man & Hall. 
 
 ^ "Natural science is the point of interest now, and I think it is 
 dimming and extinguishing a good deal that was called poetry. 
 These sublime and all-reconciling revelations of nature will exact 
 of poetry a correspondent height and scope, or put an end to it." 
 — Letter of R. W. Emerson to Anna C. L. Bolta, " Memoirs of — . 
 By her friends," 8vo, pp. 459. J. Selwin, Tait & Sons.
 
 184 MIND AND HAND 
 
 CHAPTER XVII. 
 
 ' POWER OF STEAM AND CONTEMPT OF ARTISANS. 
 
 A few Million People now wield twice as much Industrial Power as 
 all tbe People on the Globe exerted a Hundred Years ago. — A 
 Revolution wrought, not by the Schools and Colleges, but by the 
 Mechanic. — The Union between Science and Art prevented by the 
 Speculative Philosophy of the Middle Ages.— Statesmen, Lawyers, 
 Litterateurs, Poets, and Artists more highly esteemed than Civil 
 Engineers, Mechanics, and Artisans.— The Refugee Artisan a Pow- 
 er in England, the Refugee Politician worthless.— Prejudice against 
 the Artisan Class shown by Mr. Gallon in his Work on " Hereditary 
 Genius."— The Influence of Slavery: it has lasted Thousands of 
 Years, and still Survives. 
 
 Wii.\T the civil en<i-ineers and mechanics of England 
 have done for that country the same classes here have 
 done for America. It is by these classes that all civilized 
 coimtries have been made prosperous and great. And 
 the agent through v^'hich the power of man has been 
 augmented a thousand-fold is steam. "In the manufact- 
 ures of Great Britain alone, the power Avliich steam ex- 
 erts is estimated to be equal to the manual labor of four 
 hundred millions of men, or more than double the num- 
 ber of males supposed to inhabit tlie globe."'* This is the 
 most significant fact of all time, namely, that a few mill- 
 ions of people in a small island now wield twice as much 
 industrial j»ower as all the people on the globe exerted 
 one hiUKh-ed years aijco. And it is a fact of the utmost 
 
 * "Brief Hiogriiphies : .Tames Watt," p. 1. By Samuel Smiles. 
 Chicago : Belford, Clark & Co., 188.3.
 
 POWER OF STEAM AND CONTEMPT OF ARTISANS. 185 
 
 significance that the public educational institutions of 
 England contributed scarcely anything to this industrial 
 revolution, whose influence now comprehends all civilized 
 countries. The men by whom it was wrought came not 
 from the classic shades of the universities, but from the 
 foundery, the forge, and the machine-shop. There has 
 been very little change in educational methods since the 
 time when Bacon said, "' They learn nothing at the univer- 
 sities but to believe." He proposed that a college be es- 
 tablished and devoted to the discovery of new truth: No 
 such college has, however, been established, but maiiy new 
 truths have been discovered. Suppose all the universities 
 of England, of the United States, and of all other highly 
 civilized countries had, from the time of Bacon, been 
 conformed to his ideas, and devoted to the discovery of 
 new truths ? Such a course would have united science 
 and art, and insured vastly greater progress, no doubt, 
 than that which has actually taken place. The union of 
 'science with art has thus far been rendered impossible 
 by reason of the wide prevalence of purely speculative 
 views. The speculative philosophy of the Middle Ages 
 still projects its baleful influence over our institutions of 
 learning. Abstract ideas are still regarded as of more 
 vita] importance than things. Statesmen, lawyers, litte- 
 rateurs, poets, and artists are more highly esteemed than 
 civil engineers, machinists, and artisans. Mr. Smiles, in 
 his excellent work on the Huguenots, has shown that 
 England owes to the French and the Flemish immigrants 
 " almost all her industrial arts and very much of the most 
 valuable life-blood of her modern race."* Commenting 
 
 * "la short, wherever the refugees settled they acted as so many 
 missionaries of skilled work, exhibiting the best practical examples of 
 diligence, industry, and thrift, and teaching the English people in the
 
 186 MIND AND HAND. 
 
 upon this fact in liis work on " Hereditary Genius," Mr. 
 Francis Galton says, 
 
 " There has been another emigration from France of 
 not unequal magnitude, but followed by very different re- 
 sults, namely, that of the revolution of 1789. It is most 
 instructive to contrast the effects of the two. The Prot- 
 estant emigrants were able men, and have profoundly 
 influenced for good both our breed and our history ; on 
 the other hand, the political refugees had but poor aver- 
 age stamina, and have left scarcely any traces behind 
 them."* 
 
 This is the testimony of a distinguished student of 
 biology ; and it is to the effect that the refugee artisan is 
 of immense value to the country where he finds an asy- 
 lum, while the refugee politician is of no value at all. 
 Wo sliould naturally say, our author having made this 
 important discovery will enlarge upon it. First of all, 
 he will deduce the conclusion that if the refugee politi- 
 cian is of no value to the country where he finds an asy- 
 lum, the home politician is an equally unimportant factor 
 in the social problem. Then he will make an exhaustive 
 study of the industrial class as the chief basis of his prop- 
 ositions and speculations on the subject of the science of 
 life. Not at all. Mr. Galton, in his work on " Hered- 
 itary Genius," offers another striking illustration of the 
 repressive force of habit and the influence of popular 
 prejudice. In his classitications of men according to 
 
 most clTcclivc manner tlic l)Ci;iMiiin<!;s of those various industrial arts 
 in wliicli they have since acquired so much distinction and wealth." — 
 "The IIuf?u(;nots," p. 107. By Sanuiel Smiles. New York: Har- 
 per iSc Hrotiiers, 1867. 
 
 * "Hereditary Genius," p. 3G0. By Francis Gallon, F.R.S., etc. 
 New York: D. Appleton & Co., 1880.
 
 POWER OF STEAM AND CONTEMPT OF ARTISANS. 187 
 
 their professions, with a view to the inquiry whether 
 "genius, talent, or whatever we term great mental ca- 
 pacity, follows the law of organic transmission — runs in 
 families, and is an affair of blood and breed " — in such 
 classifications Mr. Galton forgets for the time being that 
 there is an industrial class. He runs tlirough the entire 
 social scale, from " the judges of England between 1660 
 and 1865," not omitting Lord Jeffreys, down through 
 statesmen, commanders, literary men, poets, musicians, 
 men of science, painters, divines, the boys in Cambridge, 
 oarsmen, and wrestlers of the ISTorth Country, but has 
 no word to say of the civil engineers, or of the invent- 
 ors — those immortal men whose monuments in stone 
 and iron exist in every corner of England. 
 
 Buckles's caustic remark, "the most valuable addi- 
 tions made to legislation have been enactments destruc- 
 tive of preceding legislation, and the best laws which 
 have been passed have been those in which some former 
 laws have been repealed," does not apply to the works 
 of the civil engineers, inventors, and mechanics of Eng- 
 land or of any other country. Their works live after 
 them and never fail to reflect honor upon them. The 
 "acts" of the inventor may be amended but they are 
 never repealed. Each inventive step, however short and 
 apparently unimportant, constitutes a substantial link in 
 the chain of progress ; and it is a substantial link, be- 
 cause it invariably contains a hint of the next sequen- 
 tial step. 
 
 Mr. Galton is an original thinker of great power, and 
 an untiring investigator. In contrasting the politician 
 with the artisan he discriminates admirably. He finds 
 that the politician is of no value, practically, to the com- 
 munity, while the artisan is of almost inestimable value ;
 
 188 MIND AND HAND. 
 
 and this conclusion he states curtly, without appearing to 
 care a rush for the public sentiment which reverences 
 politics and so-called statesmanship. But when he " makes 
 up his jewels," so to speak, on the subject of " hereditary 
 genius," Mr. Galton, as already remarked, forgets that it 
 is worth while to consider the class of men who in the 
 last hundred years have literally almost created a new 
 world. Why is this ? The late Mr. Horace Mann an- 
 swered the question long ago, and he answered it so well 
 that his answer is here reproduced hi extenso : '" Man- 
 kind had made great advances in astronomy, in geome- 
 try, and other mathematical sciences, in the writing of 
 history, in oratory and in poetry, in painting and in 
 sculpture, and in those kinds of architecture which may 
 be called regal or religious, centuries before the great 
 mechanical discoveries and inventions which now bless 
 the world were brought to light; and the question has 
 often forced itself upon reflecting minds why there was 
 this jpreposterousness^ this inversion of what would ap- 
 pear to be the natural order of progress ''. Why was it, 
 for instance, that men should have learned the courses 
 of the stars and the revolution of the planets before they 
 found out how to make a good wagon-wheel ? Why was 
 it that they built the Parthenon and the Coliseum be- 
 fore they knew how to construct a comfortable, healthful 
 dwelling-house? Wliy did they build the Roman aque- 
 ducts before they framed a saw-mill? Or why did they 
 achieve tlie noblest models in elocpience. in poetry, and 
 in the drama before they invented movable types? I 
 think we have arrived at a point where we can unriddle 
 this enigma. Tlic labor of the world has been performed 
 by ignorant juen, by classes doomed to ignorance from 
 sire to son ; by tin' hondincn and tJic, hondwonicn *)f the
 
 POWER OF STEAM AND CONTEMPT OF ARTISANS. 189 
 
 Jews, by the helots of Sparta, by the captives who passed 
 under the Roman yoke, and by the villeins and serfs and 
 slaves of more modern times." 
 
 When the great educational reformer of Massachu- 
 setts thus graphically pointed out slavery as the cause of 
 the contempt in which the useful arts had been held 
 from the dawn of history, four millions of men were 
 kept in bondage and compelled to toil under the lash 
 by one of the most enlightened nations of the earth. 
 Later thirteen millions of people pledged " their lives, 
 their fortunes, and their sacred honor " to the perpetua- 
 tion of slavery, and half a million soldiers marched re- 
 peatedly to battle to do or die in behalf of the right (?) 
 of one man to buy and sell the bodies of his fellow-men. 
 
 There is, then, a logical reason for Mr. Galton's neg- 
 lect of the artisan class. Slavery in its most odious form 
 not only existed in the heart of a so-called "free" nation 
 twenty -five years ago, but dared Liberty to a deadly 
 contest. Nor were the upholders of slavery without 
 moral support among the governments and peoples of 
 the world. The government of England, of which Mr. 
 Galton is a subject, under cover of a pretended neu- 
 trality aided the American slaveholders' Confederacy in 
 sweeping Freedom's ships from the sea ; and the great 
 families of England, the families cited by Mr. Galton in 
 support of his proposition that genius "is an affair of 
 blood and breed " — those great families were well pleased 
 when Freedom's ships went down and Freedom's armies 
 retreated before the assaults of the slave confederacy. 
 
 This somewhat extended reference to Mr. Galton is 
 not intended to impugn his good faith as an author. Its 
 design is simply to show that tlie influence of slavery is 
 not yet extinct ; that it still moulds ideas, controls habits
 
 190 MIND AND HAND, 
 
 of thought, inspires literary men, and permeates litera- 
 ture. In a w ord, the cause of the contempt in which / 
 the useful arts were held in Babylon in the time of Hew 
 roHotus was in full force in this country down to the 
 date of the issuance of Mr. Lincoln's proclamation of 
 emancipation ; and it is scarcely necessary to observe 
 that the British Constitution grew out of the feudal sys- 
 tem, which was only another name for slavery. It is a 
 proverb in England to this day that it is safer to shoot a 
 man than a hare ; and the sentiment of the proverb is a 
 complete justification of human bondage, since it implies 
 that property rights are more sacred than the rights of 
 man. Thus slavery has kept its brand of shame upon 
 the useful arts for thousands of years, and the mind of 
 man has been so deeply impressed thereby that it does 
 not react now that slavery is extinct. Like the slave re- 
 leased from bondage, who still feels the chain, still winces 
 and shrinks from the imaginary scourge, the mind of 
 man continues to revolve automatically in the old chan- 
 nels.* 
 
 1 "It is related of the Scythians that tliey became involved in a 
 contest vvitli the (lesceiidaiits of certain of tlieir slaves, wlio success- 
 fully resisted Ihem in several battles, whereupon one of them said: 
 'Men of Scythia, wliat are we doing? By fighting witii our slaves, 
 both we ourselves by being slain become fewer in number, and by 
 killing them we shall hereafter have fewer to rule over. Now, 
 therefore, it seems to me that we should lay aside our spears and 
 bows, and that everyone, taking a horsewhip, should go directly to 
 tiiem; for so long as they saw us with arms, they considered them- 
 selves eqtial to us, and born of equal birth; but wlien they shall 
 see us with our whips instead of arms, they will soon learn that 
 they are our slaves, and being conscious of that will no longer re- 
 sist." The Seylhians, having heard this, adopted the advice; and the 
 slaves, struck with astonishment at what was done, forgot to fight 
 and fled."— Herodotus, "Melpomene," IV. §§ 3, 4. New York: 
 Harper «fe Brothers, 1883.
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 191 
 
 CHAPTER XVIII. 
 
 AUTOMATIC CONTRASTED WITH SCIENTIFIC 
 EDUCATION. 
 
 The Past tyrannizes over the Present by Interposing the Stolid Re- 
 sistance of Habit. — Habits of Thought litce Habits of the Body 
 become Automatic. —There is much Freedom of Speech but very 
 little Freedom of Thought : Hal)it, Tradition, and Reverence for 
 Antiquity forbid it. — The Schools educate Automatically. — A glar- 
 ing Defect of the Schools shown by Mr. John S. Clark, of Boston. 
 — The Automatic Character of the Popular System of Education 
 shown by the Quincy (Mass.) Experiment. — Several Intelligent 
 Opinions to the same Effect. — The Public Schools as an Industrial 
 Agency a Failure. — A Conclusive Evidence of the Automatic 
 and Superficial Character of prevailing Methods of Education in 
 the Schools of a large City. — The Views of Colonel Francis W. 
 Parker.— Scientific Education is found in the Kindergarten and 
 the Manual Training School. — "The Cultivation of Familiarity 
 betwixt the Mind and Things." — Colonel Augustus Jacobson on 
 the Effect of the New Education. 
 
 All ^reforms must encounter the stolid resistance of 
 liabit. It is not less tyrannical because it is a negative 
 force. It braces itself and holds back with all its might. 
 It is in this manner that the past dominates the present. ^ 
 This automatic habit of mind is precisely like certain 
 automatic habits of the body which operate quite inde- 
 pendently of any act of volition. For example : " When 
 we move about in a room with the objects in which we 
 are quite familiar, we direct our steps so as to avoid 
 them, without being conscious what they are or what we 
 are doing ; we see them, as we easily discover if we try 
 to move about in the same way with our et/es shut, but
 
 192 MIND AND HAND. 
 
 we do not perceive them, the mind being fully occupied 
 with some train of thought."* In the same way the 
 mind under certain conditions becomes an automaton, 
 constantly revolving old thoughts after the causes that 
 gave rise to them have ceased to operate. Piano-forte 
 playing affords an excellent illustration of this automatic 
 action of the mind. "A pujjil learning to play the piano- 
 forte is obliged to call to mind each note, but the skil- 
 ful player goes through no such process of conscious 
 remembrance ; his ideas, like his movements, are auto- 
 matic, and both so rapid as to surpass the rapidity of 
 succession of conscious ideas and movements."f 
 
 Freedom of speech and freedom of thought are catch- 
 penny phrases. There is much of the former, but very 
 little of the latter. Sj^eech is generally the result of au- 
 tomatic thought rather than of ratiocination. Indepen-. 
 denJ_thoiiglitjs_of. a]] mental processes the most difficult j 
 and the most rare; haHtj^jyia^idqUj and reyerence fori 
 anti^^uily unite to forbid it, and these combined influ- 
 ences are strengthened by the law of heredity. The ten- 
 dency to automatic action of the mind is still furtlier 
 promoted by the environment of modern life. The 
 crowding of po])ulations into cities, and the division and 
 subdivision of labor in the factory and the shop, and 
 even i!i tlie so-called learned professions, have a tenden- 
 cy to increase the dependence of the individual upon the 
 mass of society. And tliis interdependence of the units 
 of society renders them more and more imitative, and 
 hence moi-e and more automatic both mentally and phys- 
 ically. 
 
 * "Body and Mind," p. 22. By Henry Muiidslcy, M.D. New 
 York: D. Applcton & Co., 1883. 
 t Ibid., p. 2G.
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 193 
 
 Another powerful influence contributes to the same 
 end. The schools educate automatically. They train 
 the absorbing powers of the brain, but fail to cultivate 
 the faculties of assimilation and re-creation, and neglect 
 ahnost wholly to develop the power of expression. Mr. 
 John S. Clark, of Boston, has made this point of the 
 failure of the schools to train the brain-power of expres- 
 sion to its utmost, so plain that it is here reproduced in 
 full, as follows : 
 
 " Studying the functions of the brain, we find that for 
 educational purposes it may be likened to an organism 
 with a threefold form of working, an organism with a 
 power of absorption, a power of assimilation and re-crea- 
 tion, and a power of expressing or giving out. The 
 force or character of a brain is measured entirely by its 
 expressing power, by wdiat comes out of it. Examining 
 a little closer, we find that the brain absorbs through all 
 the five senses, while for expressing purposes it makes 
 use of but two of these senses, or rather of but two 
 organs of these senses — 
 the tongue and the hand. 
 Fig. 1 is a simple dia- 
 gram representing a brain '"=^-|-=°^^^^v /^^Tong^ie. 
 
 with the five senses placed 
 on one side, as means of 
 absorbing power, while on 
 
 the other side the tongue and the hand are placed as 
 organs of expressing power. The other function of 
 the brain, that of assimilation and re-creation, cannot of 
 course be graphically represented. It may, however, be 
 said to be the result of the action of the other two func- 
 tions. Now, the equipping of a brain, or the healthy 
 education of a brain, consists in giving it expressing
 
 194 MIND AND HAND. 
 
 power through the tongue and the hand, coextensive 
 with the power of absorption and the power of re- 
 creation. 
 
 Applying our popular schemes of education to the 
 brain, and especially those based on the 3-R idea of edu- 
 cation, we find what is indicated in Fig. 2, that provision 
 has been made for greatly distending the absorbing side 
 of the brain, while for the expressing side, the practical 
 side, provision has been hmited to the use of the tongue 
 in speech and to the hand in writing. If now we follow 
 the result of this brain equipment into practical life, we 
 find that speech and writing, as means for expressing 
 
 Reading, 
 
 Mathematics. 
 
 Geography, 
 
 Grammar. 
 
 History. 
 
 Languages. 
 
 Physiology, 
 
 Literature, 
 
 Natural History. 
 
 Theoretical Scienc 
 
 -Writing. 
 
 Fig. 2. 
 
 thought, have tlieir applications mainly in the commer- 
 cial and financial employments and the professions, and 
 only incidentally in the industrial and mechanical em- 
 ployments. With such an inadequate and one-sided 
 brain equipment it is not possible in any broad, prac- 
 tical way to bring thought or brain-power to the service 
 of industry. The fact so generally admitted, that we 
 are <rettin<j: so few intelli<rcnt artisans or mechanics from 
 
 or? ~ 
 
 our scheme of public education, that we turn out pupils 
 of both sexes with a decided repugnance to industrial 
 labor, is an attestation to the truth of this statement. 
 The simple fact is that our education is not broad 
 enough on the e.xpi'cssiug side of the brain, that too 
 much attention has been given to the absorbing side of
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 195 
 
 this organ, that no adequate provisions have been made 
 whereby it can discharge its power in work connected 
 with the industries. 
 
 " In Fig. 3 a remedy for this defect is indicated in the 
 addition of the study of graphic and aesthetic art, through 
 drawing, and of training in the manual arts, to the pre- 
 vious brain equipment. Observe where these features 
 come in the scheme — on the expressing side of the brain 
 and in the service of the hand, thus giving the brain 
 ample power to discharge thought in its most complete 
 form for use or for beauty. With these features added 
 to the brain equipment its power of expressing thought 
 
 Reading. 
 
 Mathuniatics. 
 
 Geography. 
 
 Grammar, 
 
 History, 
 
 Languages, 
 
 Physiology. 
 
 Literature. 
 
 Natural History, 
 
 Theoretical Sciences. 
 
 Practical Sciences. 
 
 Fig. 3 
 
 in all practical directions will be coextensive with its ab- 
 sorbing and re-creating powers; and just as soon as the 
 public can clearly see that in the outcome of our public 
 education there is no respecting of persons or of classes, 
 that pupils are trained for honest labor with their hands 
 as well as to living by their wits, are taught to produce 
 something, to create values by the action of their brain 
 through the work of their hands, a much deeper interest 
 in public education will not only be manifested, but gen- 
 erous provisions for its support will also be given."* 
 The charge that the schools educate automatically 
 
 * Address delivered before the Philadelphia Board of Trade and 
 the Franklin Institute, June 6, 1881.
 
 196 MIND AND HAND. 
 
 rather tlian rationally is of such vital importance tliat 
 it should be sustained by the best attainable proof. 
 Strong proof is at hand in the history of the so-called 
 Quincy (Mass.) experiment. 
 
 In 1878 doubt of the efficiency of the schools of Nor- 
 folk County, long indulged, culminated in action by the 
 Association of Scliool Committees and Superintendents. 
 It was insisted by certain members of the committee that 
 the existing methods were "about as good as human in- 
 telligence could devise," and by others that the people 
 were getting "no adequate returns for the money ex- 
 pended under the system in general use." It was re- 
 solved to institute a searching investigation, and the 
 standard for the measurement of the acquirements of 
 pupils adopted was, "a reasonable degree of ability to 
 read, to write legibly, correctly, and grammatically, and 
 to deal readily with simple mathematics after about eight 
 years of schooling." 
 
 The association selected Mr. George A. Walton, an 
 experienced educator, to make the examination of the 
 schools of the county, and the number of pupils exam- 
 ined exceeded three thousand. In their preface to Mr. 
 Walton's report the gentlemen of the association say : 
 
 " Publicity, discussion, and discontent are wholesome 
 things to apply to school management in Massachusetts. 
 That this is a fair sample of the results now accomplished 
 cannot be (piestioned. Ihit though they may not be flat- 
 tering to our pride, we yet believe that they are as good 
 as can be obtained in any other county in Massachusetts, 
 or, indeed, of any other State where similar tests are 
 applied in a similar manner. If any school authorities 
 elsewhere doubt tlie truth of this statement, let the ex- 
 periment be tried in the schools of their county.
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 197 
 
 " Tlie questions naturally arise, What is the cause of 
 this lamentable ignorance? and what is the remedy? 
 The answer to the former suggests the reply to the latter. 
 Too mucli has been attempted in the schools. There 
 has been a slavish adherence to text-books, and no room 
 given for freedom and originality of thought. Kules 
 have been memorized, and the children taught to recite 
 from the text-book, while they have not had the slightest 
 conception of the true meaning of the subject. . . . 
 
 "The rules and excejDtions in grammar are faithfully 
 committed to memory, and most intricate sentences can 
 be successfully analyzed, the phrases separated, and the 
 modifiers named in true grammatical style, while the pu- 
 pils who have undergone such severe training in this re- 
 spect are unable to present their own thoughts concisely 
 or clearly, or even correctly^ upon paper. The memory 
 is cultivated, and the reason allowed to slumber. 
 
 " In arithmetic the pupils show a readiness to solve 
 a problem when they are able to fit it to some rule that 
 they have learned ; but when they are given a simple 
 question out of the regular course, they are like a ship at 
 sea without rudder or compass." 
 
 This is the severest and most sweeping criticism ever 
 passed upon our American common-school system, and it 
 emanates from its friends and the friends of universal 
 education. 
 
 Mr. Walton says of reading, as taught in the Norfolk 
 County schools, " As for any systematic analysis by which 
 the pupil learns to make a careful and independent study 
 of his piece, it is but little practised in the schools even 
 of the grammar grade ;" and he declares that reading, 
 without comprehending the ideas of which the words 
 are mere signs, "is not merely useless, but dangerous,
 
 198 MIND AND HAND. 
 
 just in proportion to the facility with which the words 
 are called." 
 
 Of the results of his examinations in penmanship Mr. 
 Walton says, " Most of the faults in the writing indicate 
 imperfect teaching." Of his examinations in spelling he 
 says that "the commonest words are misspelled when used 
 in sentences or composition, while words of difficult or- 
 thography are spelled with accuracy when dictated for 
 spelling." For example, he says, " The words ' whose,' 
 ' which,' and ' father,' when spelled orally, were generally 
 correct, but when written in sentences they were fre- 
 quently, in many schools, in a majority of cases, errone- 
 ous." No test could more clearly demonstrate the purely 
 mechanical character of the methods of instruction than 
 this of a comparison between the pupils' oral and written 
 spelling. The average of excellence in spelling the three 
 simple words "which, whose, scholar," of the primary 
 grade for the whole county of Norfolk, as found by Mr. 
 AValton, was the exceedingly low one of 55.9, the basis 
 being 100. 
 
 The ingenuity in bad spelling of this grade of pupils, 
 who had been at least four years in school, is well illus- 
 trated by the example of the word " carriage," written 
 as follows : " Oarage, carrage, craidge, caradg, carege, car- 
 riag, carrige;" and of the word "sleigh," written "saly, 
 slay, slaig, slaigh, slagh, slaw, sleig, sleugh, sleight, sligh, 
 sley, slew, slave, sleygli ;" and of the word " Tuesday," 
 written " Tiisgay, tuestay, toesday ;" and of the word 
 "Wednesday," written " wanesday, wedenyday, Wederns- 
 day, wednest, Weiiday, Wendsday, wensday, wenesday, 
 wensdaw, wenze, Wenzie, Wendsstay, wenstday, Wesday, 
 Whensday, wiiiday, Windday, Winsday," etc. 
 
 The word " scholar " presented one hundred and sixty
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 199 
 
 different erroneous spellings ; that of " depot " fifty, among 
 which were the following : "Deappow, deppowe, deaphow, 
 deapohoe, teapot, doopo," and " bepo." An exercise in 
 spelling by both grades of pupils, the "primary," com- 
 posed of pupils from eight and a half to ten and a half 
 years old, and the "grammar," composed of pupils from 
 twelve and a half to fifteen and a half years old, showed 
 errors of which the following are examples : Any^ spelled 
 ane and enny ; along, alond and alon ; amongst, amunt ; 
 amma/s, anables ; ar/^/im^^/c, rithmes; asked, a.QtQ^\ heau- 
 tiful, beuful; heen, ben, bene, and bin ; hy-and-hy, bimeby; 
 Goat, coot, coth, cote, goat, and coate ; Boston, bostone ; 
 hoy, poy, and bou ; city, sitty ; eggs, ages ; custard -pie, 
 ousted puy ; coming, comin, commun, gomming, and 
 comming. 
 
 An exercise in composition developed the following 
 specimen errors : " The was two boys ; They was two 
 boys ; How is all the boys ? Things that was good ; They 
 is not many here I know ; He come to school ; I see him 
 yesterday ; He asked cyrus what he done that day ; I had 
 saw him ; he had wore a coat," etc. 
 
 The examinations in mathematics yielded similar re- 
 sults to those developed in reading, writing, spelling, and 
 composition. Mr. Walton says, " If instead of this [the 
 routine method of the school] the pupil should be com- 
 pelled to deal with real things, and to find his answer by 
 studying the conditions of his problem, the fiction which 
 arithmetic now is to most pupils would become to them 
 a reality."* 
 
 * "The New Departure in the Common Schools of Quincy," by 
 Charles F. Adams, Jr., and the "Keport of Examination of Schools 
 in Norfolk County, Mass.," by George A. Walton. Boston : Estes 
 & Lauriat, 1881.
 
 200 MIND AND HAND. 
 
 The prime difficulty is here stated. The schools deal 
 in "fictions." In the language of the Norfolk County 
 committee, " The in&mory is cultivated and the reason 
 allowed to slumber." Now, if to every fact memorized 
 the pupil were required to apply the test of reason to 
 analyze it and find out its relation to other facts, and fix 
 it with all its relations in his mind, he would possess cer- 
 tain solid information of an ascertained practical value. 
 It is very simple. It is making the pupil tliink for him- 
 self by showing him how to think for himself instead 
 of thinking for him. Of course this is object-teaching. 
 In the reading-lesson the pupil is required to know the 
 meaning of the words of which it is composed in or- 
 der to read with correct expression. When required 
 to spell a word orally he is also required to write it. 
 In the study of arithmetic he is shown certain objects, 
 blocks of cubical and other forms, and required to ap- 
 ply the rules of tlie book to the ascertainment of their 
 contents. In grammar the analysis of the sentence is 
 followed by tlie writing of it, and the construction of 
 other sentences involving similar principles in the art of 
 composition, and so on. 
 
 This is the kindergarten system now rapidly coming 
 into high favor as an essential preliminary step in educa- 
 tion. It is also the system of the manual training school. 
 Under this system the pupil is not merely told that the 
 saw is a thin, fiat ])iecc of steel with teeth used for cut- 
 ting boards and timbers ; a saw is placed in his hand and 
 he is taught to use it : and so of all the hand and ma- 
 chine tools of the trades. He stands at the forge, bends 
 over the moulding-form, shoves the plane in the carpen- 
 ter-shop, presides at the turning-lathe, that ingenious in- 
 vention of Maudslay — an automaton truer than the human
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 201 
 
 eye, more cunning and more accurate than the human 
 liand ; executes plans for patterns and then makes the 
 patterns, and finally, from the faint lines he has traced 
 on paper, constructs a machine, breathes the breatli of life 
 (steam) into its veins, and with it moves mountains ! 
 
 In further support of the charge that the schools edu- 
 cate automatically, and lience superficially, the following 
 intelligent opinions are cited : 
 
 Charles Francis Adams, Jr., remarks that the com- 
 mon schools of Massachusetts cost $4,000,000 a year; 
 and adds, "The imitative or memorizing faculties only 
 are cultivated, and little or no attention is paid to the 
 thinking or reflective powers. Indeed it may almost be 
 said that a child of any originality or with individual 
 characteristics is looked upon as wholly out of place in a 
 public school. ... To skate is as difficult as to write ; 
 probably more difficult. Yet in spite of hard teaching 
 in the one case and no teaching in the other, the boy can 
 skate beautifully, and he cannot write his native tongue 
 at all."* 
 
 Mr. E dward Atkinson says, "We are training no 
 American craftsmen, and unless we devise better meth- 
 ods than the old and now obsolete apprentice system, 
 much of the perfection of our almost automatic mech- 
 anism will have been achieved at the cost not only of the 
 manual but also of the mental development of our men. 
 Our almost automatic mills and machine-shops w^ill be- 
 come mental stupefactories."t 
 
 Prof. Barbour, of Yale College, says, "Our schools are 
 
 *" Scientific Common-school Education." — Harper's 3Iagazine, 
 November, 1880. (see note 2 at end of cliapter). 
 
 f "Elementary Instruction in the Meclianic Arts." — Scribner's 
 Monthly, April 1881, p. 902.
 
 203 MIND AND HAND, 
 
 suffering from congestion of the brain : too much thought 
 and too little putting it in practice." 
 
 An English observer of our public schools says, " They 
 teach apparently for information, ahnost regardless of de- 
 velopment. This system develops no special individual- 
 ity or power, forms few habits of observation, benefits 
 little except the memory, and herein lies its great weak- 
 ness." 
 
 The late Mr, Wendell Phillips said, " Our system stops 
 too short, and as a justice to boys and girls as well as to 
 society it should see to it that tliose whose life is to be 
 one of manual labor should be better trained for it," 
 
 Mr. Wickersham, late Superintendent of Public In- 
 Btruction for the State of Pennsylvania, says, "It is 
 high time that something should be done to enable our 
 youth to learn trades and to form industrious habits and 
 a taste for work." 
 
 Dr. Runkle, of the Massachusetts Institute of Tech- 
 nology, says, " Public education should touch practical 
 life in a larger number of points ; it should better fit all 
 for that sphere in life in which they are destined to find 
 their highest happiness and well-being." 
 
 Opinions of this character might be multiplied almost 
 indefinitely. They reflect the general sentiment that, as 
 an industi-ial agency, the public school is a failure ; but 
 its vahu! as an enlightening and civilizing agency is not 
 therefore underestimated. Ir was not established as an 
 industrial agency ; it was established as a bulwark of lib- 
 erty, and nobly did it fulfil its mission. The colonial 
 fathers had a horror of ignorance, and as a barrier against 
 it they raised the puljlic school. But they were without 
 industrial interests in the higher departments of skilled 
 labor, and without conimerce in a large way. Lord Shef-
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 203 
 
 field said that the American colonies were founded with 
 the sole view of securing to England a monopoly of their 
 trade, and Lord Chatham declared that they had no right 
 to manufacture even a nail or a horseshoe. Even after 
 the Revolution, in 1784, the commerce of the country 
 was so insignificant that eight bales of cotton shipped 
 from South Carolina were seized by the customs authori- 
 ties of England on the ground that so large a quantity 
 could not have been produced in the United States ! 
 
 These humble conditions no longer exist, and to object 
 to the expansion of the public- school system to meet 
 the requirements of new exigencies is to ignore the logic 
 and march of events. The nations are running an in- 
 dustrial race, and the nation that applies to labor the 
 most thought, the most intelligence, will rise highest in 
 the scale of civilization, will gain most in wealth, will 
 most surely survive the shocks of time, will live longest 
 in history. In the race for industrial supremacy we are 
 not at the front. It is a fact to be pondered that we are 
 exchanging the products of unskilled for skilled labor 
 with the nations of Europe. In the course of a year, for 
 example, England exports of raw material and food only 
 about $150,000,000 in value, while her exports of manu- 
 factures aggregate about $850,000,000 in value. On the 
 other hand, our exports consist almost entirely of raw 
 material and food, their annual value being about 
 $800,000,000, while of manufactures we exjDort only a 
 beggarly $75,000,000 worth, and our imports of manu- 
 factures are of the annual value of about $250,000,000. 
 In crude, uneducated, unskilled labor capacity, we have 
 grown much more rapidly than in the departments of 
 educated, skilled labor; and in tiie exact ratio of this 
 growth of unskilled over skilled labor, we are behind the
 
 204 MIND AND HAND. 
 
 age. We are industrially ill-balanced. We are seUing 
 brawn and buying thought — cunning, invention, genius ; 
 exhausting our physical manhood and impoverishing a 
 virgin soil. We are suffering from a paucity of skilled 
 labor, and we hesitate to apply the needed and obvious- 
 ly adequate remedy — the training of the youth of the 
 country in the elements of the useful arts, in the public 
 schools. 
 
 A final and conclusive evidence of the verity of the 
 charge that prevailing methods of education are auto- 
 matic, and hence superficial in their character, is found 
 in an examination test recently made in one of the public 
 schools in a large American city, in the department of 
 mathematics. The superintendent begins to distrust his 
 own system of abstract instruction, and resolves to test 
 the acquirements of certain classes of pupils ranging from 
 ten to twelve years of age. He submits a series of ques- 
 tions in number, which are promptly solved either orally 
 or in chalk on the black-board, showing a complete mas- 
 tery of the subject from the abstract side, or point of 
 view. To test the practical value of the knowledge thus 
 exhibited the superintendent repeats his series of ques- 
 tions, applying them to things. For example : He passes 
 six cards to a pupil, and requests that one-half of them be 
 returned. Tins cpiestion having been promptly and cor- 
 rectly answered by the return of three of them, and the 
 six cards being again placed in the hands of the pupil, 
 the second question is propounded, nainely, " Please give 
 me one -third of one -half of the cards in your hand." 
 The pupil is puzzled ; he fumbles the cards nervously, 
 blnsiies, and returns a wrong number or becomes entirely 
 helpless and "gives it up." This question, or some other 
 question of similar general import, is submitted to each
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 205 
 
 member of the class with a like unfavorable result in 
 eight or nine cases in a total of ten cases. The superin- 
 tendent is astonished ; he is more than astonished, he is 
 deeply chagrined ; for he knows that the kindergarten 
 child of six or seven years of age, with the blocks, would 
 answer his series of questions correctly eight or nine 
 times in a total of ten. 
 
 It is impossible to conceive of a more striking illustra- 
 tion of the prime defects of automatic education than is 
 afforded by the foregoing described experiment. It sus-- 
 tains and justifies the severe criticism of the schools by 
 Mr. Charles Francis Adams, Jr., in his magazine article 
 of 1880, in the course of which he says, 
 
 " From one point of view children are regarded as 
 automatons; from another, as india-rubber bags; from 
 a third, as so much raw material. They must move in 
 step and exactly alike. They must receive the same 
 mental nutriment in equal quantities and at fixed times. 
 Its assimilation is wholly immaterial, but the motions 
 must be gone through with. Finall}'', as raw material, 
 they are emptied in at the primaries, and marched out 
 at the grammar grades — and it is well !"* 
 
 The testimony of Col. Francis W. Parker, of the Cook 
 County (Illinois) Normal School, is to the same effect. 
 He says, 
 
 "The most important work of to-day is to collect, rec- 
 oncile, and apply all the principles and methods of edu- 
 cation that have been discovered in the past, into one 
 science and art of teaching. This would certainly radi- 
 cally change all our school work in this country. When 
 
 * " Scientific Common-school Education." — Harper's New Monthly 
 Magazine, November, 1880, p. 987.
 
 206 MIND AND HAND. 
 
 this is done tlie ground will be made ready for new ad- 
 vances in the incomplete science of education. Because 
 a complete science has not yet been discovered is a very 
 poor reason for not applying what we already know. 
 What specific changes would the application of known 
 mental laws, in teaching about which all psychologists are 
 in agreement, bring about ? For it is only by a sharp 
 comparison of what is now done according to tradition 
 and custom in our schools, with that which can be done 
 by the application of the simplest principles of teaching, 
 that the value of the true art of instruction may be in 
 some degree appreciated. 
 
 "To illustrate this it may be mentioned that little 
 children have been taught to read, in the past, and a great 
 majority of them are now taught, by a method that is 
 utterly opposed to a mental law, about which there can 
 be no dispute among those who know anything of the 
 science of teaching. I refer to the A B C method. Near- 
 ly three hundred years ago Comenius discovered a rule 
 of teaching which may be said to embrace all rules in its 
 category — ■ Things that have to be done should be learned 
 by doing them.' This rule is so simple and plain that 
 every one, except the teachers, has adopted and used it 
 since man has lived upon the earth. If I am not very 
 much mistaken, the school-master for the last fifty years 
 has been incessantly inventing ways of doing things in 
 the school-room ])y doing something else. We try to 
 teach the English language by rules, definitions, analyses, 
 diagrams, and parsing. Before the poor innocent child 
 can write a single sentence correctly, we teach the painful 
 pronunciation of words without the grasping of thought 
 as reading. We vainly endeavor to give children a 
 knowledge of number by teaching figures, the signs of
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 207 
 
 number. We cram our victim's mind full of empty, 
 meaniugless words, instead of inspiring and developing 
 it by the sweet and strong realities of thought. This 
 futile struggle to do things by doing something else is 
 to-day costing the people of this country millions and 
 millions of hard-earned dollars; and it is much to be 
 feared that it will one day cost their children tlie bless- 
 ings of free government. This is a serious charge. 
 
 " The three hundred thousand teachers of this country 
 are as faithful, honest, and earnest as any other class of 
 active workers. If, then, these great truths in education 
 be at the doors of our educators, why do they not acquire 
 and use them ? The answer is not far to seek. Not one 
 teacher in five hundred ever makes a practical, thorough 
 study of the ?ii story of education, to say nothing of the 
 science. 
 
 " The tremendous jDrojecting power of tradition stands 
 stubbornly in the way of progress in education. It can 
 only be met and overcome by the most thorough search- 
 ing and indefatigable study of the child's nature, and of 
 the means by which the possibilities for good in God's 
 greatest creation may be realized."* 
 
 The change from automatic to scientific education 
 ought not to be very difficult. It has been made in the 
 kindergarten. It consists in substituting things in place 
 of signs of things. The boys should be taught to read in 
 school as he will be required to read ; to write as he will 
 be required to write ; and to cipher as he will be required 
 to cipher, when he becomes a man. 
 
 In teaching chemistry, for example, there should be 
 
 * Letter to the author under date of April, 1883, and by him re- 
 produced in a communication published in the Chicago Tribune, 
 April 23, 1883.
 
 208 MIND AND HAND. 
 
 a laboratory with the necessary ilhistrative apparatus. 
 In teaching geography, in addition to the books and the 
 globe, the form of the continent should be moulded in 
 sand, with coast lines, mountain ranges, rivers, canals, har- 
 bors, cities, etc. In teaching number the pupil should 
 liave the things and parts of things, represented by signs, 
 in his hands. In teaching mechanics tlie pupil should 
 handle the saw, the plane, the file, the hammer, and the 
 ^chisel, and stand at the bench, the forge, and the turn- 
 ing-lathe. It is in this way only that the pupil can be 
 taught tlie power of expressing, as Mr. Clark puts it, 
 " what has been absorbed on the receptive side." 
 
 Mr. MacAlister illustrates the force of Mr. Clark's di- 
 ' agrams in a sentence : " We must not close our eyes to 
 j the fact that by far the larger number of men in every 
 civilized community are workers to whom a skilled hand 
 is quite as important as a well filled head."* The prevail- 
 \ ing methods of teaching fill the head but do not provide 
 for assimilation, re-creation, and expression. Now to as- 
 similate, to reduce to practical value and put to use facts 
 memorized, and to create, the power of expression is an 
 essential prerequisite ; creating is expressing ideas in con- 
 crete form. But under the old regime of education only 
 two modes of expression are provided — speech and writ- 
 ing. A third mode — drawing — has been very generally 
 adopted. Drawing, however, is only the first step, an 
 incomplete step, so to speak, of expression. It is a sign, 
 an outline, of a thing. What we want is tlie thing itself. 
 That thing (ran only be produced at the forge, the bench, 
 or the lathe ; and this is manual training in the arts. 
 
 * Mr. .liinics MacAlistor, Superiutendcnt of Schools of the City of 
 Phila(lc'l|)liiii, Pa., at tlio meeting of the American Institute of In- 
 struction, Saratoga, N. Y., July 13, 1882.
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 209 
 
 What manual training will do for the pupil is ex- 
 pressed in the following terse paragraph by Col. Augus- 
 tus Jacobson : 
 
 "The boy leaving school should carry with him me- 
 chanical, business, and scientific training, fitting him for 
 whatever it may become necessary for him to do in the 
 world. I would secure for society the advantage of all 
 the brain capacity that is born and all the training it can 
 take. It is possible and practicable to let every child of 
 fair capacity start in life from his school a skilled worker, 
 with the principal tools of all the mechanical employ- 
 ments, an athlete with the maximum of health possible 
 to him, and thoroughly at home in science and literature. 
 The child so trained would, when grown, be to the ordi- 
 nary man of to-day what Jay-Eye-See is to an ordinary 
 plough-horse." 
 
 ^ " Forluualely the past never completely dies for uiau. Many 
 may forget it, but he always preserves it within him. For, take liim 
 at any epoch, and he is the product, the epitome, of all the earlier 
 epochs. Let him look into his own soul, and he can find and dis- 
 tinguish these different epochs by what each of them has left within 
 him." — " The Ancient City," p. 13. By Fustel De Coulanges. Bos- 
 ton: Lee «fc Shepard, 1882. 
 
 " " In fact, memory comes from interest. What children are 
 deeply interested in they will never forget. A boy who can never 
 say his lesson by heart will remember every detail of the cricket or 
 football matches in which his heart really lives." — "Educational 
 Theories," p. 116. By Oscar Browning, M. A. New York : Harper 
 & Brothers, 1885.
 
 210 MIND AND HAND. 
 
 CHAPTER XIX. 
 
 AUTOMATIC CONTRASTED WITH SCIENTIFIC EDU- 
 CATION— Conti7iued. 
 
 The Failure of Education in America shown by Statistics of Railway 
 and Mercantile Disasters. — Shrinkage of Railway Values and Fail- 
 ures of Merchants. — Only Three Per Cent, of those entering Mer- 
 cantile Life achieve Success. — Business Enterprises conducted by 
 Guess: Cause, Unscientific Education. — Savage Training is better 
 because Objective. — Mr. Foley, late of the Massachusetts Institute 
 of Technology, on the Scientific Character of Manual Education 
 — Prof. Goss, of Purdue University, to the same Effect — also Dr. 
 Belfield, of the Chicago JManual Training School. — Students love 
 the Laboratory Exercises. — Demoralizing Effect of Unscientific 
 Training. — The Failure of Justice and Legislation as contrasted 
 with the Success of Civil Engineering and Architecture. 
 
 A STRIKING illustration of the defective character of 
 both public and private systems of education, in the 
 United States, is afforded by the statistics of commercial, 
 railway, and other business failures. In 1877 a careful 
 comj)ilation of figures in regard to the shrinkage of rail- 
 way values showed the following result : 
 
 "In round numbers, eighteen hundred millions of dol- 
 lars^ or thirty-eight per cent, of the capital reported as 
 invested in two hundred of our railway companies alone, 
 is wholly niij)roductive to the investors, and the greater 
 part is wholly lost to them. This is sufficiently ii))palling, 
 but when we consider how many companies that have 
 managed to keep up the interest on their bonds have 
 wholly, or almost, ceased to pay any interest on their cap- 
 ital stock, which stock, in tuiMi, has shrunk to seventy-
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 211 
 
 five, fiftj, twentv-five, ten, in some cases J?y^ per cent, of 
 its par value, it will seem to be a reasonable conclusion 
 that the actual shrinkage and loss to somebody on the 
 face value of railway investments in the United States 
 has been fully fifty per cent. !"* 
 
 In view of this startling exhibit it is evident that in 
 the projection, construction and management of the rail- 
 ways of the United States tiiere has been gross incom- 
 petency. 
 
 In 1881 Messrs. R. G. Dun & Co., the well-known 
 commercial agents, showed that of the wholesale mer- 
 chants doing business in the city of Chicago in 1870 
 fifty per cent, had failed, suspended, or compromised 
 with their creditors. 
 
 Forty years ago Gen. Dearborn, a prominent citizen 
 of Chicago, declared that not more tlian three per cent, 
 of the individuals who embark in trade end life with sucl-_ 
 cess. The success meant, doubtless, is unbroken solven- 
 cy during the business experience of the merchant, and 
 the final accumulation of a competence. The mercantile 
 ranks in the United States afford many instances of in- 
 dividual merchants and firms who have settled or com- 
 promised with their creditors several times, and finally 
 succeeded — succeeded at the expense of their creditors. 
 But this is not the success meant by Gen. Dearborn. 
 This statistical information, furnished by Messrs. E,. G. 
 Dun & Co., tends to confirm, approximately, the verity 
 of the common remark that in trade not one in a hun- 
 dred succeeds. 
 
 Let us suppose that three merchants in a hundred so 
 conduct their business as never to ask their creditors for 
 
 * The Chicago BaUway Age.
 
 213 MIND AND HAND. 
 
 a favor, never to " settle " for 50 or 25 cents, but always 
 pay " dollar for dollar," and come out in the end rich. 
 This is strictly legitimate success. It would be very in- 
 teresting to learn what becomes of the other ninety-seven 
 merchants. Most of them go down after a few years, 
 never again to emerge above the surface of commercial 
 affairs. They live on salaries, enter the ranks of the 
 speculative class, or become genteel paupers. But doubt- 
 less seven at least of the ninety-seven "compromise" and 
 "settle " themselves over the breakers, and finally achieve 
 success. So that of the ten successful merchants out of 
 a hundred those who succeed at the expense of their cred- 
 itors are as seven to three of those who win success by 
 the highest degree of mercantile merit. 
 
 With ninety utter failures, seven successes which in- 
 volve the misfortune or wreck of others, and only three 
 untarnished successes in a hundred, the genei-al ambition 
 to enter mercantile life is simply unaccountable. Of 
 course the small number of successful merchants have to 
 calculate upon the failures which will inevitably occur. 
 They must discount the losses they are sure to incur 
 through those failures — provide for them by increasing 
 the otherwise sufficient profit of each transaction. In 
 this way the public pays the cost of each failure. In 
 other words, the consumer is taxed to pay the expense 
 of ninety complete failures, and seven partial failures, in 
 every hundred mercantile experiments. This expense 
 aggregates scores of millions of dollars in this country 
 alone, every year. The sum of losses by the failure of 
 merchants in good seasons is very large, and in seasons 
 of commercial depression it is vast. 
 
 It is evident that ninety-seven in every hundred mer- 
 chants mistake their avocation. Only three in a hundred
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 213 
 
 are exactly fitted for the business they undertake. They 
 are morally the "fittest" who survive by virtue of abil- 
 ity and integrity ; the seven who survive by levying 
 contributions on their creditors may also be regarded as 
 the " fittest " according to the Darwinian theory. Of the 
 ninety who go down without even a struggle to " settle " 
 or " compromise," they answer to the received definition 
 of dirt — " matter out of place." 
 
 The investigation made by Messrs. R. G. Dun & Co., 
 which resulted in the statistical information here repro- 
 duced and commented upon, was brought about by the 
 assertion in 1881 of a life-insurance agent that fifty per 
 cent, of the wholesale merchants doing business in the city 
 of Chicago in 1870 had meantime failed, suspended, or com- 
 promised with their creditors. Out of this investigation 
 the question logically springs, " Is not failing in business 
 made too easy ?"* If " compromises," " settlements," and 
 " failures " carry with them no disgrace, it is but natural 
 that thousands should take the risk of them in the con- 
 test for the great prizes which are the reward of success. 
 The distinction in the public mind between the three 
 merchants in a hundred who succeed legitimately and 
 the seven who succeed by questionable " compromises " 
 or " settlements " is very slight ; and too many of the 
 
 * "Mercantile honor is held so high in some countries that the 
 calamity of bankruptcy drives men mad. In France there are nu- 
 merous instances of almost superhuman struggles on the part of 
 ruined merchants to regain, by patient effort and pinching economy, 
 their lost station in the business community. Cesar Birotteau, Bal- 
 zac's hero of such a struggle, dies from excess of emotion in the hour 
 of his triumph. ' Behold the death of the just !' the Abbe Loraux 
 exclaims, as he regards, with lofty pride, the expiring merchant." — 
 " Ten-minute Sketches," p. 230. By Charles H. Ham. Chicago and 
 New York : Belford, Clark & Co., 1884.
 
 314 MIND AND HAND. 
 
 ninety who fail utterly retire witli large sums of money 
 wliicli belong honestly to their creditors. Doubtless the 
 life-insurance agent, in depicting the perils of mercantile 
 ventures, urged the propriety of the mercliant fortifying 
 himself against disaster by insuring his life for the bene- 
 fit of his family. This is a legitimate argument when 
 addressed to the merchant in solvent condition ; but the 
 life ■ insurance agent's intimate acquaintance with the 
 shaky finances of nine-tenths of the commercial commu- 
 nity teaches him that a large share of the money he re- 
 ceives in premiums, comes not from the merchant, but 
 fi-om the merchant's creditors, who will soon be called 
 upon, in the natural course of events, to consent to a 
 composition of his claim, while the shaky merchant will 
 retire with a paid-up policy of insurance in favor of his 
 family. 
 
 It is quite j^lain that in nine cases out of ten the mer- 
 chant who carries a large policy of insurance on his life 
 actually pays for it out of his creditors' instead of his 
 own money. To be snre, it may be said that the nine 
 merchants hope and expect to succeed, as well as tiie one. 
 But is not it the duty of the merchant who owes large 
 smns of money to think more of providing means for 
 the payment of his immediate debts than of laying up a 
 suppoi-t for himself and family in the event of failure? 
 Some disgrace ought to attach to failure in l)usiness ; that 
 is to say, disgrace enough to iriake the merchant cautious 
 and economical, with a view, not to his own j^rotection 
 in tlie event of failure, but to the protection of his cred- 
 itors, and of his own reputation as a business man. 
 / These failures, on so vast a scale, of railway enterprises, 
 / and the almost total wreck of mercantile ventures, show 
 / that the business of this country is done, as a Yankee
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 215 
 
 might say, "by guess," or as the mechanic of the old 
 regime would say, " by the rule of thumb." The conclu- 
 sion is hence irresistible that the youth of the United^ 
 States are not so educated as to fit them for the conduct, 
 to a successful issue, of great business enterprises. And 
 this is an impeachment of what is regarded, on the whole, 
 as the best system of popular education in operation in 
 the world. A system of education wliich turns out nine- 
 ty-three or ninety-seven men who fail, to three or seven 
 men who succeed in business, must be very unscientitic. 
 If the savage system of education were not better adapt- 
 ed to the savage state, the savage would perish from the 
 earth in the process of civilization. The savage bends 
 his ear to the ground and robs the forest of its secrets, 
 not three times in a hundred, but ninety and nine times. 
 Ninety-nine times in a hundred he traces the foot- 
 steps of his enemy in the tangled mazes of the pathless 
 wood. 
 
 In " Aborigines of Australia "* Mr. G. S. Lang states 
 that "one day while travelling in Austi-alia he pointed 
 to a footstep and asked whose it was. The guide glanced 
 at it without sto2:)ping his horse, and at once answered, 
 ' Whitefellow call him Tiger.' This turned out to be cor- 
 rect ; wliich was the more remarkable as the two men be- 
 longed to different tribes, and had not met for two years." 
 Among the Arabs it is asserted that some men know 
 every individual in the tribe by his footstep. Besides 
 this, every Arab knows the printed footsteps of his own 
 camels, and of those belonging to his immediate neigh- 
 bors. He knows by the depth or slightness of the im- 
 pression wli ether a camel was pasturing, and therefore 
 
 * "Aborigines of Australia," p. 24.
 
 316 MIND AND HAND. 
 
 not carrying any load, or mounted by one person only, 
 or heavily loaded. The Australian will kill a pigeon 
 with a spear at a distance of thirty paces. The Esqui- 
 mau in his kayak will actually turn somersaults in the 
 water. After giving many illustrations of the skill of 
 various races of savages, Sir John Lubbock says, 
 
 " What an amount of practice must be required to ob- 
 tain such skill as this ! How true, also, must the weapons 
 be ! Indeed it is very evident that each distinct type of 
 flint implement must have been designed for some dis- 
 tinct purpose." He adds, " The neatness with which the 
 Hottentots, Esquimaux, North American Indians, etc., are 
 able to sew is very remarkable, although awls and sinews 
 would in our hands be but poor substitutes for needles 
 and thread. As already mentioned (in page 332), some 
 cautious archaeologists hesitated to refer the reindeer 
 caves of the Dordogne to the Stone Age, on account of 
 the bone needles and the works of art which are found in 
 them. The eyes of the needles especially, they thought, 
 could only be made with metallic implements. Prof. 
 Lartet ingeniously removed these doubts by making a 
 similar needle for himself with the help of flint ; but 
 he might have referred to the fact stated by Cook in his 
 first voyage, that the New Zealanders succeeded in dnll- 
 ing a liole through a piece of glass which he had given 
 them, using for this purpose, as he supposed, a piece of 
 jasper."* 
 
 The education which enables the savage to make these 
 extremely nice adjustments of means to ends is scientific. 
 Tlie observation, for example, of the Arab who draws 
 
 * " Prehistoric Tjmes," pp. 544, 548. By Sir John Lubbock, Bart., 
 M.P. New York: I). Appleton & Co., 1875.
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 317 
 
 such accurate conclusions from the " printed footstep of 
 the camel," if applied to the problems of civilized life, 
 would result in success, not failure. 
 
 The excellence of this savage training consists in its 
 practical character, in its perfect adaptation to the end in 
 view. Por example, the Esquimau boy is not instructed 
 in the theory of turning somersaults in the water, in his 
 kayak. He sees his father perform the feat ; he is given 
 a kayak and required to perform it also. The result is 
 early and complete success. So of the Arab. In trav- 
 ersing the desert it is important for him to read every 
 sign, to translate every mark left in the sand. Upon the 
 accuracy of his observation his life may often depend. 
 The print of the camel's footstep may tell him whether 
 he is, soon or late, to meet friend or foe. Hence from 
 early childhood his faculty of observation is trained until 
 it soon becomes as delicate and nice as the sense of touch 
 of a blind, deaf mute. Sir John Lubbock thinks that a 
 great amount of practice must be required to achieve so 
 much skill ; but the results are due, probably, more to 
 the nature, tlian to the extent, of the practice. It is the 
 excellence of the training that produces results which 
 excite wonder and admiration. The savage is indolent; 
 he works only that lie may eat, and he works well, sim- 
 ply because he has been taught objectively, instead of 
 subjectively. 
 
 The difference in results between the best and the 
 poorest methods of instruction is very great, as witness 
 the testimony of Mr. Thomas Foley, late instructor in 
 forging, vise-work, and machine-tool work in the school 
 of mechanic arts of the Massachusetts Institute of Tech- 
 nology. He says, 
 
 " It is a great waste of time to spend two or three
 
 218 MIXD AND HAND. 
 
 years in acquiring knowledge of a given business, profes- 
 sion, or trade, tliat can be acquired in the short space of 
 twelve or thirteen days, under a proper course of instruc- 
 tion. Twelve days of systematic school-shop instruction 
 produces as great a degree of dexterity as two or more 
 years' apprenticeship under the adverse conditions which 
 prevail in the trade-shop."* The manual training meth- 
 ods are the same as those which enable the savage to 
 perform such feats of skill. They are the natural and 
 hence most efficient methods of imparting instruction. 
 
 The manual training school is a kindergarten for boys 
 fourteen years of age. Miss S. E. Blow, in formulating 
 the theory of the kindei-garten, describes the methods of 
 the savage's school, and those of the manual training 
 school, as follows : 
 
 " It is a truth now imiversally recognized by educators 
 that ideas are formed in the mind of a child by abstrac- 
 tion and generalization from the facts revealed to him 
 through the senses ; that only what he himself has per- 
 ceived of the visible and tangible properties of things 
 can serve as the basis of thought; and that upon the viv- 
 idness and completeness of the impressions made upon 
 him by external objects, will depend the clearness of his 
 inferences and the correctness of his judgments. It is 
 equally true, and as generally recognized, that in young 
 children the perceptive faculties are relatively stronger 
 than at any later period, and that while the understand- 
 ing and reason still sleep, the sensitive mind is receiving 
 those sharp impressions of external things which, held 
 fast by memory, transformed by the imagination, and 
 
 * Report on " Tlie Manual Element in Education," p. 30. By John 
 D. Hunklc, Pii.l)., LL.D., Walker Professor of Mathematics, Insti- 
 tute of Technology, Boston, Mass.
 
 AUTOMATIC ANT) SCIENTIFIC EDUCATION. 219 
 
 tinallj classified and organized through reflection, result 
 in the determination of thought and the formation of 
 character. 
 
 " These two parallel truths indicate clearly that the 
 first duty of the educator is to aid the perceptive faculties 
 in their work by supplying the external objects best cal- 
 culated to serve as the basis of normal conceptions, by 
 exhibiting these objects from many different stand-points 
 — that variety of interest may sharpen and intensify the 
 impressions they make upon the mind, and by presenting 
 them in such a sequence that the transition from one 
 object to another may be made as easy as possible."* 
 
 This admirable exposition of the theory of scientific 
 education solves the mystery which has always enveloped 
 savage skill. It also affords a philosophic explanation of 
 the fact discovered by Mr. Foley, namely, that the stu- 
 dent of the manual training school acquires as much 
 knowledge in one hundred and twenty hours as the ap- 
 prentice of the machine-shop does in two years. In a 
 word, it shows exactly why scientific education is so in- 
 comparably superior to automatic education. Mr. Foley 
 asserts, in substance, that the scientific methods of the 
 manual training school are twenty times as valuable to 
 the student as the unscientific methods of the trade-shop 
 are to the apprentice. 
 
 In a familiar letter to the author, Prof. Gossf shows 
 why the methods of the manual training school are so 
 very valuable. He says : 
 
 * "The Kindergarten. An address, delivered April 3, 1875, before 
 the Normal Teachers' Association, at St. Louis, Mo." 
 
 f Prof. William F. M. Goss, a graduate of the school of mechanic 
 arts of the Massachusetts Institute of Technology, and at present in- 
 structor in the mechanic arts department of the Purdue University.
 
 220 MIND AND HAND. 
 
 " In such a school, or course, a student is taught to per- 
 form a series of operations, involving practice with a va- 
 riety of tools, on pieces of suitable material. It is not to 
 be supposed that his ability to make a certain piece is 
 directly valuable, for the experience of a lifetime may 
 never require him to make it again. It is not expected 
 that while making the piece he will learn a number of 
 formulated facts relating to his work, and its application 
 to other work, for that is not the best way to learn. Nor 
 can we expect him to acquire a high degree of hand skill 
 (accuracy and rapidity of movement combined), for this 
 his limited time will not permit. But he does this : he 
 works out a practical mechanical problem with every 
 piece he makes. He sees how the tool should be handled, 
 and how the material operated on behaves. lie comes to 
 understand why the tool cuts well in some directions and 
 not so well in others; and all the time he queries to 
 himself where it was tliat he saw a joint like the one he 
 is making. He is an investigator — as much so as a stu- 
 dent in chemistry. His mind must always guide his 
 hand ; his reasoning opens new fields of thought with 
 every stroke of the chisel. 
 
 ^ "A boy ten years old, who was a member of a class 
 under my direction in Indianapolis in 1883, is reported 
 to have said, * Why, mother, 1 never looked at the doors 
 and windows so much in all my life as I have since I be- 
 gan at the wood-working school.' 
 
 "I tell my students how to go to work, when they are 
 likely to make mistakes, and how mistakes may be avoid- 
 ed. In operating along the line directed they thorough- 
 ly understand what they are doing, and why they do it. 
 They see on all sides of their work. 
 
 " If I have several different tools for doing work of
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 321 
 
 the same character, I frequently give a student first one 
 and then another, until he has tried them all. Then 
 I ask him which he likes best, and why. Suppose we are 
 to make a drawing-board. The class having already been 
 made familiar with the principles governing the shrink- 
 age and warping of woods, is asked in what way the cleats, 
 to prevent warping, may best be fastened to the ends. 
 The question is left open for a day or two, and sketches 
 are submitted and views exchanged on the subject. 
 
 "I frequently ask my students to pass to me, in writ- 
 ing, as many facts (not in the form of a composition) as 
 they can think of regarding certain stated features of 
 their work — not facts to be obtained from books, but 
 from things they have seen and with which they are fa- 
 miliar. The replies are often remarkable for accuracy 
 and force of statement. . . . 
 
 " The manual training school that does not by its work 
 inspire thought and encourage investigation is poor in- 
 deed ; the school that assumes its work to be mind train- 
 ing hy hand practice is the ideal school, and the school 
 that will succeed. . . . 
 
 "My answer to your second and third questions is al- 
 ready evident. I consider an hour in the shop as valuable 
 for its intellectual training as an hour of book-study, and 
 two hours in the shop as valuable as two hours of study. 
 I do not think that a student can take two hours of shop- 
 work in addition to a full course of outside study ; but I 
 am convinced tliat two hours in the shop can be made to 
 take the place of one hour of study without extra burden 
 to the student. Therefore, this being done, the student 
 will get as much again intellectual benefit from the shop 
 as he would get if the shop-work equivalent in time were 
 given to book-study."
 
 222 MIND AND HAND. 
 
 This description of the mental operations which ac- 
 cotnpany the laboratory exercises of the manual training 
 school shows the intimacy of the relations existing be- 
 tween the brain and the hand. It shows how they act 
 and react upon each other, and affords an explanation of 
 the remark of Dr. Beliield,* that the laboratory exercises 
 are in fact a great strain upon the mental constitution of 
 the student. This observation of Dr. Beliield, one of the 
 most distinguished teachers of the old regime in the 
 United States, entirely justifies the claim made in behalf 
 of the scientific character of manual training as an edu- 
 cational agency, for it shows that such training is in no 
 sense automatic. If manual training is a great strain 
 upon the mental faculties, it must be because the use of 
 tools stimulates such faculties to great activity. And if 
 this is true, the mental discipline derived from manual 
 training must be proportionally great. This is a pivotal 
 point ; for if the observation of Dr. Belfield is well 
 founded in fact and reason, it proves to a demonstration 
 the high educational value of manual training — proves its 
 superiority over all the methods of the old regime. 
 
 Prof. Goss says, " The manual training school student 
 is an investigator — as much so as a student in chemis- 
 try. His mind must always guide his hand, his reason- 
 ing opens new fields of thought with every stroke of the 
 chisel. He sees on all sides of his work."f And Dr. 
 
 * Henry H. Belfield, A.M., Ph.D., Director of the Chicago Manual 
 Training School. 
 
 f "No extent of acquaintance with the meanings of words can 
 give the power of forming correct inferences respecting causes and 
 efTect-s. Tlie constant habit of drawing conclusions from data, and 
 then of verifying tliose conclusions by observation and experiment, 
 can alone give the power of judging correctly." — " Education," p. 88. 
 By Herbert Spencer. New York : D. Appleton «& Co., 1883.
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 223 
 
 Belfield sajs that these varied operations of the mind 
 cause a severe mental strain. It would be difficult to 
 find a better exemplification of scientific education than 
 a course of training which exercises simultaneously the 
 powei's of both body and mind, a course which with every 
 fresh burden put upon the mind puts new vitality into 
 the body. This is, indeed, the very opposite of auto- 
 matic education, and we may well call it scientific educa- 
 tion. 
 
 Another leaf from the experience of Dr. Belfield is 
 worthy of reproduction here. On the 20th of February, 
 1884, he took the sense of the students in his school on 
 the question whether or not they should indulge in a 
 vacation on Washington's birthday anniversary. Some- 
 what to his surprise the vote was almost unanimous in the 
 affirmative. He acceded to the wishes of the students, 
 but no sooner was tlie announcement made, than he was 
 besieged with applications from nearly all of them for 
 permission to convert the holiday into a work-day in the 
 laboratories ! Dr. Belfield has been compelled to post a 
 peremptory order against the occupancy of the school 
 laboratories by the students on Saturdays, which are reg- 
 ular vacation days. 
 
 Natural training is scientific training. The fondness 
 of the student for the manual training school is evi- 
 dence of its scientific character. He is fond of it because 
 it is natural. Miss Blow says of the child : " Only what 
 he himself has perceived of the visible and tangible prop- 
 erties of things can serve as the basis of thought, and 
 upon the vividness and completeness of the impressions 
 made upon him by external objects will depend the 
 clearness of his inferences and the correctness of his 
 judgments." This is the education both of the kinder-
 
 324 MIND AND HAND. 
 
 garten and the manual training school, and it brightens, 
 stimulates, and develops, while automatic education stu- 
 pefies. 
 
 Mr. Foley, formerly of the Massachusetts Institute of 
 Technology, declares, as the result of his experience, as 
 already stated, that the scientific methods of the manual 
 training school are twenty times as valuable to the stu- 
 dent as the unscientific methods of the trade-shop are to 
 the apprentice. But we have shown in a former chapter 
 that the training of the trade-shops of England, during 
 the past one hundred and fifty years, has been better than 
 that of the English schools and universities ; in a word, 
 that England is more indebted for her greatness to her 
 apprentice system than to her school system. It follows 
 that the school system of England must have been almost 
 indescribably poor. 
 
 That the system of popular education in the United 
 States, which is much more comprehensive, and presum- 
 ably better, than that of England, is very poor indeed in 
 results, is shown by the statistics of railway and mercan- 
 tile disasters ; and it is scarcely necessary to remark that 
 these disasters show prevailing methods of education to 
 be as defective morally as they are mentally. The rea- 
 son of this is that, being automatic, they lead neither to 
 the discovery of truth nor to the detection of error. It 
 is easy to juggle with words, to argue in a circle, to make 
 the worse ai)pear the better reason, and to reach false 
 conclusions which wear a plausible aspect. But it is not 
 BO with things. If the cylinder is not tight the steam- 
 engine is a lifeless mass of iron of no value whatever. A 
 flaw in the wheel of the locomotive wrecks the train. 
 Through a defective flue in the chimney the house is set 
 on fire. A lie in the concrete is always hideous; like
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 225 
 
 murder, it will out. Hence it is that the iiiind is liable 
 to fall into grave errors until it is fortified by the wise 
 counsel of the practical hand. 
 
 It is obvious that the reason of the demand for the 
 manual element in education is not so much that indus- 
 trial interests require to be promoted, as that mental op- 
 erations may be rendered more true, and hence more sci- 
 entific. What we need more than we need a better class 
 of mechanics is a better class of men — men of a higher 
 grade both morally and intellectually. The study of 
 things so steadies and balances the mind that the atten- 
 tion being once turned in that direction great results 
 soon follow, as witness, the history of discovery and in- 
 vention in England. 
 
 The world moves very fast industrially, but very slow 
 morally and intellectually. Mechanics stand the test of 
 scrutiny far better than merchants. Civil engineers and 
 architects are more competent than railway presidents, 
 lawyers, judges, and legislators. The reason of this fact 
 is that mechanics, civil engineers, and architects are edu- 
 cated practically in the world's shops and the world's 
 technical schools. They are trained in things, while mer- 
 chants, railway presidents, lawyers, judges, and legislators 
 have only the automatic word-training of the schools. It 
 is notorious that criminals are not punished in this coun- 
 try. Suppose there were such a failure of bridges as there 
 is of justice. That is to say, suppose nine-tenths of the 
 bridges constructed, whether for railway or other pur- 
 poses, should fall within a few months of their comple- 
 tion. What would be thought of the technical schools 
 whence the civil engineers graduate i 
 
 Ninety-seven merchants in a hundred fail. Suppose 
 ninety-seven buildings in a hundred, constructed under
 
 226 MIND AND HAND. 
 
 the direction of architects, should tumble down over the 
 heads of their occupants six months after their erection. 
 The education of the architects would no doubt be regard- 
 ed as defective. 
 
 Buckle says of English legislation, "The best laws 
 which have been passed have been those by which some 
 former laws were repealed."* It will be admitted that 
 the same is true of American legislation. f In other 
 words, the average legislator is wiser in the statutes he 
 
 * "History of Civilizjition in England," Vol. I., p, 200. By Henry 
 Thomas Buckle. New York : D. Appleton & Co., 1864. 
 
 " In a paper read to the Statistical Society in May, 1873, Mr. Jan- 
 son, Vice-president of the Law Society, stated that from the statute of 
 Merton (20 Henry III.) to the end of 1872 there had been passed 
 18,110 public acts, of which he estimated that four-fifths had been 
 wholly or partially repealed. He also stated that the number of pub- 
 lic acts repealed wholly or in part, or amended, during the three years 
 1870-71-72 had been 3532, of which 2759 had been totally repealed. 
 To see whether this rate of repeal has ccntiuued I have referred to 
 the annually issued volumes of the ' Public General Statutes ' for the 
 last three sessions. Saying nothing of the numerous amended acts, 
 the result is that in the last three sessions there have been totally re- 
 pealed, separately or in groups, 650 acts bdonginr/ to the present reign, 
 besides many of preceding reigns. . . . 
 
 " Seeing, then, that bad legislation means injury to men's lives, 
 judge what must be the total amount of mental distress, physical 
 pain, and raised mortality which these thousands of repealed Acts of 
 Parliament represent." — " The Man versus the Slate," pp. 50, 51. By 
 Herbert Spencer. New York: D. Appleton & Co. 
 
 f "So thoroughly have the couscieuce and intelligence of the North 
 apprehended these facts [neglect to educate and enlighten the freed- 
 men], that while the Nation has done nothing they have given in pri- 
 vate charity, inten(K;d to remedy this evil, nearly a million dollars a 
 year for nearly twenty years. This is the instinct of a people rersua 
 the stupidity of their legislators. ... Of the tj'ue character of the South 
 he [the author] was, like all Ids class, profoundly ignorant, almost as 
 ignorant as the men who made the Nation's laws."— "An Appeal to 
 Caesar," pp. 52, 50. By A. \V. Tourgee.
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 237 
 
 repeals than in the bills he enacts. What if the incom- 
 petency of the legislator were paralleled by that of the 
 machinist ? Suppose ninety-seven in every one hundred 
 locomotives should break down on the ''trial-trip," and 
 be returned to the builder's shop for remanufacture. 
 Such a result would be an impeachment of the education 
 of the locomotive builder. 
 
 Ninety -seven in every hundred boys who graduate 
 from the public schools and embark in mercantile par- 
 suits fail. Suppose ninety - seven in every hundred 
 watches made in the American watch factories should 
 prove to be worthless. The watch companies would, 
 no doubt, soon be in the hands of the sheri£P. But, as 
 a matter of fact, the Elgin National Watch Company, 
 for example, makes twelve hundred watches a day, and 
 each and every one of them is an almost perfect time- 
 keeper. -^ 
 
 There is, then, no such failure of the arts as there is of j 
 justice ; no such failure of mechanics as of merchants ; no 
 such failure of locomotives and watches as of legislation. 
 It follows that the education of artisans is better, more 
 scientific, than that of merchants, judges, lawyers, and 
 legislators. And this is a very significant fact when it 
 is considered that the State does much for education in 
 helles-lettres and scarcely anything for education in the 
 arts and sciences.* 
 
 * The reason why statutes fail more frequently than steam-enginea 
 and bridges is not whoUj' because the legislator has to deal with hu- 
 man nature and the mechanic with inanimate matter. Steam and 
 electi'icity are subtle forces, but man lias quickly mastered them and 
 successfully applied them to a variety of uses. 
 
 It is not to the interest of any one that the machinist should make 
 a defective locomotive, for example ; but it is often to the interest of
 
 228 MIND AND HAND. 
 
 some one that the legislator should enact vicious laws. Vicious 
 statutes are enacted with a design to injure the public in order that 
 certain individuals maj^ be benefited thereby. 
 
 If the mind should act as honestly in legislation as the hand does 
 in construction, statutes would not have to be repealed yearly. 
 
 We have fallen into the habit of regarding education as a polite 
 accomplishment having very little to do with the real business of 
 life ; but this is not the fact. Education begins in the cradle and 
 continues through life ; and it makes the man what he is. If he 
 goes to the penitentiary it is his education that sends him there. If 
 he is sent to the General Assembly of the State or to the Congress of 
 the Nation, and there helps to enact vicious laws, it is his education 
 that is responsible for such laws. If the man as a citizen sells his 
 franchise at the polls, or his vote in the legislative hall, for money, it 
 is the education he has received that is responsible for his baseness. 
 
 It will be said that the explanation of the greater apparent accu- 
 racy of the work of the hand is to be found in the fact that it 
 operates upon matter while the mind deals with metaphysical sub- 
 tiliies. The contention will not be that mind is less plastic than 
 matter, but that it is more difficult of comprehension. But how do 
 we know this to be the fact? Wliere has tlie experiment been tried 
 of honest contact mind with mind? It was not tried by the ancients. 
 It is not on trial in any part of the world to-day. There is, hence, 
 no place in which to seek evidence as to how mind would act upon 
 mind if treated honestly, as matter is treated by the hand. But if 
 the quality of selfishness is eliminated, tliere will be no difficulty in 
 bringing all minds to an agreement, as the parts of a watch are 
 brought into harmonious and useful action. And it is through the 
 hand that tliis bencficxMit union is destined to be effected; for the 
 hand is tlie sour(;e of wisdom, wliicli is simply the power of dis- 
 criminating between the true and the false.
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 229 
 
 CHAPTER XX. 
 
 AUTOMATIC CONTRASTED WITH SCIENTIFIC EDU- 
 CATION— Con tin lied. 
 
 The Training of the Mercliant, tlie Lawyer, the Judge, and the Leg- 
 islator contrasted with that of tlie Artisan.— The Training of the 
 Merchant makes him Scltish, and Selfishness breeds Dishonesty.— 
 Professional Men become Speculative Philosophers, and test their 
 Speculations by Consciousness. — The Artisan forgets Self in the 
 Study of Things.— The Search after Truth.— the Story of Palissy. 
 — The Hero is the Normal Man; those who Marvel at his Acts are 
 abnormally Developed. — Savonarola and John BrowrL — The New 
 England System of Education contrasted with that of the South. — 
 American Statesmanship — its Failure in an Educational Point of 
 View. — Why the State Provides for Education ; to protect Prop- 
 erty. — The British Government and the Land Question. — The Thor- 
 oughness of the Training given by Schools of Mechanic Art and In- 
 stitutes of Technology as shown in Things. — Story of the Emperor 
 of Germany and the Needle-maker. — The Iron Bridge lasts a Cen- 
 tury, the Act of the Legislator wears out in a Year. — The Cause 
 of the Failures of Justice and Legislation. — The best Law is the 
 Act that Repeals a Law ; but the Act of the Inventor is never Re- 
 pealed. — Things the Source and Issue of Ideas; hence the Neces- 
 sity of Training in the Arts. 
 
 There is a cause for the failure of the merchant, the 
 lawyer, the judge, and the legislator, as well as for the 
 success of the artisan. And the cause must be sought in 
 the courses of training, respectively, of the two classes. 
 Let us assume that the artisan and the merchant, the 
 lawyer, the judge, and the legislator, graduate at the same 
 time from the public high school, or from Harvard or 
 Yale. The merchant at once begins to trade, to buy and 
 sell. He concerns himself with things only as they have
 
 230 MIND AND HAND. 
 
 a value, either naturally arising from tlie law of demand 
 and supply, or arbitrarily imposed by circumstances. His 
 consideration of the relations of things is confined to the 
 single question of the percentage of profit which may 
 accrue to him fi-om traflic in them. These are subjective 
 processes of thought, and the merchant becomes absorbed 
 in them to the exclusion of all other topics. It goes 
 without saying that lie becomes intensely selfish. The 
 struggle is one of niei'cantile life or death — ninet^'-three 
 to ninety-seven in a hnndred die ; three to seven survive. 
 
 Among merchants there is, hence, very little thought 
 of the subject of justice, and no effort to discover truth. 
 There nmst, at the end of the year, be a favorable bal- 
 ance on the right side of the ledger, or the balance on the 
 wrong side unerringly points the way to ruin. This is 
 the post-school training of the merchant. That neither 
 it nor his previous education renders him skilful we know, 
 since he fails ninety-three to ninety-seven times in a hun- 
 dred trials. That subjective training does not and never 
 can promote rectitude has been shown in a former chap- 
 ter of this work. That merchants who compromise with 
 their creditors, and subsequently accumulate fortunes, very 
 rarely repay the debt formerly forgiven is a notorious 
 fact. A Chicago merchant who himself repaid such a 
 composition debt early in his career, states, at the end of 
 twenty-five years' experience, that of compromises involv- 
 ing several hundred thousand dollars, made by him in fa- 
 vor of debtors, not one dollar has ever been repaid. 
 
 Upon leaving school or college the lawyer, the judge, 
 and the legislator at once apply themselves to books ; 
 their subsecjuent training is exclusively subjective. Their 
 ideas receive color from, and arc vcrilicMl only by refer- 
 ence to, consciousness. Subjective truths have no rela-
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 231 
 
 tion8 to tilings, and hence are susceptible of verification 
 only through consciousness. They are, therefore, mere 
 speculations after all, often ingenious but always prob- 
 lematical. The result of such training is selfishness — 
 selfishness of a very intense character ; and, as has been 
 already shown, selfishness is merely another name for in 
 justice. 
 
 On the other hand the artisan devotes himself to things. 
 His training is exclusively objective. His ideas flow out- 
 ward ; he studies the nature and relations of things. In 
 this investigation he forgets self because his life becomes 
 a grand struggle in search of truth ; and the discovery of 
 truth in things, if not easy, is ultimately sure of attain- 
 ment, since harmony is its sign, and its opposite, the false, 
 is certain of exposure through its native deformity; for 
 however alluring a h"e may be made to appear in the ab- 
 stract, in the concrete it is a monster unmasked. 
 
 From the false the artisan intuitively shrinks. He can 
 only succeed by finding the truth, and embodying it in 
 some useful or beautiful thing which will contribute to the 
 comfort or pleasure of man. Hence his watchword is util- 
 ity, or, beauty in utility. Of the engrossing character of 
 this struggle the story of Bernard Palissy affords a splen- 
 did illustration. Palissy was an artist, a student, and a 
 naturalist, but poor, and compelled to follow the profes- 
 sion of surveying to support his family. At the age of 
 thirty he saw an enamelled cup, of Italian manufacture, 
 which fired his ambition. Ignorant of the nature of 
 clays, he nevertheless resolved to discover enamel, and 
 entered upon a laborious course of investigation and ex- 
 periment with that end in view. After many years of 
 Herculean effort and indescribable privation, which beg- 
 gared and estranged his family, and rendered him an ob-
 
 232 MIND AND HAND. 
 
 jeet of ridicule among his neiglibors, he achieved a grand 
 success. At a critical period of his experiments, in the 
 face of the indignant protests of his almost starving fam- 
 ily, having exhausted his credit to the last penny, he con- 
 signed to the flames of his furnace the chairs, tables, and 
 floors of his humble cottage, and continued to watch his 
 chemicals with all-absorbing attention, while his wife in 
 despair rushed through the streets making loud proclama- 
 tion of the scandal. 
 
 But Palissy was more than a potter ; he was a Chris- 
 tian, a philosopher, and an austere reformer. Notwith- 
 standing he had been petted and patronized as an inge- 
 nious artisan by the royal family of France, he was final- 
 ly cast into pi'ison under charge of heresy. It was there 
 that the remarkable interview with King Henry III. oc- 
 curred, which immortalized Palissy as a hero. " My good 
 man," said the king, "you have been forty-five years in 
 the service of the queen, my mother, or in mine, and we 
 have suffered you to live in your own religion, amid all 
 the executions and the massacres. Now, however, I am 
 so pressed by the Guise party and my people that I have 
 been compelled in spite of myself to imprison these two 
 poor women and you." " Sire," answered the old man, 
 "the count came yesterday on your part, promising life 
 to these two sisters upon condition of the sacrifice of 
 their virtue. They replied that they would now be mar- 
 tyrs to their own honor as well as for the honor of God. 
 You have said several times that you feel pity for me; 
 but it is I who pity you, who have said, ' 1 am compelled !' 
 That is not speaking like a king. These girls and I, who 
 have part in the kingdom of heaven — we will teach you 
 to talk royally. The Guisarts, all your people, and your- 
 self, cannot compel a potter to bow down to images of
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 233 
 
 claj !"^ And Palissy the potter and heretic, at the age of 
 seventy, died in the Bastile, proudly defying a king. 
 
 The more absorbing tlie struo'crle for the discovery of 
 truth the less room there is in the mind for sellishness; 
 and as selfishness recedes, justice assumes its appropriate 
 place as the controlling element in human conduct. The 
 hero is an honest man, that's all, — 
 
 " Though love repine, and reason chafe, 
 There comes a voice without reply; 
 'Tis man's perdition to be safe. 
 
 When for the truth he ought to die." 
 
 If all men were heroes — honest — there would be no oc- 
 casion for heroism. If all education can be made scien- 
 tific, all men can be made honest. The struggle to find 
 truth is more natural than the struggle to succeed re- 
 gardless of, or against, truth. The reason why what we 
 call heroism appears so grand is this : the standards of pub- 
 lic judgment have become so perverted by long custom 
 in the abuse of truth, that normal conduct appears strange. 
 When Palissy burned his chairs and tables in the cause 
 of art, his family and his neighbors derided him, and de- 
 nounced him as a madman, and in prison the king ui'ged 
 him, as a friend, to save himself from death by recanting 
 his assertion of the right of freedom of religious opinion. 
 Palissy was a hero neither to his family, his friends, nor 
 his king;t but he was right, and his discovery and his 
 
 * "Palissy the Potter," Vol. II., pp. 187, 188. By Henry Morley. 
 Boston : Ticknor, Reed & Fields, 1858. 
 
 f " I had nothing but reproaches in the house ; in place of consola- 
 tion, they gave me maledictions. My neighbors, who had heard of 
 this affair [the faihire of an experiment], said that I was nothing but 
 a fool, and that I might have had more than eight francs for the 
 tilings that I had broken ; and all this talk was brought to mingle
 
 234 MIXD AND HAND. 
 
 firmness rendered him immortal. We now know, three 
 hundred years farther down the course of time, tliat Pa- 
 lissy's struggle over the furnace in the cause of art was 
 mentally and morally normal, while the opposition he 
 encountered was abnormal ; and that his defiance of the 
 king was mentally and morally normal, while his perse- 
 cution was abnormal and cruel. 
 
 Palissy's mind was trained naturally in the direction 
 of rectitude, while the minds of the millions of men who 
 permitted him to die unfriended, a prisoner in the Bas- 
 tile, were developed unnaturally. Their education was 
 unscientific, and their characters were hence deformed. 
 The one synnnetrical character was that of Palissy, the 
 lover of truth, who was ready to starve, if need be, for 
 his art, and ready to die for his faith. The thin ranks 
 of the so-called heroes of the ages of history constitute 
 the measure of the poverty of the systems of education 
 that have prevailed among mankind. These so-called 
 heroes are merely normally developed men — men who 
 search for the truth, and having found it, honor it always 
 and everywhere. They are peculiar to no clime, to no 
 country, to no age. They are cosmopolitan, and the fact 
 that they are honored, after death, by succuediii:^ ;iges is 
 proof positive of tlie world's progress, or ratlier of the 
 progress of moral ideas. 
 
 The civilization of Italy in the middle of the fifteenth 
 century presents the most violent possible contrast to 
 that of America in the last half of the nineteenth cen- 
 tury. J^)nt the one produced Savonarola, the hater of 
 abuses in the Roman Catholic Church, and the other 
 
 with my grief." — "Palissy tlie Potter," Vol. I., p. 190. By Henry 
 Morley. Boston : Ticluior, Reed & Fields, 1853.
 
 AL^TOMATIC AND SCIENTIFIC EDUCATION. 235 
 
 John Bi'own, the stern, uncompromising hater of human 
 bondage. Four hundred years is a long period in the 
 history of civilization ; but the priest of the fifteenth 
 century, and the fanner of the nineteenth, are as near 
 of kin in spirit, as if they liad been born of the same 
 mother, and reared in the same moral atmospliere. 
 
 The true hero is always inexorable — as Savonarola in 
 the presence of the majesty of a dying, remorse-stricken, 
 half-repentant prince, and John Brown in the presence 
 of his exultant but half-terrified captors. When Lorenzo 
 di Medici lay terror-stricken, on his death-bed, Savonarola 
 demanded of the dying prince, as the price of absolu- 
 tion, a restoration of the liberties of the people of Flor- 
 ence ; and this being refused, the priest departed witliout 
 one word of peace. 
 
 When John Brown, wounded and bleeding, lay a cap- 
 tive at Harper's Ferry, listening to the taunts of angry 
 Virginians, he said, calmly and firmly, " You had better 
 — all you people of the South — prepare yourselves for a 
 settlement of this question. It must come up for settle- 
 ment sooner than you are prepared for it, and the sooner 
 you commence that preparation the better for you. You 
 may dispose of me very easily — I am nearly disposed of 
 now — but this question is still to be settled — this negro 
 question, I mean. The end of that is not yet."* 
 
 There is nothing grander in history, M'hether real or 
 mythological, than the picture of the humble priest of 
 the fifteenth century, with no power except the justice 
 of his cause, shaking thrones and making proud prelates, 
 and even the Pope himself, tremble with fear ! And the 
 
 * "The Public Life of Captain John Brown," p. 283. By John 
 Redpath. Boston : Thayer & Eldridge, 1860.
 
 236 MIND AND HAND. 
 
 exact parallel of this picture is found, four hundred years 
 down the stream of time, in the person of tlie farmer, 
 John Brown, defying the Constitution, law, and public 
 sentiment of his country in the interest simply of the 
 cause of justice. 
 
 It has been shown through citations from the Walton 
 report, as well as by the opinions of many competent 
 witnesses, that the New England system of education, 
 whether correct in theory or not, is, in actual operation, 
 very defective. But at the time of its establishment it 
 was the best system in existence. To it this country owes 
 the quality of its civilization. The neglect of education 
 by the Government of the United States is the most as- 
 tonisliing fact of its history. It is incomprehensible how, 
 with a comparatively excellent educational system in op- 
 eration, and in full view in the New England, Middle, 
 and Western States, the National Government could calm- 
 ly and inactively contemplate the almost entire neglect 
 of popular education in the States of the South, and ig- 
 nore, from year to year, the steadily accumulating hor- 
 rors of ignorance and vice which were destined to lead 
 to such deplorable political and social results. 
 
 The difference between the civilization of New Eng- 
 land and that of South Carolina, for example, is exactly 
 measured by the difference between their respective edu- 
 cational systems. New England undertook, at a very 
 early day, to educate every class of its citizens ; South 
 Carolina made a monopoly of education, confining it to 
 a single class. 
 
 It must be admitted that the American statesmanship 
 of the whole period of onv history has been scarcely less 
 short-sighted than that of England under the (ieorges, 
 which resulted in saddling upon her people a debt that
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 237 
 
 they can never pay. If England liad provided a com- 
 prehensive and scientific system of popular education at 
 the beginning of tlie eighteenth century, who doubts that 
 the wars through which her debt was incurred would 
 have been averted^ If the Government of the United 
 States had compelled the adoption of a scientific educa- 
 tional system by the States of the South, who doubts 
 that slavery would have peaceably passed away, and the 
 occasion for war passed away with it ? 
 
 The conspicuous failure of American statesmanship 
 consists in a failure to appreciate the value of scientific 
 education. It shows that good citizenship is impossible 
 without good education — for good education and good 
 citizenship are convertible terms. And it is easy to show, 
 by the past, that to hesitate on the subject of education is 
 to be lost.* 
 
 Why do we provide for popular education ? Is it out 
 of pure generosity that the rich citizen consents to be 
 taxed to pay for the education of his poor neighbor's 
 children? Does the man who has no children willingly 
 surrender a portion of his estate for the education of the 
 children of others, as an act of benevolence ? Not at all. 
 There is no security for property in a community devoid 
 of education and consequent intelligence. Intelligence 
 alone confers upon property a sacred character. In one 
 
 * " If you examine into the history of rogues, you will find that they 
 are as truly manufactured articles as anything else, and it is just be- 
 cause our present system of political economy gives so large a stimu- 
 lus to that manufacture that you may know it to be a false one. We 
 had better seek for a system which will develop honest men than for 
 one which will deal cunningly with vagabonds. Let us reform our 
 schools, and we shall find little reform needed in our prisons." — 
 "Unto This Last," p. 50. By John Ruskin. New York: John 
 Wiley & Sons, 1883.
 
 238 MIND AND HAND. 
 
 of two ways only can property be rendered secure in the 
 
 owner's hands. It may be protected by a liired soldiery, 
 through the force of arms/ or through the force of pub- 
 lic sentiment enlightened by education. The reason why 
 the poor but educated citizen would not lay violent hands 
 on the rich citizen's property is the fact that he indulges 
 the intelligent hope of himself acquiring property. Be- 
 sides, the morals of a community are in the ratio of its 
 intelligence. The indulgence of hope promotes self- 
 esteem, and self-respect, and these qualities react ethi- 
 cally. 
 
 It should be borne in mind that while one of the 
 main purposes of all governments is to preserve property 
 rights, nearly all the governments of history have been 
 shuttered in pieces in the effort to fulfil this function of 
 their existence. It may be said that there is never any- 
 thing sacred about property unless it is honestly acquired. 
 All the force of our own government was exerted in a 
 vain effort to protect property in slaves. England has 
 been compelled to disturb the property rights of the 
 Irish landlords, and this is only the prelude to an attack 
 upon the projDerty rights of her own landlords. It was 
 the ignorance of the English people hundreds of years 
 ;igo that permitted the establishment of a land system 
 which is now about to crumble in pieces, and in its fall 
 wreck certain property rights. 
 
 There is nothing saci'cd about property unless it is hon- 
 estly acquired and honestly held ; and property can only 
 be honestly ac(|uired and honestly held, in communities 
 intelligent enough to guard its acquisition, and continued 
 possession, by just and adequate laws. It follows that edu- 
 cation is the sole biilwai-k of the State, and so of property. 
 
 The question of the first consequence is, therefore,
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 239 
 
 always, What is the best system of education ? It is ob- 
 vious, also, that the subject of cost should not enter into 
 the discussion ; that the best education is the cheapest, 
 is an indisputable proposition. We have seen that the 
 New England system of education, which has spread over 
 the whole country, is very much better than the system 
 which prevailed in those States of the Union where slav- 
 ery continued to exist down to 1864. But we have seen, 
 also, that that system is very defective ; that it is auto- 
 matic, and hence not natural, not practical, not scientific. 
 It does not produce great merchants, great lawyers, great 
 judges, or great legislators. That it does not, is abun- 
 dantly shown by the fact that in mercantile life there are 
 ninety-three to ninety-seven failures in every one hun- 
 dred experiments; by the fact that there is notoriously a 
 general failure of justice ; and by the fact that here, as in 
 Great Britain, the chief business of statesmeu is the un- 
 doing of vicious legislation. 
 
 There is a system of training which produces a much 
 higher average of culture than that of the public schools 
 and the universities. We allude to the training received 
 by the students of special mechanical and technical insti- 
 tutions, and by the apprentices in trade-shops. The proof 
 of this is found in the world's railways, ships, harbors, 
 docks, canals, bridges, telegraph and telephone lines, and 
 in a thousand and one other manifestations of skill in 
 art. In the adaptation of means to an end, and in nicety 
 of construction, the mechanic and the civil engineer show, 
 in innumerable ways, with what thoroughness both their 
 minds and their hands have been trained. If mercantile 
 operations were governed by such excellent rules in pro- 
 jection, and by such precision in execution, ninety-seven 
 merchants in a hundred would not go to the wall.
 
 240 MIND AND UAND. 
 
 A story has lately gone the round of the public prints 
 to the effect that, during a visit to a needle factory by the 
 Emperoi- of Germany, a workman begged a hair of his 
 head, bored an eye in it, threaded it, and handed it back 
 to the monarch, who had expressed surprise that eyes 
 could be bored in the smaller sizes of needles. It does 
 not matter whether or not this story is literally true ; it 
 illustrates the delicacy of modern mechanical operations. 
 Hundreds of similar illustrations might be given, show- 
 ing how marvellously skilful the hand has become. 
 
 It is not claimed that the hand is a nicer instrument 
 than the mind. As a matter of fact, in drilling the hole 
 in the hair the mind and the hand work together — 
 the mind directs the hand, we will say. The mind de- 
 vises or invents a watch — every wheel, pinion, screw, and 
 spring — and directs the hand how to make it, and how to 
 set it up, and it ticks off the time. AVhy does the mind 
 succeed so admirably when it employs the hand to exe- 
 cute its will, but so ill when it devises and attempts, it- 
 self, to execute ? IIow is it that the mind invents a watch 
 which, being made by the hand, records the hour to a 
 second, ninety-nine times in a hundred, but fails ninety- 
 three to ninety-seven times in a hundred to devise and 
 carry into execution a mercantile ventured IIow is it 
 that the mind invents a steam-engine (ionsistingof a hun- 
 dred pieces, so that, each ])iece being made by a different 
 hand, the machine shall, when set up, ninety-nine times 
 in a hundred, at once perform the work of five hundred 
 horses without sti'ain oi' friction, but wlien it grapples with 
 law and fact in the chair of lawyer or judge ])roduces 
 a most pitiable wreck of justice^ How is it that the 
 mind devises and the hand executes with such nice adap- 
 tation of means to the end in view, a bridge, that re-
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 241 
 
 sembles a spider's web, and yet bears thousands of tons 
 and endures for ages, but when it nndertakes to legis- 
 late evolves statutes that wear out in a year? The first 
 iron bridge constructed spanned the Severn, in England. 
 It was opened to traffic a hundred years ago, but it is 
 still a stanch structure likely to stand for centuries. 
 Where are the English statutes of that time ( Repealed 
 to give place to a long line of others which in turn have 
 been repealed. When the famous iron bridge across the 
 Severn was constructed, English legislators were passing 
 bills to compel the American colonies to trade only with 
 the mother country, and to tax them without their con- 
 sent. Lord Sheffield said, with charming frankness, that 
 the colonies were founded with the sole view of securing 
 to England a monopoly of their trade ; and Loi"d Chat- 
 ham declared that they would not be permitted to make 
 even a nail or a horseshoe. 
 
 In 1516 Sir Thomas More denounced the criminal law 
 of England, declaring that " the loss of money should not 
 cause the loss of man's life."* But this huinane and en- 
 lightened sentiment had so little weight that during the 
 reign of Henry YIII. seventy-two thousand thieves were 
 hanged — at the rate of two thousand a year. In 1785 
 twenty men were executed in London at one time for 
 thefts of five shillings. The Lord Chief -justice and the 
 Lord Chancellor agreed that it would be dangerous to 
 repeal the law punishing pilfering by youths. In 1816 
 the Commons passed a bill abolishing capital punishment 
 for shoplifting — -stealing the value of five shillings — but 
 the Lords defeated it. Lord Ellenborough, Chief-justice, 
 
 * "The History of England," Vol. 11., p. 83. By Harriet Mar- 
 tiueau. Philadelphia : Porter & Coates.
 
 243 MIND AND HAND, 
 
 observing, peevishly, " They waut to alter these laws 
 which a century has proved to be necessary, and which 
 are now to be overturned by speculation and modern 
 philosophy."* 
 
 The cause of these failures — of mercantile ventures, of 
 justice, and of legislation — is this : Subjective mental 
 processes are automatic, and hence they neither generate 
 power nor promote rectitude ; they enfeeble rather than 
 energize the brain. Men whose characters are formed 
 by such educational processes never originate anything. 
 They become selfish, they venerate the past, their eyes 
 are turned backward ; hence, if they sometimes make a 
 feeble effort to move forward they stumble. The law- 
 yer, the judge, and the legislator are examples of this 
 class. Their guide-books are musty folios in a dead lan- 
 guage ; they look for ''precedents" in an age whose civ- 
 ilization perished with its language, and whose maxims 
 and rules of life were long ago exploded. Such men can 
 be comjDelled to move forward only by the lash of public 
 opinion. Buckle, speaking of the reforms extorted from 
 the legislators of England, says, 
 
 " But it is a mere matter of history that our legisla- 
 tors, even to the last moment, were so terrified by the 
 idea of innovation that they refused every reform until 
 the voice of the ])eoplc rose high enough to awe them 
 into submission, and forced them to grant what without 
 such pressure they would by no means have conceded. "f 
 
 On the other hand, the inventor, the discoverer, and 
 the artisan are always in the advance, and always moving 
 
 * "Tlu; History of England," Vol. II., p. 85. By Harriet Mar- 
 tineau. Pliiliuiclphia : Porter & Coatcs. 
 
 f "History of (Iviiization," Vol. I., p. iWA. By Ilciiry Thomas 
 Buekle. New York : D. Appletou<5c Co., 1804.
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 243 
 
 forward. They never look back except to catch the vital 
 principle of the invention or discovery of yesterday for 
 utilization in the improved machine of to-day. Their 
 acts are never repealed because they never become odi- 
 ous. They never become odious because they contain the 
 germs of imperishable truth. They are never false ; they 
 are suitable to their time and tlie stage of development ; 
 they constitute links in the chain of progress. AVliile the 
 legislator is horrified at the thought of imiovation, the 
 inventor, the discoverer, and the artisan are electrified 
 by the discovery of a new principle in physics, and de- 
 lighted at its application in a new invention, and its 
 practical operation in a new and useful machine. 
 
 The difference in effects upon the mental and moral 
 nature, between purely mental training and mental and 
 manual training combined, is susceptible of logical ex- 
 planation. It is only in things that the truth stands 
 clearly revealed, and only in things that the false is sure 
 of exposure.'"' Hence exclusively mental training stops 
 far short of the objective point of true education. For 
 if it be true that the last analysis of education is art, 
 progress can find expression only in things — in the work 
 of men's hands. And it is true ; for ideas are mere vain 
 speculations until they are embodied in tilings. Nor is 
 
 * "To know the truth it is necessary to do the truth.". . . 
 
 "We rightly seek the meaning of the abstract in the concrete, be- 
 cause we cannot act in relation to the abstract, which is only a repre- 
 sentative sign ; we must give it a concrete form in order to make it a 
 clear and distinct idea ; until we have done so we do not know that 
 we really believe — only believe that we believe it. A truth is best 
 certified to be a truth when we live it and have ceased to talk about 
 it."— "Body and Will," p. 49. By Henry Maudsley, M.D. New 
 York : D. Appleton & Co., 1884.
 
 244 MIND AND HAND. 
 
 this materialism unless all civilization is material ; for 
 the prime difference between barbarism and civilization 
 consists in the presence, in a state of civilization, of more 
 things of use and beauty than are found in a state of bar- 
 barism. To exalt things is not materialistic ; they are 
 both the source and issue of ideas, and the measure of 
 civilization. Ideas and things are hence indissolubly 
 connected ; and it follows that any system of education 
 which separates them is radically defective.* Exclusive- 
 ly mental training does not produce a symmetrical char- 
 acter, because at best it merely teaches the student how 
 to think, and the complement of thinking is acting. Be- 
 fore thoughts can have any influence whatever upon the 
 world of mind and matter external to the mind origi- 
 nating them they must be expressed. They may be ex- 
 pressed feebly, through the voice, in words ; more dura- 
 bly, and therefore more forcibly, with the pen, on paper; 
 more forcibly still in drawing — pictures of things ; and, 
 with the superlative degree of force, in real things. 
 The object of education is the generation of power. 
 
 * " Prof. Huxley seems to hold that zoology cannot be learned with 
 any degree of sufiiclency unless the student i)r;u;tises dissection. In 
 support of this position there are strong reasons. In the lirst place, 
 the impression made on the mind by the actual objects, as seen, han- 
 dled, and operated upon, is far beyond the ellicacy of words or de- 
 Bcription. And not only is it greater, but it is more faithful to the 
 fact. While diagrams have a special value in bringing out links of 
 connection that are disguised in the actual objects, they can never 
 show the things exactly as they appear to our senses ; and this full 
 and precise; cf)iiceiition of actuality is tlic most desirable form of 
 knowledge ; it is truth, the whole truth, and uotliiiig but the truth. 
 Moreover, it enables the student to exercise a free and independent 
 judgment upon the dicta of the teacher." — "Education as a Science," 
 p. 303. By Alexander liain, LL. D. New York : I). Appleton & Co. , 
 1884.
 
 AUTOMATIC AND SCIENTIFIC EDUCATION. 245 
 
 But to generate and store up power, whether mental or 
 physical, or both, is a waste of effort, unless the power is 
 to be exerted. Why generate steam if there is no engine 
 to be operated ? Steam may be likened to an idea which 
 finds expression through the engine — a thing. Why 
 store the mind with facts — historical, philosophical, or 
 mathematical — which are useless until applied to things, 
 if they are not to be applied to things ? And if they are 
 to be applied to things, why not teach the art of so ap- 
 plying them ^ As a matter of fact, the system of ed- 
 ucation which does not do this is one-sided, incom- 
 plete, unscientific. Rousseau says, "Education itself is 
 certainly nothing but habit." If this be true, it will 
 be conceded that the habit of expressing ideas in things 
 should be formed in the schools, because the chief way 
 in which man is benefited is through the expression of 
 ideas in things. The system of education which tends to 
 form this habit is that of the kindergarten and that of 
 the manual training school. These systems are one in 
 principle. They are not new ; they at least date back to 
 Bacon, who declared that he would " employ his utmost 
 endeavors towards restoring or cultivating a just and le- 
 gitimate familiarity betwixt the mind and things." The 
 kindergarten and the manual training school exactly re- 
 alize Bacon's idea. The idea of the manual training 
 school was in the mind of Comenius when he said, ''Let 
 things that have to be done be learned by doing them." 
 It was in the mind of Pestalozzi when he said, " Educa- 
 tion is the generation of power." It was in the mind of 
 Froebel, not less than the kindergarten, w^hen he said, 
 " The end and aim of all our work should be the harmo- 
 nious growth of the whole being." 
 
 These are excellent definitions of education, and they
 
 246 MIND AND HAND. 
 
 are sequential. If things tliat have to be done are 
 learned by doing them, there will be in the course of the 
 process a wholesome exercise of both body and mind, 
 and this exercise will result in the generation of power 
 — power to think well, and to do well ; and the process 
 being continued, the result cannot fail to be the harmo- 
 nious growth of the whole being. This is scientific, as 
 opposed to automatic, education.* 
 
 * "Intellectual progress is of necessity from the concrete to the 
 abstract. But regardless of this, higlilj' abstract subjects such as 
 grammar, which should come quite late, arc begun quite early. Po- 
 litical geography, dead and uninteresting to a child, and which should 
 be an appendage of sociological studies, is commenced betimes, while 
 physical geography, comprehensible and comparatively attractive to 
 a child, is in great part passed over. Nearly every subject dealt with 
 is arranged in abnormal order— definitions and rules and principles 
 being put first, instead of being disclosed, as they are in the order of 
 nature, through the study of cases. And then, pervading the whole, 
 is the vicious system of rote learning — a system of sacrificing the 
 spirit to the letter. . . . 
 
 " A leading fact in human progress is that every science is evolved 
 out of its corresponding art. It results from the necessity we are 
 under, both individually and as a race, of reaching the abstract by 
 way of the concrete, that there nuist be practice and an accruing 
 e.xperience with its empirical generalizations bcifore there can be 
 science." — "Education," pp. 61, 124. By Herbert Spencer. New 
 York : D. Appleton & Co., 1883. 
 
 ^ But the protection to property allorded b} arms is only temporary. 
 An increase of the standing army involves an increase of ignorance 
 and poverty, and the last analysis of ignorance and povertj' is anar- 
 chy. The anarcliists of Chicago [1886J were of foreign birth. They 
 came to the United States from tiie standing-ariny-ridden countries 
 of Europe. Tliey were the product, the victims, of tiie European 
 governmental system. Ilcnce, the proposal to adopt arms as a 
 remeily for anarcliy is a jiroposal to abandon I Ik; American idea of 
 government for tliat of Europe. To i)reserve tlie society of to-day 
 from violent dissoluiion, it is necessiirv to slioot llic anarchist. But 
 to assure the permanence of society it is ncccissary to educate the 
 cliild of the anarchist.
 
 EDUCATION AND THE riUUlAL FKOBLEM. 247 
 
 CHAPTER XXI. 
 EDUCATION AND THE SOCIAL PROBLEM— HISTORIC. 
 
 EGYPT AND GREECE. 
 
 Fimdaniental Propositions.— Selfishness the Source of Social Evil; 
 Subjective Education the Source of Selfishness and the Cause of 
 Contempt of Labor; and Social Disintegration the Result of Con- 
 tempt of Labor and the Useful Arts. — The First Class-distinction 
 — the Strongest Man ruled; his First Rival, the Ingenious Man. — 
 Superstition.— The Castes of India and Egypt — how came they 
 about ? — Egyptian Education based on Selfishness. — Rise of Egypt 
 — her Career; her Fall; Analysis thereof. — She Typifies all the 
 Early Nations : Force and Rapacity above, Chains and Slaveiy 
 below. — Their Education consisted of Selfish Maxims for the Gov- 
 ernment of the Many by the Few, and Government meant the Ap- 
 propriation of the Products of Labor. — Analysis of Greek Charac- 
 ter—its Savage Characteristics. — Greek Treachery and Cruelty. — 
 Greek Venality. —Her Orators accepted Bribes. — Responsibility of 
 Greek Education and Philosophy for the Ruin of Greek Civiliza- 
 tion. — Rectitude wholly left out of her Scheme of Education. — 
 Plato's Contempt of Matter : it led to Contempt of Man and all 
 his Works. — Greek Education consisted of Rhetoric and Logic; all 
 Useful Things were hence held in Contempt. 
 
 It is a fundamental proposition of this work that self- 
 ishness is the essence of depravity, and hence the source 
 of all social evil ; and in previous chapters it has been 
 shown, argumentatively, that exclusively subjective proc- 
 esses of education tend, in a high degree, to promote self- 
 ishness. Another fundamental proposition of this work 
 is that the useful arts are tlie true measure of civilization, 
 and that, as they are the product of labor, contempt of 
 the laborer leads inevitably to social disintegration and
 
 248 MIND AND HAND. 
 
 the destruction of the State. If tliese propositions are 
 true, tlie solution of all social problems is to be sought 
 through a radical change in educational methods. If 
 they are true, it is of the first importance that they be 
 proved, not only by argument, but by the citation of such 
 facts of history as bear upon the subject. Civilization is 
 the product of education.' If the education is good the 
 product will be good, if evil the product will be evil. The 
 purpose of this and the four folloM'ing chapters is, there- 
 fore, to trace the progress of civilization, to sketch in bold 
 outline the social history of man. 
 
 The aphorism, all men are created equal, is a fine 
 phrase, but its truth is reserved for realization by the 
 civilization of the future. A tendency to the formation 
 of class-distinctions in human society, whether savage or 
 civilized, is disclosed by all history. 
 
 The first class-distinction sprang from the physical su- 
 perioi'ity of one savage over his fellows. lie whose power- 
 ful frame and connnanding eye eiial)led him best to cope 
 with the beasts of field and forest became chief of the 
 tribe. He held the first place by virtue of his brawny 
 arm, and the less Mthletic, and more timid, became his 
 subjects. But lie was not long without rivals. His first 
 rival was the dwarf, or hunch back, wlio, struggling to over- 
 come the misfoi'tnne of his deformity, in the seclusion of 
 his mud hut, invented the stone hatchet and stone-point- 
 ed arrow-head. His next I'ivid was the puny, })ale-faced 
 youth who converted pantomimic signs and rude gest- 
 ures into a language of sounds, and so armed cDinmuni- 
 ties with the ])ower of comi)ination for mutual protection. 
 Those who soonest mastered the first alphal)et took high 
 rank in the social circle, while those who could still only 
 make tlKunselves understood by grimaces and gestures
 
 EDUCATION AND THE SOCIAL PROBLEM. 249 
 
 fell to the grade of cii3hers in the body politic, and came 
 to be looked upon as dunces in society. Thereafter the 
 women, who had previously been won as wives by ])er- 
 sonal prowess, were more equally parcelled out. The 
 savage who had invented the bow and the arrow was ex- 
 empted from the toils of the chase, and from the general 
 contention at the courting season ; a wife was assigned to 
 him, and his tent was supplied with game in the hope 
 that he would invent some other useful thing. Thus 
 mind began to assert its empire over mattej*, the division 
 of labor commenced, and a class-distinction was formed. 
 Doubtless the youth who invented language cultivated 
 superstition among the ignorant, and so, increasing his al- 
 ready considerable influence, secured the first social rank. 
 Hence the castes of India and Egypt, consisting, in their 
 order, of the priesthood, the army, the mercantile class, 
 and, at the bottom of the scale, the servile laborer. 
 
 Of tlie long period of social progress from a state of 
 savagery to the proud civilization of historic Egypt the 
 record is faint and fragmentary. Ages passed, during 
 which men struggled, and died, and left no sign — nei- 
 ther hieroglyphic character, monun}ent, nor buried city. 
 Through what mental alcliemy was the savage chief trans- 
 formed, in the course of hundreds of generations, into the 
 learned, accomplished, and astute Egyptian priest, from 
 whose courtly lips Herodotus received the chronicles of 
 the Egyptian kings and the romantic stoiy of the resi- 
 dence in Egypt of Helen of Troy ?* How were the mem- 
 bers of the savage tribe converted, one into an obedient 
 soldier, another into an adroit, self-seeking merchant, and 
 
 * "Herodotus, 'Euterpe,'" II., §§ 112-116. New York: Harper & 
 Brothers, 1883.
 
 •250 MIND AND HAND. 
 
 another into a cringing slave? These are secrets of an- 
 tiqnit}^, destined, doubtless, to remain forever unrevealed. 
 We do know, however, that the civilization of Egypt, 
 like all other civilizations, was the product of training or 
 education ; and the nature of the education may be in- 
 ferred from the character and fate of the civilization. 
 
 Of the Egyptian system of education selfishness was 
 the basis. Given chains and slavery for the lowest class 
 and there were force and rapacity in the highest class.* 
 Before the free-born savage was reduced to slavery and 
 made to toil under the lash, whole hecatombs of lives 
 were sacrificed. Before the mind of the savage was de- 
 gi'aded to the baseness of slavery, his body, hacked and 
 hewn, bent submissively to the scourge. For the Egy]>- 
 tian boy there was, doubtless, a " Poor Ricliard's Alma- 
 nack," which tauglit him that he must "look to the main 
 chance ;" that "in the race of life the devil takes the 
 hindmost ;" and that " self-preservation is the first law of 
 nature." Thus trained he entered the ranks of the priest- 
 hood, one of his brothers took a commission in the army, 
 and the others embarked in mercantile life. For the 
 servile class there was no education beyond their sever- 
 al occupations. Each man was compelled to follow the 
 trade of his fatlior, to maiTy within his own class, to die 
 as he was boi'n. 
 
 Ruled by the priests, and the army, Egypt grew rich. 
 Her commerce, conducti'd liy means of caravans, embraced 
 the whole civilized woi-hl and included all its products. 
 Slie became a great military and naval ])ower, her armies 
 ov(M'ri)iining Asia, and her ileets sweeping the Indian 
 
 * "The Martyrdom of Man," p. 18. By Wiawood Reade. New 
 York : Charles P. Somerby, 1876.
 
 EDUCATION AND THE SOCIAL PROBLEM. 251 
 
 Ocean. Her victorious campaigns opened new markets 
 to her commerce, and through these channels wealth 
 poured into the empire. In the track of the wheels of 
 the Egyptian war-chariots the Egyptian merchant quick- 
 ly followed. At the point of the arrows of her archers 
 she offered her linen goods to conquered jDcoples, as Eng- 
 land, at the point of the bayonet, subsequently offered 
 her cotton goods to prostrate India. 
 
 Ih Egypt all the learning of the time was concentrated. 
 It was the university of Greece. Every intellectual Greek 
 made a voyage to Egypt ; it was regarded as a part of 
 education, as a pilgrimage to the cradle-land of their my- 
 thology." The possession of great wealth led to habits 
 of luxui-y. The house of the Egyptian gentleman was a 
 palace adorned with the triumphs of art, and devoted to 
 pleasure. Its walls, its floors, and its furniture reflected 
 the skill, not to say genius, of slaves — for all the manual 
 labor of Egypt was performed by slaves. At the end of 
 the fashional)le dinner, given in the palace by its rich 
 master, a mummy, richly painted and gilded, was present- 
 ed to each guest in turn by a servant, who said, "Look 
 on this ; drink and enjoy thyself, for such as it is now 
 so thou shalt be when thou art dead."* 
 
 One day when the priests were sacrificing in the tem- 
 ples, and the chief officers of the army were dining with 
 a contractor for army supplies, a band of mountaineers 
 rushed out of the recesses of Persia and swept like a 
 wind across the plains. They were dressed in leather ; 
 they had never tasted f I'uit nor wine ; they had never 
 seen a nuirket ; they knew not how to buy or sell. They 
 
 * "Herodotus, 'Euterpe,'" II., p. 78. New York: Harper & 
 Brothers, 1882.
 
 252 MIND AND HAND. 
 
 were taught three tilings — to ride on horseback, to hurl 
 the javelin, and to speak the truth.* All Asia was cov- 
 ered with blood and flames. The allied kingdoms fell at 
 once, and India and Egypt were soon afterwards added 
 to the Persian empire. 
 
 Egypt typifies all the early nations. In its rise, prog- 
 ress, and fall, the course of the others may be traced. 
 First there is a band of hardy men whose prowess renders 
 them irresistible. They are inured to toil ; they practise 
 all the manly virtues; they are trained to labor with 
 their hands; they are taught to speak the truth. They 
 lay the foundations of the State in industry ^ and pru- 
 dence ; their children develop its resources; their chil- 
 dren's children, through many generations, gradually ac- 
 cumulate wealth. The arts flourish, and luxuries are mul- 
 tiplied. There are many great estates, and those who in- 
 herit them cease to labor, and, ceasing to labor, they be- 
 come a charge upon the public ; for the value of an estate 
 created one hundred years ago, or one year ago, can be 
 maintained in no other way than by the labor of to-day.f 
 The idlers increase in number, and the struggle for 
 existence, of the workers, becomes more intense. Idle- 
 
 * "Herodotus, ' Clio,'" I., §§ 71, IBG. irr^. New York : Harper & 
 Brothers, 1882. 
 
 f "It is not equiliibk: lliiit wliiit one man hath done; for the public 
 should di.sciiarf^e anotlicr of what, it has a ri^ht 1o expect from him ; 
 for one, standing:; indebted in himself to society, cannot substitute 
 anylliiiif; in the room of his pc^rsonal service. The father cannot 
 transmit to his son the rij^ht of being useless to his fellow-creatures. 
 . . . The man who earns not his subsistence, but cats the bread of 
 idleness, is no better than a thief. . . . To labor, then, is the indispen- 
 sable duty of social or political man. Rich or poor, strong or weak, 
 every idle citizen is a knave." — "Emilius and Sophia," Vol.11., 
 pp. 92, 93. IJy J. J. Rousseau. London; 1707.
 
 EDUCATION AND TIIK S(KIAL PROBLEM. 253 
 
 nes8 breeds vice, and tlic public morals are debauched. * 
 We see this class at tlic feast of Belshazzai' and at the 
 dinner of tlic Eifyptian Ixni vlt'dnt. f)n the wall of every 
 such hanfjuctiiii; room there is an ominous hainhvi-itinir, 
 ])rovid(!d, oidy, that there is a Daniel to interpret it. It 
 means that tlie nation that de<:;rades labor, tolerates idle- 
 ness, and deifies vice, is ripe for annihilation. If, now, 
 there is on the frontier of the effete nation a virile people, 
 it is only a question of time and (ipportimity, wIk-ii they 
 will make slaves of the revellers, and spoil of theii- inher- 
 ited estates. The worn-out, exhausted nation disa))])ears 
 ill I)I<mm| and flames. The i-ich idler, the poor sycophant, 
 the rulers and the ruled, the slave and his master, the 
 priest, the soldier, the merchant, and the laborer, all go to 
 destruction togetlier. 
 
 In the ancient nations tliere was always force and ra- 
 pacity above, and chains and slavery below. Education 
 was confined to a small cla.ss, and consisted of sellish 
 maxims for the government of the many, and government 
 was only another name for the appropriaticjn of the prod- 
 ucts of their labor. Seltishness bred injustice, an<l the 
 practice of injustice undermined tlie State. Whether the 
 State survived or fell was a matter of indifference to the 
 slave. A slave he remained in any event — if not of 
 tlie Egyptian then of the Persian. But the importance 
 of labor is shown by those bloody revolutions. The bat- 
 tles of antiquity were contests for tlie possession of the 
 labor class. Which nationality — the i]gyj)tian or the 
 Persian — should drive the toilers to their daily tasks; 
 which should reap the fruit of the sweat of theii' brows; 
 which should buy and sell them ; which scourge them to 
 their dungeons? These were tlie questions which agitat- 
 ed the minds of ancient rulers. They were the questions
 
 254 MIND AND HAND. 
 
 which agitated the mind of Xerxes when he invaded 
 Greece, with millions of followers, to enconnter defeat 
 at the hands of a few thousand men of a superior type. 
 
 The Greek civilization sprung from mythology and 
 ended in anarchy. In the East the Greeks were called 
 the people of youth. Their religion was of the savage 
 type. Their gods were immortalized men ; they loved 
 and hated, transgressed and suffered ; they resorted to 
 stratagems to compass their ends ; they were a kind of 
 exalted but unscrupulous aristocracy. 
 
 - Greek patriotism was narrow; each city was politically 
 independent, and the citizen of one city was an alien and 
 a stranger in the territory of every other. The Greeks 
 were superstitious. If the omens were unfavorable the 
 general refused to give battle; the plague was a visible 
 sign of the wrath of the gods ; the priests sacrificed per- 
 petually ; the oracle of Apollo outlived Grecian indepen- 
 dence hundreds of years." 
 
 Grecian national festivals were childish, consisting of 
 wrestling, boxing, running, junij)iiig, and chariot-racing. 
 But the victor in those games conferred everlasting glory 
 upon his family and his country, and was rewarded with 
 distinguished honors. 
 
 Like savages, the Greeks were treacherous. The des- 
 tiny of Greece was controlled by renegades. There was 
 disloyalty in every camp, a Greek deserter in every op- 
 posing army, and a traitor, or a band of traitors, in every 
 besieged Greek city.* They were cruel ; of their ca})tives 
 they butchered the men and enslaved the women, and 
 they stripped and robbed the bodies of the slain, on the 
 battle-field. Like savages they assassinated ambassadors, 
 and like savages surrendered prisoners to their personal 
 enemies to be massacred.' Theii' sense of honor was dull.
 
 EDUCATION AND THE SOCIAL PROBLEM. 355 
 
 Xenophon, after winning imperishable renown, in eon- 
 ducting the fanions retreat of the "Ten Thousand," led a 
 detachment of them on a pillaging expedition, and so 
 amassed a fortune. '' My ])atriotism," says Alcibiades, 
 '• I keep not at a time when I am being wronged." 
 '"For there was neither promise that could be depended' 
 on, nor oath that struck them with fear," exclaims Thu- 
 cydides.* 
 
 Yenality was the predominating trait in Greek charac- 
 ter, and venality unrestrained is savagery. In the Greek 
 Pantheon the. highest niche was reserved for the God of 
 Gain. The early Greeks were pirates ; they plundered 
 one another ; they sometimes actually sold themselves 
 into slavery, so great was their lust of gold. The richest 
 cities ruled the poor cities. Pericles boasted that he 
 could not be bribed, but he robbed all Greece to embel- 
 lish Athens, and was accused of peculation, tried, con- 
 victed, and fined. The Athenians declared that the 
 Spartans were taught to steal, and the Spartans retorted 
 that the best Athenians were invariably thieves. When 
 Persia could no longer fight she defended her territory 
 against Greek invasion with gold coins. 
 
 The Greek orators never refused a bribe, and oratory 
 ruled Greece.* Greek oratory was very persuasive. A 
 discriminating writer declares that, with their fine phrases 
 and rhetorical expressions, the Greek orators swindled his- 
 tory, obtaining a vast amount of admiration under false 
 pretences.f 
 
 For these defects in Greek character, and for the re- 
 
 * "The History of the Peloponnesian War," Vol. I., p. 210. Lon- 
 don : George Bell & Sons. 
 
 f "The Martyrdom of Man," p. 88. By Winwood Reade. New 
 York: Charles P. Somerby, 1876.
 
 256 MIND AND HAND. 
 
 suiting decay of Greek civilization, Greek philosophy and 
 Greek education must be held responsible. Metaphysics 
 and rhetoric ruined Greece. It was in the schools of 
 rhetoric that the young Greeks received their training 
 for the duties of public life. There they were taught 
 the art of oratory ; there they learned how to make the 
 worse appear the better reason. There they were taught, 
 not to expound the truth, but to indulge in the arts of 
 sophistry. It was in those schools that the young Greek 
 was trained to be eloquent, to win applause in the courts 
 of law, not to convince the judgments of judge, or juror ; 
 for judicial decisions were notoriously subjects of the 
 most shameful trathc. 
 
 The element of rectitude was wholly left out of the 
 Greek system of education, and hence wholly wanting in 
 Greek character. The Greeks had a profound distrust 
 of one another. They were dishonest ; they were treach- 
 erous ; they were cruel ; they were false ; and all these 
 vices are peculiar to a state of savagery." In ethics they 
 never emerged from the savage state, and hence in poli- 
 tics their failure was complete ; for the prime condition 
 of the most simple form of civil society is mutual confi- 
 dence. But the mutual distrust of the Greeks, based on 
 want of integrity, was so absolute that political unity was 
 impossible, and tlie failure to combine the several cities 
 under one govermnent led, eventually, to the destruction 
 of Greek civilization. 
 
 To this result Greek philosophy also contributed. 
 Plato's contempt for matter was so profound that he re- 
 garded the soul's residence in the body as an evil. He 
 taught that the philosoi)hcr should emancipate himself 
 from the illusions of sense, devoting his life to reHection, 
 and siirr(!nderin<r his mind "to communion with its kin-
 
 EDUCATION AND THE SOCIAL PROBLEM. 257 
 
 dred eternal essences.'"" Contempt of matter led logically 
 to contempt of the physical man, and hence to contempt 
 of things, the work of man's hands. Such a philosophy 
 was necessarily " in the air." It afforded no aid to the 
 sciences ; for science is the product of generalizations 
 from matter. It scorned art ; for the arts are applications 
 of the sciences in useful things. With the Greek school- 
 master rhetoric was the chief part of education ; with the 
 Greek philosopher dialectics was the science jpar erni- 
 nence. 
 
 Thus the Greek system of education was confined to 
 rhetoric and logic — the art of speaking with propriety, 
 elegance, and force, and the power of deducing legiti- 
 mate conclusions from assumed premises.* In the Greek 
 schools of rhetoric there was no struggle to find the 
 truth ; in the schools of philosophy there was no respect 
 for the evidence of the senses. The Greek orator har- 
 angued the jury eloquently while his client bargained 
 with the court for the price of justice ! The Greek phi- 
 losopher confounded his audience with the force of his 
 unanswerable logic, and appealed to his inner conscious- 
 ness in support of the soundness of his premises! 
 
 The explanation of Greek duplicity is found in Greek 
 metaphysics. To scorn things is to disregard facts, and 
 disregard of facts is contempt of the truth. Greek edu- 
 cation was confined to a consideration of the subject of 
 the nature and relations of abstract ideas, while the sub- 
 ject of the nature and relations of things was wholly neg- 
 lected. Such a system of education led logically to 
 selfishness, and out of selfishness grew inordinate am- 
 bition and greed ; and these passions led, through treach- 
 ery and dishonesty, to factional contests, which, eventuat- 
 ing in bloodshed, could only end in anarchy. Distracted
 
 258 MIND AND HAND. 
 
 by the jealousies and rivalries of States constantly in hos- 
 tile conflict, and enfeebled by the never-ending strife be- 
 tween the rich and tlie poor, Greece fell a prey to the 
 rapacity, and lust of power, of her unscrupulous Roman 
 neighbor. 
 
 ^ "All the happiness of families dejieiids upon the education of 
 children, and houses rise or sink according as their children are vir- 
 tuous or vicious." — Plato's "Divine Dialogues," p. 262. London: S 
 Cornish & Co., 1839. 
 
 - ' Tlie Egyptians were, iu the opinion of the Greeks, the wisest of 
 mankind." — Herodotus, "Euterpe," 11., § 160. New York : Harper 
 & Brothers, 1882. 
 
 "For my part, I think that Melampus, being a wise man, both ac- 
 quired the art of divination, and having learned many other things 
 iu Egypt, introduced them among the Greeks, and particularly the 
 worship of Bacchus." — Ibid, " Euterpe," II., § 49. 
 
 " And indeed the names of almost all the Gods came from Egypt 
 into Greece. "—Ibid, "Euterpe," II., ^50. 
 
 "The manner in whicii oracles are delivered at Thebes in Egypt 
 and at Dodona, is very similar; and tlie art of divination from vic- 
 tims came likewise from Egypt." — Ibid, "Euterpe," II., § 57. 
 
 " The Egyptians were also the first who introduced public festi- 
 vals, processions, and solemn supplications: And the Greeks learned 
 these from them." — Ibid, " Euterpe," II., § 57. 
 
 To the same effect, see also: 
 Ibid, "Euterpe," II., §64. 
 " g 109. 
 " § 123. 
 " §160. 
 " §^5 164-166. 
 " §171. 
 
 And Ibid, "Melpomene," IV., § 180. 
 
 " "Amasis it was who established the law among the Egyptians 
 that every Egyptian should annually declare to the governor of his 
 district by what means he maintained himself; and if he failed to do 
 this, or did not show that lie lived by honest means, he .should be 
 puidshcd with deatii. Solon, the Athenian, iiaving i)iought tins law 
 from Egyi)t, estai)lisiied it at Athens; and that people still continue 
 to observe it, as being an unol)jertional)le regulation." — H(!rodotus, 
 "Euterpe," II., § 177. New York: Harper & Brothers, 1882.
 
 EDUCATION AND THE SOCIAL PROBLEM. 259 
 
 - "Lyi^imachus, son of Aristides the Just, and Melesias, son of 
 Thucydides, to the Athenian generals, Nicias and Laches: 
 
 "Both he and I have entertained our children with tliousnnds of 
 brave actions done by our fathers both in peace and war, wliilc- they 
 headed the Athenians and their allies; but to our great misfortune 
 we can tell them no such thing of ourselves. Tins covers us with 
 sliame; we blush for it before our children, and are forced to cast 
 the blame upon our fathers; who, after we grew up, suffered us to 
 live in effeminacy and luxury; while they were employing all their 
 care for the interest of the public." — Plato's "Divine Dialogues," p. 
 256. London: S. Cornish & Co., 1839. 
 
 ^ "After the encounter between the cavalry had taken place, Ages- 
 ilaus, on offering sacrifice the next day with a view to advancing, 
 found the victims inuaspicious, and in consequence of this indication 
 turned off and proceeded toward the coast. " — Xenophon, ' ' Hellenics," 
 p. 369. London: George Bell & Sons, 1881. 
 
 See, also, Thucydides, Vol- II., p. 348. London: George Bell & 
 Sons, 1880. 
 
 And Ibid, Vol. II., p. 484. 
 
 And, " Plutarch's Lives [Timoleon]," p. 177. New York: Harper 
 & Brothers, 1850. 
 
 ^ Alcibiades to the Lacedferaonians: "And now, I beg that I may 
 not be the worse tliouglit of by any among you, because I am now 
 strenuously attacking my country with its bitterest enemies, though I 
 formerly had a reputation for patriotism." — Thucydides, Vol. II., p. 
 439. London: George Bell & Sons, 1880. 
 
 Of Pansanias and Themistocles, who were both traitors, Thucy- 
 dides says: "Such was the end of Pansanias the Lacedaemonian and 
 Themistocles the Athenian, who had been the most distinguished of 
 all the Greeks in their day." — " History of the Peloponuesian War," 
 Vol. I., pp. 75-83. 
 
 See also Ibid, Vol. I., p 288. 
 
 pp. 292-293. 
 
 p. 304. 
 
 pp. 306-307. 
 p. 241. 
 " Vol. II., p 510. 
 
 See also Herodotus, "Melpomene," IV., § 142. New York: Har- 
 per & Brothers, 1882. 
 
 ' " When the Corcyraeans had got possession of them [prisoners 
 surrendered by their allies the Athenians] they shut them up in a 
 large building, and, afterward taking them out by twenties, led them
 
 260 MIND AND HAND. 
 
 through two rows of heavy-armed soldiers posted on each side; the 
 prisoners being bound together were beaten and stabbed by the men 
 ranged in the lines, whenever any of them happened to see a personal 
 enemy; while men carrying whips went by iheir side, and hastened 
 on the way those that were proceeding too slowly." — Thucydides. 
 Vol. I., pp. 2o6-257. London: George Bell & Sons, 1880. 
 
 Ibid, Vol.1., p. 63 
 
 II., p. 376. 
 II., p. 468. 
 II.. p. 495. 
 II., pp. 510-511. 
 II., p. 523, 
 
 See also Herodotus, "Terpsichore," V., §-6. 
 Ibid. "Terpsichore," V.,^ 21- 
 Ibid, "Urania," Vll.,^t^ 104, 105. 106- 
 
 See also Xenophon, "Hellenics," p. 328. London: George Bell 
 & Sons, 1882. 
 
 See also ''Plutarch's Lives [Lycurgus]," p. 42. New York : Har- 
 per & Brothers, 1850. 
 
 * "For the Grecians in old time, . . . turned to piracy, . . 
 and falling upon towns that were unfortitied, . . . they rifled 
 them, and made most of their livelihood by this means." . . . 
 "For through desire of gain the lower orders submitted to be slaves 
 to their betters; and the more powerful, having a superabundance 
 of money, brought the .smaller cities into subjection." — Thucydides, 
 Vol. I., pp. 3. 4, 5, Lcmdon : George Bell & Sons, 1880. 
 
 " Yet that the boys might not suffer too mucli from hunger, Ly- 
 curgus, though he did not allow them to take what they wanted with- 
 out trouble, gave them leave to steal certain things to relieve the 
 cravings of nature; and he made it honorable to steal as many cheeses 
 as possible." — Xetiophon's " Minor Works," p. 208. London: George 
 Bell & Sons, 1882. 
 
 "Demosthenes could not resist the temptation; it made all the 
 impression upon him lliat wns expected; he received the mone3\ like 
 a garri.son into his house, and went over to the interest of Harpalus. 
 Next day he came into tlit; Assembly with a quantity of wool and 
 bandages about his neck ; and when tiie people called upon him to get 
 up and speak, he made signs that he had lost his voice, upon which 
 some that were by said, 'it was no common hoarseness that lie got 
 in the night; it was a hoarseness occasioned by swallowing gold and
 
 EDUCATION AND THE SOCIAL PROBLEM. 261 
 
 silver.'" — "Plutarch's Lives [Demosthenes]," pp. 594-o95. New 
 York: Harper & Brothers, 1850. 
 
 See also, " Plutarch's Lives [Agesilaus]," p. 431. New York : Har- 
 per & Brothers, 1850. 
 
 Ibid [Demosthenes], p. 591. 
 " [Aristides], p. 232. 
 
 "And Plato, among all that were accounted great and illustrious 
 men in Athens, judged none but Aristides worthy of real esteem." 
 — "Plutarch's Lives [Aristides]," p. 243. New Y'ork: Harper & 
 Brothers, 1850. 
 
 But it was Aristides who said of a public measure : " It is not just, 
 but it is expedient." 
 
 "As to the proceedings in courts of law they [ihe Athenians] have 
 less regard to what is just than to what is profitable to themselves." 
 — Xeuophon's "Minor Works," pp. 235-236. London : George Bell 
 & Sons, 1882. 
 
 Ibid, pp. 243, 244. 
 
 When Mardonius the Persian consulted with the Thebans how to 
 subdue Greece, the}^ said: " Send money to the most powerful men 
 in the cities, and by sending it you will split Greece into parties, and 
 then, with the assistance of those of your party, you may easily 
 subdue those who are not in your interest." — Herodotus, "Cal- 
 liope," IX., § 2. New York: Harper & Brothers, 1882. 
 
 Ibid, "Urania," VIIL, §§ 128-134. 
 " "Calliope," IX., §44. 
 
 See also "Plutarch's Lives [Pericles]," p. 123. New York: Har- 
 per & Brothers, 1850. 
 
 Ibid, "Pericles," p. 118. 
 " "Pericles," p. 115, note. 
 
 "Accordingly, as the Athenians state, these men while staying at 
 Delphi, prevailed on the Pythian bv money, when any Spartans 
 should come thither to consult the oracle, either on their own ac- 
 count or that of the public, to propose to them to liberate Athens 
 from servitude." — Herodotus, " Terpsichore," V., § 63. New York : 
 Harper & Brothers, 1882 . 
 
 Ibid, "Erato," VL,§§ 72, 100. 
 
 ^ Euripides makes Andromache say: " O, ye inhabitants of Sparta, 
 most hated of mortals among all men, crafty in counsel, king of liars, 
 concoctors of evil plots, crooked and thinking nothing soundly, 
 but all things tortuousl^^ unjustly are ye prospered in Greece. And 
 what evil is there not in you ? Ai'e there not abundant murders? Are
 
 263 MIND AND HAND. 
 
 ye not given to base gain? Are ye not detected speaking ever one 
 tliiog with the tongue but thinking another? A murrain seize you 1" 
 — "The Tragedies of Euripides [Andromache]," Vol. II., p. 138. 
 New Yorli : Harper & Brothers, 1857. 
 
 1" "Is it not by reasoning that the soul embraces truths? And 
 does it not reason better tinin before when it is not encumbered by 
 seeing or hearing, by pain or pleasure? When shut up within itself 
 it bi<is adieu to the body, and entertains as little correspondence 
 with it as possible; and pursues the knowledge of things without 
 touching tiiem. . . . Is it not especially upon this occasion that 
 the soul of a philosoplier despises and avoids the body and wants to 
 be by it-elf? . . . Now, the purgation of the soul, as we were 
 saying just now, is only its separation from the body. Its accustom- 
 ing itself to retire and lock itself up, renouncing all commerce with 
 it as mucii as possible, and living by itself, whether in this or the 
 other world, without being cliained to the body." — Plato's "Divine 
 Dialogues," pp. 180, 181, 182. London : S. Cornish & Co., 1839. 
 
 11- "During most of the flourishing age of Hellenistic culture the 
 rhetor was the acknowledged practical teacher ; and iiis course, 
 which occupied several years, with the interruption of the summer 
 holidays, comprised first a careful reading of classical authors, both 
 poetical and prose, with explanations and illustrations. This made 
 the student acquainted with the language and literature of Greece. 
 But it was only introductory to the technical study of expression, 
 of eloquence based on these models, and of accurate writing as a col- 
 lateral branch of tliis study. When a man had so perfected himself, 
 he was considered fit for public employment." — " Old Greek Educa- 
 tion," p. 137. By J. P. Mahaffy, M.A. New York: Harper & 
 Brothers, 1882.
 
 EDUCATION AND THE SOCIAL PROBLEM. 263 
 
 CHAPTER XXIL 
 EDUCATION AND THE SOCIAL PROBLEM— HISTORIC. 
 
 ROME. 
 
 Vigor of the Early Romans — their Virtues aud Vices: their Rigorous 
 Laws; their Defective Education; their Contempt of Labor.— Slav- 
 ery: its Horrors and Brutalizing Influence. — Education Confined 
 to the Arts of Politics and War ; it transformed Courage into 
 Cruelty, and Fortitude into Stoicism. — Robbery and Bribery. — The 
 Vices of Greece and Carthage imported into Rome. — Slaves con- 
 struct all the great Public Works; they Revolt, and the Legions 
 Slaughter them. — The Gothic Invasion. — Rome Falls. — False Phi- 
 losophy and Superficial Education promoted Selfishness. — Deifica- 
 tion of Abstractions, and Scorn of Men and Things. — Universal 
 Moral Degradation. — Neglect of Honest Men and Promotion of 
 Demagogues. — The Decline of Morals and Growth of Literature. — 
 Darwin's Law of Reversion, through Selfishness, to Savagery. — 
 Contest between the Rich and the Poor. — Logic, Rhetoric, and 
 Ruin. 
 
 In the city of the Seven Hills there was no statue to 
 Pity, as at Athens. In the long line of Roman conquer- 
 ors there was no one possessing the title to fame, of 
 which, on his death -bed, Pericles boasted, namely, that 
 '' no Athenian had ever worn mourning on his account." 
 
 The dominion of Rome was logical. In the legend of 
 Romulus and Remus, suckled by the she-wolf, there is a 
 hint of the ruffled vio-or which characterized the Roman 
 people, and distinguished them from the earlier nationali- 
 ties. In all the civilizations anterior to that of Rome there 
 was an element of pliability or softness which belongs to 
 the youth of man. But from the day on which Romulus,
 
 264 MIND AND HAND. 
 
 with the brazen ploughshare, drew a fui-row around the 
 Paktine, both the sinews and tlie souls of his followers 
 hardened into maturity. The rising walls of the city, so 
 the legend runs, were moistened with the life-droj^s of 
 Remus, whose derisive remark and act cost him his life, 
 his slayer exclaiming, haughtily, " So perish all who dare 
 to climb these ramparts." The rape of the Sabines, the 
 conflicts which ensued with that outraged people, their 
 incorporation with the conquerors, their subsequent joint 
 conquests, and the shrewdness displayed in the conserva- 
 tion of the fruits of victory — these events show that man 
 had attained his majority. Under the shadow of the 
 walls of the Eternal City all the great races were associ- 
 ated and mingled — Latins, Trojans, Greeks, Sabines, and 
 Etruscans. The Roman civilization was the product of 
 all that had gone before, as it was destined to be the fa- 
 ther of all that should follow it. The Roman had no 
 peer either in courage or fortitude. Aspiring to uni- 
 versal dominion, he toughened himself to achieve it. 
 Dooming his enemy to death or slavery, he was not less 
 self -exacting, his own life, through the cup of poison, 
 the sword, oi- the opened vein, becoming the forfeit 
 equally of misfortune and shame. The tragic fate of 
 Lucretia, the resulting revolution, the banishment of the 
 Tarquins, and the abolition of the kingly government 
 show the swiftness of Roman retribution and tlie terrible 
 force of Roman resolution. Roman persistence in the 
 path of conquest for many centuries is typified by Cato in 
 his invocation of destruction upon Carthage. The mas- 
 ('iilii\e character of the Roman vices finds illustration in 
 the struggle of A])pius, the Dec^emvir, to ])0SRess the per- 
 son of Virginia by wresting the law from its true pur- 
 pose, the conservation of justice, and converting it into a
 
 EDUCATION AND THE SOCIAL PROBLEM. 265 
 
 shield for lust ; and the vigor of Roman virtue is exem- 
 plified in the act of Virginius plunging the knife into the 
 heart of his beloved daughter to save her honor. The 
 rigorous laws of Eome testify to the stamina of lier jjeo- 
 ple. The father to whom a deformed son was born must 
 cause the child to be put to death, and any citizen might 
 kill the man who betrayed the design of becoming king. 
 A scientific system of education would have conserved 
 and developed the noble and eliminated the ignoble traits 
 of Roman character. But neither Roman education, phi- 
 losophy, nor ethics inculcated either respect for labor or 
 reverence for human rights ; and hence the laborer was 
 reduced to slavery, and the slave made the victim of ev- 
 ery known atrocity. Slavery became the corner-stone of 
 the Roman State, and slavery and labor were synonymous 
 terms. The Roman supply of laborers was maintained 
 by depopulating conquered countries. In the train of 
 the legions, returning to Rome in triumph, there were 
 not only statues, paintings, and other works of art, but 
 thousands of men, women, and children destined to slav- 
 ery. And the laws in regard to slaves were terrible, as 
 laws touching slavery must always be — for a state of 
 slavery is a state of war. It was a law of Rome that if 
 a slave murdered his master the whole family of slaves 
 should be put to death ; and Tacitus relates an instance 
 of the execution of four hundred slaves for the murder 
 of a citizen, their master. In the course of the servile 
 rebellion in Sicily a million slaves were killed; and it 
 should be borne in mind that they were valuable labor- 
 ers — many of them skilled artisans. Vast numbers of 
 them were exposed to wild beasts in the arena, for the 
 popular amusement. The rebellion of the gladiators was 
 put down only by a resort to awful atrocities, among
 
 266 MIND AND HAND. 
 
 which was the crucifixion of prisoners. The revolt of 
 the allies was quelled at the cost of half a million lives. 
 But slaves were plenty, for Rome had her bloody hand 
 at the throat of all mankind, and her hoarse cry was, 
 " Your life or your liberty !" 
 
 Every Roman freeman was a soldier, and the cultiva- 
 tion of the land, manufactures, and all the pursuits of in- 
 dustry, were carried on by slaves. Slave labor was cheap- 
 er than the labor of animals ; cattle were taken from 
 the plough and slaughtered for beef that slaves — men — 
 might take their places. Labor fell to the lowest degree 
 of contempt, and the laborer was a thing to be spurned 
 — for the free citizen to labor with his hands was more 
 disgraceful than to die of starvation. Hence thei'e was a 
 class of citizen paupers to whom largesses of corn were 
 doled out by the demagogues of the Senate and the army. 
 Ultimately these citizen-paupers became so vile and filthy 
 that they engendered leprosy and other loathsome dis- 
 eases, as they dragged their palsied limbs through the 
 streets of the city, crying, " Bread and circuses ! bread 
 and circuses !" 
 
 (( Roman education was confined almost exclusively to 
 the training of the sons of rich citizens in the arts of 
 politics and war ; and in a State where labor was de- 
 spised, and whose corner-stone was slavery, and whose 
 sliibboleth was conquest, the baseness of these arts may 
 be imagined but hardly described. It promoted selfish- 
 ness, and in the course of centuries selfishness transform- 
 ed Roman courage into cruelty, and Roman foi-titude 
 into brutal stoicism. The Roman sense of justice was 
 swallowed up in Roman lust of power. Rome became 
 the great robber nation of the world. She was on the 
 land what Greece had once been on the sea — a pirate.
 
 EDUCATION AND THE SOCIAL PROBLEM. 267 
 
 She made the streets of the cities she conquered run 
 with blood. Thousands of captives she doomed to death ; 
 other thousands graced the triumphs of her generals, and 
 the spoil saved from the fury of the flames, and the more 
 ungovernable fury of the licentious soldiery, was carried 
 home to the Eternal City, there to fall into the hands of 
 the most cunning among the demagogues, for use in the 
 bribery of courts, senators, and the populace. 
 
 Tacitus deplored the decline of public virtue. He de- 
 clared, mournfully, that ''Nothing was sacred, nothing 
 safe from the hand of rapacity." His environment blind- 
 ed him to the true cause of the depravity he so elo- 
 quently deplored — sellishness. Had he been familiar with 
 the inductive method he would have found in a defective 
 system of education the cause of Roman venality and cor- 
 ruption. He might thus have realized the weakness of a 
 community of men who wanted the necessary force and 
 virtue to depose a Tiberius and elevate to his place a 
 Germanicus ; or to dethrone a Domitian and crown in 
 his stead an Agricola. 
 
 Education in Rome deified selfishness, and hence real- 
 ized its last analysis — total depravity. Of course noth- 
 ing was sacred in a community where men were ruth- 
 lessly trampled underfoot ! Of course nothing was "safe 
 from the hand of rapacity " where the laborer was de- 
 graded to a place in the social scale below the leprous 
 pauper whose filthy person provoked disgust, and whose 
 poisonous breath, as he cried for bread, spread abroad 
 disease and death ! 
 
 It was inevitable that the nation that grew rich through 
 plunder should grow poor in public and private virtue. 
 And such was the fact. The eagles that protected rob- 
 bers abroad, spread their sheltering wings over defaulters.
 
 268 MIND AND HAND. 
 
 bribers, and thieves at home. There had been a time in 
 Rome when bribery was punishable with death, but now 
 candidates for office sat at tables in the streets near the 
 polling-places and openly paid the citizens for their votes. 
 The change in the habits of the people was as pronounced 
 as the change in the laws. The early triumphs of the 
 Romans were industrial — flocks and herds ; their tro- 
 phies, obtained in single combat, consisted of spears and 
 helmets. When Cincinnatus was sent for to assume 
 the dictatorship he was found in his field following the 
 plough. Valerius, four times consul, and by Livy char- 
 acterized as the first man of his time, died so poor that 
 he had to be buried at the public charge. But with the 
 fall of Greece and Carthage, and the reduction of Asia, 
 there was a great social change at Rome. The Roman 
 legions not only carried home the wealth of the coun- 
 tries they conquered but the vices of the peoples they 
 subdued. An ancient writer summarizes the situation 
 in the folloM'ing graphic sentence : " The only fashiona- 
 ble principles were to acquire wealth by every means of 
 avarice and injustice, and to dissipate it by every method 
 of luxury and profusion."" 
 
 The end is not far off. The story of Persia, of Egypt, 
 and of Greece is the story equally of Rome. Avarice 
 and injustice, luxury and profusion do their sure work. 
 The Roman civilization is more than a thousand years 
 old. Asiatic wealth, the luxury and false philosophy of 
 Greece, and a vicdous system of education, promoting 
 selfishness, have united to sa]) its foundations. Society 
 is divided into three classes — an aristocracy based solely 
 upon wealth, cruel and ])rofligate, a mob of free citizens, 
 
 I otherwise paupers, who Hve by beggary and the sale of 
 
 \ their votes, and laborers who ai'e slaves. 

 
 EDUCATION AND THE SOCIAL PROBLEM. 269 
 
 On the occasion of the presentation of spectacles, 
 among a variety of presents slaves (laborers) are thrown 
 into the arena to be scrambled for by the free citizens ! 
 But men are cheap. In Asia they sell for sixpence 
 apiece, and Rome has only to send an army there to get 
 them for nothing. To this class, to these slaves, however, 
 the Roman people are indebted for all the arts which 
 make life agreeable. They construct all the great public 
 works. They build the splendid roads over which the 
 Roman legions follow their generals in triumph home to 
 Rome. They make the aqueducts, dig the canals, and 
 construct the buildings, public and private, whose re- 
 mains still attest their magnificence — the Forum, the 
 amphitheatres, and the golden house of the Caesars. 
 They build the villas overlooking the Bay of Naples, in 
 which the nobles live in riot and wantonness ; they cook 
 the dinners given in those villas ; they make the clothes 
 the nobles wear, and the jewels that adorn their persons. 
 They cultivate the fields, follow the plough, ti'ain and 
 trim the vine, and gather in the harvest. They raise the 
 corn that is distributed by the nobles among the soldiery, 
 and given as a bribe to the diseased and debauched free 
 citizens for their votes. They feel deeply the injustice 
 of their lot, and, like men, strike for liberty. But the 
 Roman legions are set on them like blood-hounds, and 
 hundreds of thousands of them are slaughtered and made 
 food for birds of prey, and other thousands are thrown 
 into the arena to be torn by wild beasts, and still others 
 are bestowed as gifts uj)on the populace at the games. 
 
 The contest between the rich and the poor is at an 
 end ; the rich are millionaires, tlie poor are beggars. It 
 is the story of Dives and Lazarus over again. The rich 
 are clothed in purple and fine linen, and fare sumptuous-
 
 270 MIND AND HAND. 
 
 ly every day ; the poor are full of sores, and live upon 
 the crumbs that fall from the tables of the rich. Rome 
 topples to her fall. The Gothic invader is at her gates, 
 and there is no army to defend them. The barbarian 
 demands a ransom. To obtain it the statues are despoiled 
 of their ornaments and precious stones, and the gods of 
 gold and silver are melted in the lire. The ransom is 
 given, and Alaric retires. But he returns, and this time 
 to pillage. The city is sacked ; rich and poor, bond and 
 free, are whelmed in one common ruin. At last the 
 diabolic wish of the infamous CaHgula is realized. The 
 Roman people have but one neck, and the Goth puts his 
 foot upon it. Rome falls, the victim of her own crimes, 
 strangled by her own gluttony. Thus ends the lirst 
 period of the world's manhood — ends in exhaustion, and 
 I a syncope which is destined to last a thousand years. 
 
 Long before the fall of the republic Rome had become 
 the seat of all the world's learning. In robbing con- 
 quered countries she not only took their gold and silver, 
 a share of their people for slaves, and their works of art, 
 but their libraries, their philosophy, and their literature. 
 But neither the Greek nor the Roman philosophy con- 
 tributed in the least to a solution of the pressing social 
 problems of the time. The wise men of Rome were 
 powerless to help either themselves or their fellow-men, 
 because their philosophy was false. It was })urely spec- 
 ulative ; it had no body of facts to rest upon. 
 
 The I toman educators and philosoj)hei\s were almost as 
 ignorant of physiology as Plato was hundreds of years 
 before, hence they were unable to study the mind in the 
 sole way in which it is intelligently approachable, name- 
 ly, through its bodily manifestations. In studying the 
 mind as an independent entity there could be no general
 
 EDUCATION AND THE SOCIAL PROBLEM. 271 
 
 rules of investigation. The metaphysical philosopher did 
 not study the mind of man ; he explored his own mind 
 merely — consulted his own inner consciousness. Hence 
 there were, in Rome, as many systems of philosophy, 
 more or less clearly defined and distinct, as there were 
 ])hilosophers. But they were merely metaphysical spec- 
 ulations, dreams, dependent upon purely subjective proc- 
 esses; and those processes were in turn dependent upon 
 the ever-changing states of mind of each philosopher. 
 
 It is obvious that these systems of philosophy could 
 exert no influence upon the community at large, for the 
 community formed no part of the subject matter of their 
 speculations. But they did exert an influence, and a 
 very pernicious one, upon the philosophers themselves, 
 and indeed upon all the cultured men of Rome ; for they 
 were thereby niade thoroughly selfish, and so rendered in- 
 capable of forming a just judgment of public affairs. In 
 considering the mind apart from the body, the body nat- 
 urally fell into utter contempt. This was the great crime 
 of speculative philosophy ; for in engendering a feeling 
 of contempt for the human body it furnished an excuse 
 for slavery. And this contempt logically included man- 
 ual labor, for the only manual laborer was a slave ; and 
 it also extended to the useful arts, for all those arts were 
 the work of slaves. Hence the laborer, being a slave, 
 was placed lower in the social scale than the pauper who 
 sold his vote for a glass of wine. And thus it came 
 about that a factitious right — the right of suffrage — was 
 more highly esteemed by the public than the cardinal 
 virtue of industry, upon which alone the perpetuity of 
 the social compact depends. 
 
 And, again, the wretched state of public morals may be 
 inferred from the fact that the right of suffrage, through
 
 272 MIND AND HAND. 
 
 which the idle, leprous pauper was elevated above the 
 industrious laborer and above the useful arts, was notori- 
 ously the subject of open traffic in the streets of Rome 
 on every election day. Thus Roman philosophy landed 
 the Roman people in the last ditch, for it led to the dei- 
 fication of abstract ideas and to scorn of things. That 
 this utter perversion of the truth and wreck of justice 
 was the cause of the decline of the Roman Empire there 
 is no doubt. 
 
 It is equally plain that the noted men of Rome were 
 utterly ignorant of the cause of the disorders which af- 
 flicted the body politic. There is no evidence, either in 
 their lives or their works, that they brought to the con- 
 sideration of the great social problems of the time any 
 practical philosophy whatever. Suetonius, with a graphic 
 pen, portrays the cruelties of the Caesars, but hints at 
 no cause therefor inherent in the social system. Cicero 
 forecasts the doom of the republic, but has no remedy 
 to propose except that of the elevation of Pompey rather 
 than Caesar. Livy and Tacitus deplore the decay of 
 public and private virtue, but are silent on the subject 
 of the infamy of slavery and on the shame of degrading 
 labor. The moral sentiments of Seneca and Aurelius 
 are of the most elevated character, but the fact that they 
 ignore slavery, the slave, the laborer, and the useful arts, 
 shows either that they never thought upon those funda- 
 mental social questions, or that their thoughts ran in the 
 ]iopular channel ; in a word, that their philosophy was 
 so shallow as to render them callous to the great crimes 
 upon which the Roman State rested. 
 
 That the subjective philosophy and the defective edu- 
 cational system of thp Romans rendered them selfish, 
 and hence corrupt, there is abundant evidence. Cicero
 
 EDUCATION AND THE SOCIAL PROBLEM. 273 
 
 professed the most lofty patriotism, but he was without 
 moral courage. It was he who congratulated the public 
 men of Rome, after the usurpation of Caesar, upon the 
 privilege of remaining " totally silent !" He regarded 
 Pompey as " the greatest man the world had ever pro- 
 duced," but deserted him in his extremity, which was 
 equally the extremity of his country. He denounced 
 Caesar as the cause of the culminating misfortunes of 
 Rome, but went down upon his knees to him, and rose 
 to his feet only to exhaust all the resources of his match- 
 less eloquence in fulsome adulation of the destroyer of 
 the Republic. 
 
 Seneca's moral precepts are sublime, but his political 
 maxims are atrocious. Witness this pretence of an all- 
 embracing love for man — " Whenever thou seest a fel- 
 low-creature in distress know that thou seest a human 
 being." Contrast with this exalted sentiment of the 
 great stoic his political maxim — " Terror is the safe- 
 guard of a kingdom " — and reflect that he lived under 
 the reigns of Claudius and Nero. The millions of slaves 
 in the Roman dominions were "human beings," but 
 Seneca had no practical regard for them as " fellow- 
 creatures in distress." His beautiful humanitarian sen- 
 timent was a barren ideality — it bore no fruit ; but his 
 brutal political maxim caused him to thrive. Under the 
 favor of Claudius he amassed a vast fortune. His 
 palace in the city was sumptuously furnished, his coun- 
 try-seats were splendidly appointed, and he possessed 
 abundance of ready money. " There can be no happiness 
 without virtue," exclaims this prosperous Roman citizen. 
 But while he pens this lofty sentiment he is accused of 
 avarice, usury, and extortion, charged with complicity in 
 the Piso conspiracy, and banished for the crime of adultery.
 
 274 MIND AND HAND. 
 
 The debasing influence of the Greek philosophy, upon 
 the Roman people, is shown by contrasting the charac- 
 ters of the distinguished men who were honored by the 
 public at widely separated periods of time. Thus, dur- 
 ing the period 400-350 B.C., Camillus, noted above all 
 his contemporaries for the pui-ity of his public life, was 
 uninterruptedly honoi-ed with the highest ofiices in the 
 State, and loved and respected by all classes of the com- 
 munity. But three hundred years later Caesar, who in- 
 volved the country in civil war to compass his ambition, 
 and in which struggle liberty perished — he was pre- 
 ferred, in all the political struggles preliminary to his as- 
 sumption of supreme power, to Cato, whose patriotism 
 was unquestioned, and whose rigid virtue was prover- 
 bial throughout the Roman Empire. So also of a still 
 later period, Agricola and Germanicus were renowned for 
 the possession of the highest qualities of true manhood, 
 joined to the practice in public life of the most austere 
 and self-sacrificing virtue. Both served the State with 
 courage, ability, and zeal; but the one, after a brilliant 
 career in the West, was forced into retirement, and the 
 other, after splendid services in the East, was exiled and 
 poisoned. 
 
 Previous to the introduction of the Greek philoso- 
 phy, and the Greek education and social habits, the Ro- 
 man people were M'orthy of their noblest representative 
 — Camillus. At that early period of their history they 
 rewarded virtue and punished vice. But during the Em- 
 pire, after the invasion of Greek manners, they were 
 unworthy of their best representatives — Cato, Germani- 
 cus, and Agricola. To those great and good men they 
 ]>refcrrcd (Jivsar, Caligula, and Nero: they rewarded vice 
 and punished virtue. There is in this circumstance un-
 
 EDUCATION AND THE SOCIAL PROBLEM. 275 
 
 questionable evidence of a great declension in character. 
 Biit the remarkable fact in regard to this period of Ro- 
 man history is that the declension in character was ac- 
 companied by a species of great mental growth or power. 
 
 During this period a literature was created which has 
 ever since been famous, and which still exerts a consid- 
 erable influence upon man. Csesar's Commentaries, the 
 Orations of Cicero, the Annals of Tacitus, Livy's History, 
 the Odes and Satires of Horace, the Meditations of Au- 
 relius, and the Morals of Seneca are in all the world's 
 libraries, and, in the universities, are placed in the hands 
 of the most favored youth of all the civilized countries 
 of the world, as models of style and exponents of a civ- 
 ilization whence all modern civilizations sprung. But 
 this literature possessed no saving quality, because in so 
 far as it was elevated in morals it did not represent the 
 Roman people, not even the authors themselves general- 
 ly, as has been shown. As a matter of fact, during the 
 period of the creation of the great literature of Rome, 
 Darwin's law of "reversion" was in active operation. 
 There was a " black sheep " in every noble Roman fami- 
 ly. Bad men appeared, not now and then, at long inter- 
 vals, as in all civilizations, but every day and everywhere ; 
 and these men were political and social leaders. They 
 moulded the policy of the State and set the fashion in 
 society. Under their direction the Roman people retro- 
 graded towards a state of savagery, and savagery is but 
 another name for selfishness. Selfishness in its worst 
 estate is the essence of human depravity, and to that con- 
 dition the Roman people fell, at the time when their mor- 
 alists were inditing those sublime sentiments which still 
 challenge the admiration of all great and good men. 
 
 That the Roman people were as dead to the influence
 
 376 MIND AND HAND. 
 
 of high moral sentiments as the Britons were when first 
 encountered by C?esar, shows that they had degener- 
 ated to a similar condition of savagery, or to a condi- 
 tion of absolute sellishness, which is its moral equivalent. 
 Given a savage state, two savages and one dinner ; the 
 savages w^ill tight to the death for the dinner. Given a 
 state of civilization absolutely selfish, two contestants and 
 one prize ; each contestant will exhaust all the resources 
 of artifice, duplicity, and falsehood to secure the prize. 
 To this deplorable condition the Roman people were re- 
 duced by subjective educational processes. Selfisliness 
 causes the individual to seek his own interest in total dis- 
 regard of the interest of others. Hence it tends directly 
 to the disintegration of society, since the essence of the 
 civil compact is the pledge of each member of the com- 
 munity that he will do no injury to his fellows. Selfish- 
 ness violates this pledge ; for to gain its end it ruthlessly 
 crushes whatever appears in its path. 
 
 In Rome selfishness did its complete work. It trans- 
 formed the government from a pure democracy into an 
 oligarchy composed of wealthy citizens, who called them- 
 selves nobles. By this class wealth was made the sole 
 standard of social and political distinction, and in its 
 presence, and through its infiucnce, the old strife between 
 the patricians and the plebeians gave way to a state of 
 hostility between the rich and the poor — always the last 
 analysis of social disorder. The contest was distinguished 
 by assassinations, embezzlements of the public money, 
 the quarrels of rival demagogues, and civil wars, and it 
 culminated in Ctesar and the empire. 
 
 The nobles, or aristocrats, who wrought the work of 
 transformation, were refined and elegant in their man- 
 ners, and accomplished in the tricks of finance, the tech-
 
 EDUCATION AND THE SOCIAL PROBLEM. 211 
 
 nicalities of the law, and the arts of oratory. They were 
 the product of the Roman schools of rhetoric and logic, 
 whose subjective methods obscured the truth, promoted 
 vanity, and deified selfishness. All the guards of honor 
 and rectitude having been swept away by Caesar, a savage 
 contest for supremacy ensued among the aristocrats. The 
 prize for which they contended consisted of the spoil of 
 the Roman legions and the product of the labor of the 
 Roman slaves. This was the Roman patrimony — the 
 price of blood and of the sweat of enforced toil. For 
 this prize the Roman aristocrats struggled like savages 
 fighting for the one dinner. 
 
 It is the old struggle, the struggle witnessed by each, 
 in turn, of the nations of antiquity — the struggle in which 
 selfishness vanquishes itself. But this is a struggle of 
 giants, is on a grander scale, and is more conspicuous, 
 for the historian, pen in hand, records its bloody scenes. 
 It is the last act in a great drama, a drama that has lasted 
 a thousand years. It is the conclusion of the long strug- 
 gle of a few large-brained, unscrupulous individuals, to 
 grasp the fruits of the toil of all men. The conspirators 
 are about to fail, as such conspiracies have always failed 
 and must always fail, and like Samson in his blind fury 
 they will pull down upon their own devoted heads the 
 pillars of the temple. The struggle culminates in a hand- 
 to-hand confiict for the mastery between the bafiled chiefs 
 of the conspiracy to enslave mankind — the supreme ef- 
 fort of selfishness — and it involves the authors and their 
 victims in one common disaster. Once more it is proved 
 that a false system of education, a system which exalts 
 abstract ideas and degrades things, promotes selfishness ; 
 that selfishness is the equivalent of savagery, and that 
 savagery, however refined, wrecks society.
 
 ^Tji MIND JlND HAKD. 
 
 CHAin'EK XXHI. 
 EIHOATION AM> TUK SOCIAL 1»K0BLEM-HIST0R1C. 
 
 f HE MIVVL K A « b' S . 
 
 The Trinity upon which Civilizatiou Rests : Justice, the Arts, aud 
 Labor; and these l>epcud upou Scieutitic Education. — Reast.m of 
 the F.Hilurc of Theodoric and Charlemagne to Keconstruct the 
 Pagan Civilization. — Contempt of >L-iu. — Serfdom. — The Vices of 
 the Time : False Philosophy, an (.Mious Social Caste, and Iguo 
 rauce.— The Splendid Career of the Moors in Spain, iu Contrast. — 
 Effect upon Spain of the Expulsion of the Moors. —The Repressive 
 Force of Authority and the Atn.K'ious Philosophy of Contempt of 
 Man.— The Rule of Italy— a Menace and a Sneer. — The work, of 
 Regeneration. — The Crusades. — The Destruction of Feudalism. — 
 The Invention of Printing— The Discovery of America. — Investi- 
 gation.- Discoveries iu Science and Art. 
 
 Civilization languishes iu au atuiosplieiv of iujustice, 
 and if the injustice is gross, as slavery, for e.xaniple, and 
 long continued, the State perishes in the social cinivul- 
 sion which ensues. Thus perished tlie nations of an- 
 tiquity. Civilization depends upon the useful arts; in 
 them it had its origin, and with thetn it advanet^s. The 
 savage, in his most primitive state, is ignorant of all the 
 arts; the most highly civilized man is familiar with, and 
 under obligations to, all of them. The useful arts de- 
 pend u^K>n labor. If the laborer is degraded, the use- 
 ful arts decline, as he sinks, in the social scale ; if he is 
 honored, they advance, as he rises. The trinity upon 
 which civilization rests is, therefore, justice, the useful 
 arts, and labor; and this trinity of siiving forces depends 
 in turn upon the scientific education of man. Rome
 
 EDUCATION AND TIIK SOCIAL I'KOMLKM. 'J'Ti) 
 
 lu>l(l nil tlu'sc^ tliiiii;s in coiitcmpl, ;m<l Ikoiiic |»('ris]u>(l. 
 AiiMi'div (MisikmI, ;uh1, from :i, stale ol i;(>\ cniiiuMilal cha- 
 os, the foudiil systoin was evohcd. A hi-icl" analysis 
 of the history of the iue(liii'\al pei-iod will show that 
 education was unscienlilie, and conscMincnllv that jus- 
 ticio was scorned, the nsel'nl arts n(>i;lecled, and labor 
 despised. 
 
 Thcodoric sti'ove to stem the tide of denioralizal ion 
 wliieh siicciH'ded the overthi-ow of the pagans in Italy. 
 llo was a st'ini-harharian, hut a. man of genius, and leu 
 years of his youth, spent at ( \)nstaiitiuople, ta,Ui>;ht him 
 tlie value of civilization. Under his reii;ii there was 
 a restorati(tu of the common industries, work on iutei'- 
 ual improveuieuts was resunu'd, and there was a, inniv- 
 al of polite literature and the lint^ arts. \\u\ there was 
 no general ])rosperity because there was no i;'eneral sys- 
 t(Mn of education. Polite literature must rest n|)on a 
 basis of iz;eneral culture, or it is valueless to the country 
 in which it llourishes. So of the line arts; they eaii ex- 
 ist l(\i;itimately oidy as the naiui'aJ outi;i-owlh and «mu- 
 bellishment of the useful ai-ts.* In the dne ordei- of de- 
 velo})ment the useful precede the line ai'ts. Theodoric 
 be<i;au the reconstruction of the Cixhausted Roman civili- 
 zation from the top, and his work was a, (^omj)let(^ failure, 
 
 * "Tint it is one tliiiit!: to !uliiiit tluil a'stliclic nillnrc is in u Iiij^li 
 dcgrco coiuliicivc to Immiiii liiippincss, mikI iiiioMicr tliinii' to jidmil 
 that il is a rniuiamciilnl r('(|uisilc lo iuiiniin luippincsN, llo\\c\cr 
 iinporliiiil il, inay he, il must yield precedence to those kinds of cult 
 urc wliieli heiir more directly upon the duties of life, As hel'ore 
 hinted, liteinture and the line arts are made possible by those activi- 
 ties which make individual and social life? possible; and maiufestly 
 that which is made i)ossiblc nuist be postponed to that which makes 
 it possible."—" I<;ducati()n," p. 73. Hy Herbert Spencer. New York: 
 T). Applelon iV Co.. ISS:!.
 
 280 MIND AND HAND. 
 
 of course, because it had no foundation. It was like the 
 Greek and Roman philosophy, it had no basis of tilings 
 to rest upon. Hence the order evoked from chaos by 
 the great Ostrogoth to chaos soon returned. 
 
 Charlemagne also attempted to reconstruct a worn-out 
 civilization through the revival of polite literature and 
 the fine arts. He assembled at his court distinguished 
 litterateurs from all parts of the world, with the view 
 of reviving classical learning. He established a normal 
 school called " The Palatine," whence classically trained 
 teachers were sent into the provinces. He constructed 
 gorgeous palaces, some of which were ornamented with 
 colunms and sculptural fragments, the spoil of the earlier 
 architectural triumphs of Italy. But he did not found 
 schools for the education of the common people. The 
 common people were serfs. The theory of Plato still 
 prevailed, namely, that the majority is always dull, and 
 always wrong ; that wisdom and virtue reside in the 
 minority. In pursuance of this theory, which happens, 
 curiously enough, to inure to the exclusive benefit of its 
 inventoi's and sup])orters, education was confined to a 
 small class. The training of the masses was wholly neg- 
 lected, and they were poor, ignorant, and brutal. The 
 state of mediaeval society is graphically summarized by a 
 modern historian : 
 
 " In the castle sits the baron, with his children on his 
 lap, and his wife leaning on his shoulder; the troubadour 
 sings, and the l)age and the demoiselle exchange a glance 
 of love. The castle is the home of music and chivalry 
 and family affection ; the convent is the home of relig- 
 ion and of art. Ihit the ])e(»ple cower in their wooden 
 huts, half starved, half frozen, and wolves sniff at them 
 tlirough the chinks in the walls. The convent prays and
 
 EDUCATION AND THE SOCIAL PKOBLEM. 281 
 
 the castle sings ; the cottage hungers and groans and 
 dies."* 
 
 Enterprise was the slave of superstition and ignorance. 
 Some monks in Germany desired to erect a corn -mill, 
 but a neighboring lord objected, declaring that the wind 
 belonged to him. The useful arts were unknown and un- 
 studied except by the monks, and their practice of them 
 was confined chiefly to fashioning utensils for the use 
 of the altar. Mankind lay in a state of intellectual and 
 moral paralysis. Feudalism emasculated human energy. 
 One art only flourished — the art of war. The pursuit of 
 any of the useful arts, beyond that of agriculture, by the 
 serfs, was imjDracticable, since sufficient time could not be 
 spared from feudal strife for the proper tillage of the 
 soil. The vassal was always subject to summary call to 
 arms. If in the spring the noble wished to fight, the 
 fields remained unplanted ; if he wished to fight in the 
 fall, the harvest remained ungathered. The serf, there- 
 fore, led a precarious life. If he escaped death in battle, 
 he was still quite likely to die of starvation. In the fer- 
 tile plains of Lombardy, in the first half of the thirteenth 
 century, there were five famines ! 
 
 Nothing happens without due cause. The misfort- 
 unes suffered by the people of Europe during the Mid- 
 dle Ages did not fall upon them from the clouds. The 
 moral darkness which veiled the face of justice, and the 
 intellectual stupor which prevented scientific and art 
 researches, are not inexplicable mysteries. The vices, 
 the cruelties, the poverty, and the pitiable supersti- 
 tions of that time were the product of a false phi- 
 
 * " The Martyrdom of Man." By Winwood Reade. New York : 
 Charles P. Somerby, 1876.
 
 282 MIND AND HAND. 
 
 losopliy, an odious social caste, and a state of general 
 ignorance. 
 
 It happens that for hundreds of years of this period 
 of wretchedness and crime there was in the heart of 
 Europe an industrious, cultured, prosperous, and happy 
 people. Their religion forbade the taking of usurious 
 interest under terrible moral penalties ; it also forbade 
 " all distinctions of caste," and enjoined full social equal- 
 ity. They were the friends of education. " To every 
 mosque was attached a public school, in which the chil- 
 dren of the poor were taught to read and write." They 
 established libraries in their chief cities, and were the 
 patrons of the sciences and of the useful arts in all their 
 forms. In a word, to the general prevalence of super- 
 stition and ignorance in Europe the Moors in Spain con- 
 stituted a glowing exception. 
 
 Wherever the Saracen went he carried science and art. 
 He honored labor, and genius and learning followed in 
 his footsteps. Taught by learned Jews, he studied the 
 works of the ancient philosophers, and preserved and ex- 
 tended their knowledge of astronomy, chemistry, alge- 
 bra, and geography. Cordova was the abode of wealth, 
 learning, refinement, and the arts. Its mosques and pal- 
 aces were models of architectural splendor, and its indus- 
 tries employed 200,000 families. Seville contained 16,000 
 silk-looms, and employed 180,000 weavers. The banks 
 of the Guadalquivir were thickly studded with those 
 gems of free labor, manufacturing villages. The dyeing 
 of silk and wool fabrics was carried to great perfection, 
 and the Moorish metal - workers were the most expert 
 of the time. The Saracen invented cotton paper, intro- 
 duced into Spain cotton and leather manufactures, and 
 promoted the cultivation of sugar-cane, rice, and the mul-
 
 EDUCATION AND THE SOCIAL PROBLEM. 283 
 
 berrj. Nor did he neglect agriculture in any of its 
 branches ; he created a new era in husbandry. His king- 
 dom in Spain was the richest and most prosperous in the 
 Western world ; indeed, its prosperity was in striking 
 contrast with the poverty and misery of the peoples by 
 whom it was surrounded. Under the third caliph its 
 revenue reached £6,000,000 sterling, a sum, as Gibbon 
 remarks, which in the tenth century probably surpassed 
 the united revenues of all the Christian monarchs. But 
 these industrious, cultured people were the descendants 
 of invaders, and the Spaniards, under the influence of a 
 blind and unreasoning impulse of religious and patriotic 
 zeal, drove them from the soil they had literally made to 
 " blossom like the rose," and themselves relapsed into a 
 state of indolence, ignorance, and poverty. 
 
 From the effects of the persecution of a race of artif- 
 icers, and the proscription of the useful arts, Spain has 
 never recovered. She has since always been, and is to- 
 day, a striking exemplification of the verity of the prop- 
 osition that stagnation in the useful arts is the death of 
 civilization. In the last half of the seventeenth century 
 the people of Madrid were threatened with starvation. 
 To avert the impending calamity the adjacent country 
 was scoured by the military, and the inhabitants com- 
 pelled to yield supplies. There was danger that the 
 Royal family would go hungry to bed. The tax-gath- 
 erer sold houses and furniture, and the inhabitants were 
 forced to fly ; the fields were left uncultivated, and mul- 
 titudes died from want and exposure. During the sev-' 
 enteenth century Madrid lost half its population ; the 
 looms of Seville were silenced ; the woollen manufact- 
 ures of Toledo were transferred by the exiled Moriscoes 
 to Tunis ; Castile, Segovia, and Burgos lost their manu-
 
 284 MIND AND HAND. 
 
 factures, and their inhabitants were reduced to poverty 
 and despair.* 
 
 Two leading causes contributed to reduce the people 
 of Europe during the Middle Ages to a state of moral 
 obliquity, intellectual torpor, and physical incapacity — 
 the repressive force of authority and the atrocious phi- 
 losophy of contempt of man formulated by Machiavelli. 
 The one forbade scientific investigation, the other stran- 
 gled the spirit of invention in the grip of enforced igno- 
 rance. Authority chilled courage, and contempt withered 
 hope. Italy governed the world, and her rule consisted 
 of a menace and a sneer. Under this regime of cruelty 
 and cynicism man shrunk into a state of moral cowardice 
 and intellectual lethargy. 
 
 The political maxims which bear the name of Machia- 
 velli were not invented by him. When he formulated 
 them, in 1513, they had been in force in Italy a thousand 
 years. These maxims explain tlie fact of the existence 
 of a period of the world's history known as " the Dark 
 Ages." The chief of them divides the human race into 
 three classes, the members of the first of which under- 
 stand things by their own natural powers ; the second 
 when they are explained to them ; the third not at all. 
 The third class embraces a vast majority of men ; the 
 second only a small number ; the first a very small num- 
 ber. The first class is to rule both the otlier classes, the 
 second by craft aiid duplicity, the third by authority, 
 and, that failing, by force. Other maxims assume the 
 despicable character of all men, and justify falsehood, 
 
 * "Tho Intf'llectual Development of Europe," Vol. II., Chap. II. 
 By .Joliii Williiiin Draper, M.D.. LL.D. New York: Harper «& 
 Hrotlicrs ; "History of Civilization in England," V^)l. II., C'liap. I. 
 liy Ikury Tiionia.s IJiickle. Now York: D. Applelou «& Co., 1864.
 
 EDUCATION AND THE SOCIAL PROBLEM. 285 
 
 duplicity, cruelty, and murder, in the ruling class. A 
 single proposition shows the infamy of the whole system, 
 namely, " There are three ways of deciding any contest 
 — by fraud, by force, or by law, and a wise man will 
 make the most suitable choice."* These are maxims not 
 of civilization but of barbarism. They involve a state 
 of slavery, and where slavery exists the useful arts de- 
 cline, and ultimately perish. And so it was in the Mid- 
 dle Ages. 
 
 Several great events led to the emancipation of the 
 people of Europe from the joint reign of authority and 
 contempt. The learning of the Jews and Saracens — 
 their knowledge of the arts and sciences — gradually 
 spread, and occupied the minds of cloistered students, 
 giving to them an intellectual impulse. The Crusades, 
 pitiful and prolific of horrors as they were, shed a great 
 light upon Europe. They brought the men of the "West 
 face to face with a practical progressive civilization — a 
 civilization that "filled the earth with prodigies of hu- 
 man skill." The Crusaders were told that they would 
 be led against hordes of barbarians. What astonishment 
 nnist have seized them when they stood under the walls 
 of Constantinople and beheld its splendors ! Nor was 
 their surprise less, doubtless, in the character of the foe 
 they encountered. They had expected to meet with 
 treachery and cruelty; they found chivalry, courtesy, 
 and high culture.f 
 
 These surprises and contrasts profoundly impressed 
 the Crusaders, and they returned to Europe relieved of 
 
 * " The Prince," Chap. XVIII. By Niccolo Machiavelli. 
 
 f "The Intellectual Development of Europe," Vol. II., pp. 135, 
 136. By John William Draper, M.D., LL.D. New York: Harper 
 & Brothers.
 
 286 MIND AND HAND. 
 
 many illusions, and notably of the fallacy that the wealth 
 of Eastern princes was destined to supply the waste of 
 their own squandered estates. They returned, too, to 
 find a new civilization in process of development. Two 
 hundred years of comparative freedom from the repres- 
 sive force of feudalism changed the face of the country 
 and the character of its people. During the absence of 
 the nobles, in the Holy Land, a middle class sprung into 
 existence, possessing the qualities which always distin- 
 guish that class — thrift and prudence. The mortgaged 
 estates of the Crusaders had fallen partly into their 
 hands, and partly into the hands of the Crown. Towns 
 had sprung up, and a commercial class and a manufact- 
 ui-ine; class had been formed. The artisan became a fac- 
 tor in the social problem. He offered his wares to the 
 lords and ladies of the castles, and they bought them- 
 selves poor. As Emerson says, " The banker with his 
 seven per cent, drove the earl out of his castle." In the 
 eleventh century nobility was above price, in the thir- 
 teenth it was for sale, and soon afterwards it was offered 
 as a gift. 
 
 The invention of printing, the art preservative of all 
 arts, removed the seal from the lips of learning. The 
 desire to conceal is no match for the desire to print. 
 Thenceforth, through the medium of types, the voice of 
 genius was destined to reach to the ends of the earth ; 
 and, more important still, every discovery in science, and 
 every invention in art, became the sure heritage of future 
 ages. 
 
 The discovery of America was the crowning act of 
 man's emancipation. In sweeping away the last vestige 
 of the theory on Avhich patristic geography was based, 
 Columbus freed mankind. In the cry of "land ho!"
 
 EDUCATION AND THE SOCIAL PROBLEM. 287 
 
 with which he greeted the new continent, he sounded 
 the death-knell of intellectual slavery. His was the last 
 act in a series of acts which struck off the shackles of 
 thought, and let in upon the long night of the Middle 
 Ages the clear light of day. Leonardo da Yinci took up 
 the interrupted work of Archimedes, and the science of 
 mechanics made rapid progress. At last it was correctly 
 observed that " experiment is the only interpreter of nat- 
 ure," and the development of natural philosophy began. 
 Bruno was still to be burned, and Galileo imprisoned. 
 But the persecutors of those great men were no longer 
 moved by mere blind zeal. They believed and trembled, 
 and in seeking to drown the truth in the blood of the 
 votaries of science, they rendered it more conspicuous. 
 By the light of the flames which consumed the body of 
 the too daring philosopher a thousand scientists studied 
 the stars, the earth, and the air. 
 
 The invention of printing paralyzed authority, and the 
 discovery of America gave wings to hope. A few manu- 
 scripts could be locked in vaults or burned, but millions 
 of books must inevitably, ultimately, find their way to 
 the people. Books were, therefore, the sure promise of 
 universal culture — the precursor of the common school. 
 The discovery of another continent startled the people of 
 Europe from the deep sleep of a thousand years, and sent 
 a fresh current of blood surging through their veins. It 
 seemed like a sort of new creation, and appealed power- 
 fully to the imagination. And it is always the imagina- 
 tion that " blazes " the path to glorious achievements. It 
 is through the imagination that men are moved to " crave 
 after the unseen,"" and through the imagination that the 
 human mind becomes big with " bold and lofty concep- 
 tions." A new world having been discovered by one man,
 
 MIND AND HAND. 
 
 it was natural that all men. should be put upon inquiry. 
 Hence the era of investigation, the resulting discoveries 
 of science, and their innumerable applications, through 
 the useful arts, to the fast multiplying needs of man.
 
 EDUCATION AMD THE SOCIAL PKOBLEM. 289 
 
 CHAPTER XXIV. 
 EDUCATION AND THE SOCIAL PROBLEM— HISTORIC. 
 
 EUROPE. 
 
 The Standing Army a Legacy of Evil from the Middle Ages.— It is 
 the Controlling Feature of the European Situation.— Its Collateral 
 Evils: Wars and Debts.— The Debts of Europe Represent a Series 
 of Colossal Crimes against the People ; with the Armies and Na- 
 vies they Absorb the Bulk of the Annual Revenue.— The People 
 Fleeing from them.— They Threaten Bankruptcy ; they Prevent 
 Education.— Germany, the best-educated Nation in Europe, losing 
 most by Emigration. — Her People will not Endure the Standing 
 Army. — The Folly of the European International Policy of Hate. 
 —It is Possible for Europe to Restore to Productive Employ- 
 ments 3,000.000 of men, to place at the Disposal of her Educators 
 $700,000,000, instead of $70,000,000 per annum, and to pay her 
 National Debts in Fifty-four Years, simply by the Disbandment 
 of her Armies and Navies. — The Armament of Europe Stands in 
 the Way of Universal Education and of Universal Industrial Pros- 
 perity. — Standing Armies the Last Analysis of Selfishness; they 
 are Coeval with the Revival during the Middle Ages of the Greco- 
 Roman Sul)jective Methods of Education. — They must go out 
 Tvhen the New Education comes in. 
 
 The niediceval period conferred upon man two great 
 blessings — a new continent and the art of printing. It 
 also left a legacy of evil. With the partition of Europe 
 into great States the modern age began, and it began 
 with this inheritance of evil from the Middle Ages — the 
 standing army. 
 
 The feudal lords wrecked their estates and sacrificed 
 their lives during the Crusades, and a middle class arose 
 and united with the kings in the government of the
 
 290 MIND AND HAND. 
 
 State. But this alliance was of short duration ; it soon 
 gave way to an alliance which proved to be enduring — 
 an alliance between the aristocracy and the kings. 
 
 By the ruin of feudalism thousands of serfs were set 
 free. Trained to arms, it was easy to make soldiers of 
 them. They were accordingly converted into merce- 
 nary troops — mustered into the service of the new alli- 
 ance as guards of the modern State. Thus the standing 
 armies of the " great powers " originated. This legacy 
 of evil has so increased in magnitude that it is, to-day, 
 the dominant feature of European public economy, and 
 the portentous fact of the social problem. 
 
 The standing armies of Europe number two million five 
 hundred thousand men, and their naval auxiliaries con- 
 sist of three thousand vessels, thirty thousand guns, and 
 two hundred thousand men. This is the mammoth evil 
 bequeathed to Europe by the Middle Ages, and out of 
 it many collateral evils have sprung, as wars, debts, and 
 exorbitant tax levies. * 
 
 Tiiirty years ago the national debts of the govern- 
 ments of Europe had risen to $9,000,000,000. Since that 
 time they have almost trebled ! The cause of this vast in- 
 crease is easy to find. It consists chiefly of four great wars, 
 namely, the Crimean war of 1854—56, the Franco-Sar- 
 dinian war against Austria in 1859, the German-Italian 
 war of 186G, and the Franco-Prussian war of 1870-72. 
 These wars were waged to maintain what is termed the 
 balance of power ; they involved no principle afiecting 
 the riglits of man. Whatever their issue, no gain could 
 hence accrue to the people of Europe. And this is the 
 nature of most of the wars in which the standing armies 
 of P^urope have been em})loyed since their orgaTiization. 
 But the European budget shows that they are the over-
 
 EDUCATION AND THE SOCIAL PROBLEM. 291 
 
 shadowing feature of the European governmental sys- 
 tems. 
 
 The annual revenue of the States of Europe is about 
 $1,725,000,000. Of this sum $700,000,000 is devoted to 
 the support of the standing armies and navies, and as 
 much more is required to meet the interest charge on 
 the debts created in the prosecution of wars waged to 
 maintain the balance of power! Thus, of the aggregate 
 of European revenue, the sum of $1,400,000,000 is de- 
 voted to the purely supposititious theory that the sub- 
 jects of the great powers are inflamed with an intense 
 desire to cut one another's throats, while the small sum 
 of $325,000,000 is left for the support of the civil serv- 
 ice, comprising all the strictly legitimate objects of gov- 
 ernment, and including education ! 
 
 The national debts of Europe represent a series of 
 colossal crimes against the people. They were incurred 
 in the prosecution of unnecessary wars, and for the sup- 
 port of unnecessary standing armies. With relation to 
 these debts the people are divided into two classes — one 
 class owns them and the other class pays interest on 
 them. This relationship comprehends future generations 
 in perpetuity. Every child born in Europe inherits 
 either an estate in these debts or an obligation to con- 
 tribute towards the payment of the interest upon them. 
 Thus the fruits of a great crime have been transmuted 
 into a vested right in one class of people, and into a 
 vested wrong in another class.* 
 
 * "For instance, I have seven thousand pounds in what we call 
 the Funds or Founded things ; but I am not comfortable about the 
 founding of them. All that I can see of them is a square bit of 
 paper, with some ugly printing on it, and all that I know of them is 
 that this bit of paper gives me the right to tax you every year, and
 
 293 MIND AND HAND. 
 
 If the European standing armies and navies had not 
 been raised and kept up, and if the revenue devoted to 
 tlieir support had been expended for schools, there would 
 not now be an uneducated person in Europe. If these 
 standing armies and navies were now disbanded, and the 
 revenue at present expended for their support diverted 
 to the support of schools, and so applied continuously 
 for half a century, there would not be, at the end of that 
 period, an illiterate person in Europe. 
 
 Under existing conditions the debts of the European 
 nations cannot be paid. But vast as the sum of them is, 
 their payment is not only possible, bnt practicable in a 
 very short time. Disband the standing armies and navies, 
 and continue the present rate of taxation, and there would 
 be an annual surplus revenue of $700,000,000. Apply 
 this sum, together with the surplus of the interest appro- 
 priation, accruing through the I'esulting yearly decrease 
 of the interest charge, to the liquidation of these debts, 
 and they would be extinguished in about twenty years.^ 
 But if the period during which provision is made for 
 tlie extinguishment of these debts be extended to fifty- 
 foui- years, and, meantime, the present rate of taxation be 
 maintained, there would be released and rendered avail- 
 make you pay me two hundred pounds out of your wages; which is 
 very pleasant for me; but liovv long will you be pleased to do so? 
 Suppose it should occur to you, any summer's day, that you had bet- 
 ter not? Where would my seven thousand pounds be? In fact, 
 where are they now? We call ourselves a rich people ; but you see 
 this seven thousand pounds of mine has no real existence — it only 
 means that you, the workers, are poorer by two hundred pounds a 
 year than j^ou would be if I hadn't got it. And this is surely a very 
 odd kind of money for a country to boast of." — " Fors Clavigera," 
 Part I., p. 67. By John Ruskin, LL.D. New York: John Wiley 
 «fc Sons, l«bO.
 
 EDUCATION AND THE SOCIAL PROBLEM. 293 
 
 able for educational purposes, annually, the sum of 
 $600,000,000. 
 
 What is tlie purpose, it may be inquired, of these cal- 
 culations ? Tlieir purpose is to show what the armies 
 and navies of Europe cost, and what they stand in the 
 way of. They cost so much that not a dolhir of tlie 
 national debts of Europe can be paid while they con- 
 tinue to exist. They cost so much tliat the people who 
 are taxed to support them are fleeing from them as from 
 a scourge. They cost so much that the decline of the 
 nations which support them has already begun, and this 
 decline can be arrested only by their disbandment. 
 
 That the nations of Europe are declining is shown by 
 the statistics of emigration. The foundation of national 
 prosperity is manual labor. There must be a solid basis 
 of industrial growth for the superstructure of elegance, 
 refinement, luxury, and culture. Manual labor is as es- 
 sential to triumphs in literature, music, and the fine arts 
 as the foundations of the Brooklyn Bridge, buried in the 
 earth, are to the beautiful arch which spans the great 
 river. And in the strife for supremacy between the 
 nations of the world the maintenance of these triumphs 
 depends, also, upon manual labor.* The real flower of a 
 
 * "Now, therefore, see briefly what it all comes to. First, you 
 spend eighty millions of money in fireworks [war], doing no end of 
 damage in letting them off. 
 
 "Then you borrow money to pay the firework-maker's bill, from 
 any gain-loving persons who have got it. 
 
 "And then, dressing your bailiff's men in new red coats and cocked 
 hats, you send them drumming and trumpeting into the fields, to 
 take the peasants by the throat, and make them pay the interest on 
 what you have borrowed, and the expense of the cocked hats besides. 
 
 "That is 'financiering,' my friends, as the mob of the money- 
 makers understand it. And they understand it well. For that is
 
 294 MIND AND HAND. 
 
 population is, therefore, its labor class. All otlier classes 
 depend upon it, and all national triumphs spring from it. 
 Hence a drain upon the labor class of a nation is a drain 
 upon its most vital resource. The nation that suffers 
 such a drain continuously is in its decadence. It loses 
 some of its vigor, some of its productive power, and the 
 loss is not supplied. True, the poor emigrant takes with 
 him no part of the splendors of the country he leaves, 
 but his brawny arm and skilled hand have contributed to 
 the support of national pomp and social elegance, and as 
 he steps aboard the steamer he withdraws that support 
 forever. 
 
 Napoleon the Infamous plundered the conquered cap- 
 itals of Europe to beautify and enrich the art treasuries 
 of Paris. The art treasures of Europe are destined to 
 cross the ocean, in the track of the column of emigration, 
 if the flower of her labor class continues to flee from her 
 standing armies and navies, as the statues of Rome 
 followed the army of the modern Caesar. For where 
 the flowei' of the world's labor class gathers, there 
 wealth most abounds. Labor, not gold and silver, is 
 the source of wealth, hence it is to the laborer that art 
 triumphs are due, and this is the order of their devel- 
 opment. The laborer provides for immediate, pressing 
 wants; he is prudent, and accumulates a surplus; he 
 hungers for education ; he develops a love of the beauti- 
 
 whiit it always comes to, ruially — taking the peasant bj' the throat. 
 lie iiiHHt pay — for lie only can. Food can only be got out of the 
 ground, and all these devices of soldiership, and law, and arithmetic, 
 are but ways of getting at last down to him, the furrow-driver, and 
 snatching the roots from him as he digs." — " Fors Clavigera," Part 
 II., p. 27. By John Ruskin, LL.D. New York: John Wiley & 
 Sons, 1882.
 
 EDUCATION AND THE SOCIAL PROBLKM. 295 
 
 fill ; he seeks to dignify his life and adorn his home ; he 
 patronizes art ; he draws to himself the art treasures of 
 the world. 
 
 The standing armies and navies of Europe have cost 
 the European laborer the sacrilice of all these pleasing 
 and noble aspirations.^ Beyond the point of providing 
 for " immediate pressing wants " he has not been able 
 to pass. His surplus goes to the tax-gatherer, to feed 
 and clothe the army and the navy. His desire for edu- 
 cation, his love of the beautiful, his hope of a digni- 
 fied life, and of a home adorned by art — these all are 
 dreams, illusions, which vanish into thin air in the pres- 
 ence of the substantial fact of the annual European bud- 
 get — for the support of the standing armies and navies 
 $700,000,000 ! 
 
 In the way of the payment of the national debts of 
 Europe her standing armies and navies rear themselves 
 like an impassable wall. Against any general education- 
 al system they have hitherto constituted an insurmounta- 
 ble barrier ; and in the future, as in the past, their main- 
 tenance dooms the masses to illiteracy. They stand in 
 the way especially of the incorporation, in the curricu- 
 lum of the public schools, of the manual element in edu- 
 cation, because it is the most expensive, as it is the most 
 important part of instruction. 
 
 Germany affords an admirable example of the power 
 of education, even though defective in character, and of 
 the disgust with which standing armies inspire an intel- 
 ligent people. The Germans are the best-educated peo- 
 ple in Europe. The educational system of Germany was 
 established by Prussia as a politico - economic measure 
 after the humiliation of the German States by Bona- 
 parte. Said Frederick William, " Though territory, pow-
 
 396 MIND AND HAND. 
 
 er, and prestige be lost, they can be regained by ac- 
 quiring intellectual and moral jDower." The outcome 
 of the Franco-Prussian war of 1870 verified the truth 
 of this prediction. Her freedom from debt enabled 
 Prussia to inaugurate and carry forward a comprehen- 
 sive educational system, which in turn enabled her not 
 only to vanquish her ancient enemy, but to make France 
 pay the cost of her own humiliation. Thus at a single 
 stroke Prussia avenged the defeats suffered at the hands 
 of the first Napoleon, and permanently weakened France 
 by compelling her vastly to increase her national debt. 
 
 The alacrity with which the French people subscribed 
 for the new bonds was much remarked upon, at the time, 
 as evincing both financial soundness and patriotism. But 
 the really grave feature of the situation — the vast aug- 
 mentation of the public burdens of France — was scarcely 
 mentioned, and was, perhaps, philosophically considered 
 only by that astute statesman, Prince Bismarck. The 
 war with Germany cost France $2,000,000,000, and com- 
 pelled an enormous increase of taxation. The debt state- 
 ment for 1877 was $4,635,000,000 — tiie expenditures 
 $533,000,000 ; and of this latter sum $373,000,000 were 
 absorbed by the army, the navy, and the national debt ! 
 
 The significant feature of the European situation is 
 the freedom from debt of Germany. It is by virtue of 
 this fact that she holds the first place in Eiu'ope. Her 
 rate of taxation is as low as that of little Switzerland. 
 All the other Great Powers are hampered by great debts. 
 Spain is bankrupt; she does not pay the interest on her 
 debt. Austria increases her del)t every year; she is prac- 
 tically bankrupt. It is only a question (jf time, if stand- 
 ing armies and navies continue to be maintained and 
 wars to occur, when all the debtor nations will be re-
 
 EDUCATION AND THE SOCIAL PROBLEM. 297 
 
 duced to bankruptcy.* The nation sinks as tlie column 
 of debt rises. France cannot double lier debt again and 
 make lier people paj interest on it. England draws 
 from lier citizens a larger per capita revenue than any 
 other nation of Europe, except France, and she has 
 nearly touched the limit of their capacity to pay taxes. 
 A sudden and considerable increase of her debt would 
 strain the Government, and might shatter it. 
 
 Thus, the more searching the analysis of the Euro- 
 pean situation, the more clear does the exceptional 
 strength of Germany appear. But out of her abundant 
 strength a weakness has been evolved. The sj^stem of 
 education that rendered the Germans so powerful against 
 France as soldiers, has made them thoughtful citizens. 
 It has revolutionized the public sentiment of Germany 
 on the subject of government. In the place of passion 
 it has substituted reason. The Prussian "subject" for 
 whom the king thought, has become a German citizen 
 who thinks for himself, and one of his earliest reflec- 
 tions is that, in modern civilization, a standing army is a 
 solecism. The ignorant Prussian hated the French be- 
 cause hatred of them was enjoined upon him as the cor- 
 relative of the duty of blind devotion to his king. But 
 the educated German knows that the sole motive of the 
 continuance of tlie standing army is the maintenance of 
 the balance of power, which is merely a tacit agree- 
 ment between the European rulers, l)y divine right, to 
 perpetuate their oww lease of power. Hence the "in- 
 
 * " The progress of the enormous debts Avhich at present oppress, 
 and will in the long run probably ruin, all the great Nations of Eu- 
 rope, has been pretty uniform." — " Wealth of Nations," Vol. III., p. 
 392. By Adam Smith, LL.D., F.R.S. Edinburgli, 1819,
 
 298 MIND AND HAND. 
 
 tellectual and moral power " conferred upon the German 
 people, by education, reacts upon Germany in the form 
 of a drain of the flower of her population by emigra- 
 tion. 
 
 The citizenship of Germany is more valuable, in an 
 economic sense, than that of any other country of Eu- 
 rope — n.iore valuable because Germany is the most pow- 
 erful nation of the European family of States ; more 
 valuable because of them all she alone is free from debt ; 
 more valuable by reason of her more moderate scale of 
 taxation. But she still furnishes the heaviest contingent 
 to tiie column of emigration steadily moving towards 
 the United States. In a word, the most valuable citi- 
 zenship in Europe — that of Germany — is least regarded 
 and most freely surrendered. Why ? Because the Ger- 
 mans are the best-educated people in Europe. Poor as 
 the German primary school system is, it is universal, and 
 it has destroyed what it was founded chiefly to promote 
 and perpetuate, namely, reverence for, and loyalty to, 
 government by Divine right. German intelligence re- 
 volts from taxation for the support of a standing army. 
 It revolts from the theory and policy of hate upon which 
 standing armies are based. It comprehends perfectly 
 that the standing army is a menace to the freedom 
 of the citizen, at home, rather than a defence against 
 pretended danger from abroad. It scorns, as absurd, 
 the threadbare assumption that Englishmen, Frenchmen, 
 Italians, Russians, and Germans desire to fly at one an- 
 othcrs throats, and that they can be restrained only by 
 a cordon of bayonets." It realizes that the perpetuation 
 of the era of hate, through the standing army, retards 
 the mental and j)hysical progress of the human race, 
 which would be greatly promoted by the free intermin-
 
 EIJUCATION AND THE SOCIAL PROBLEM. 299 
 
 gling of tlie various nationalities of Europe.* That it is 
 from the standing army that the emigrant flees is shown 
 by the records of the military department of the Ger- 
 man government. 
 
 In the year 1883 twenty-nine thousand men were ar- 
 rested for attempting to emigrate from Germany to avoid 
 the required military service, and more than a hundred 
 thousand others, from whom service was due, refused, 
 both to report for duty, and to furnish the required ex- 
 cuses for the failure to enroll themselves. 
 
 The law of Germany requires every male citizen, capa- 
 ble of bearing arms, to serve three years in the standing 
 army — to devote three of the best years of his life to the 
 preservation of the balance of power in Europe ! In ad- 
 dition, he must serve four years in the reserve, and five 
 years in the landwehr. And this service is regarded as 
 a debt due the government. Every male child born in 
 Germany contracts this debt, in contemplation of law, in 
 the act of drawing his first breath, and nothing but death 
 releases him from the obligation. Having been taught 
 in the emperor's schools to love the emperor, when he 
 reaches the military age, a musket is placed in his hands, 
 
 * The multiplicity of languages is due to the policy of interna- 
 tional hate, inaugurated by the nations of Europe to promote the 
 selfish purposes of rulers. Barbarism is diversity; civilization is 
 unity. Tlie human race is one, provided it is civilized, and it should 
 have but one language. Language is a tool, and time consumed in 
 acquiring skill in the use of more than one tool designed for the 
 same end, is wasted. The standing armies of Europe obstruct the 
 vray to unity of language. The time will come when all civilized 
 peoples will speak one tongue, probably the English. Then language 
 will cease to be a mere vain accomplishment, and become what it 
 ought always to have been, tlie simple means of familiarizing the 
 ramd with things, and of the communication of knowledge.
 
 300 MIND AND HAND. 
 
 and lie is tatight to shoot the emperor's enemies. If he 
 refuses to enter the army he is fined ; if he refuses to 
 pay the fine he is imprisoned. 
 
 The German emperor attributes the decline in the 
 military oi'ganization to the negligence of his military 
 staff, but its true cause is the Gei-man educational sys- 
 tem. The steady augmentation of the rolls of military 
 delinquents is the measure of the growth .of German in- 
 telligence. The ease with which Geruiany conquered 
 France flattered the vanity of the educated German, but 
 it did not prevent him from emigrating to America. To 
 the cultured mind the army that wins the contest in 
 wliich no principle is involved is as odious as the army 
 that loses. To the cultured mind all standing armies are 
 odious, because they are an embodied assumption of the 
 barbarism of man, and a denial of the ethcaey of reason. 
 The great stream of German emigration attests the su- 
 periority of German culture. The educated German de- 
 clines to learn the art of shooting the emperor's enemies, 
 but he knows that Germany is, in fact, governed by its 
 standing army — by mushets — and he (piits tlie (;ountry. 
 
 Thus the chief power of Germany becomes her chief 
 weaknes.<. A system of education which has made her 
 the first nation in Europe produces wide-spread discon- 
 tent among her people, because she is governed by obso- 
 lete ideas. Nor can the loss in virile force suffered by 
 Germany, through emigration, be made good by a counter 
 movement of iiuniigi'ants fi-oiu the less favored countries 
 of Europe. The economic condition of Germany — her 
 freedom from debt and her comparatively low rate of 
 taxation — invite such a movement. Ihit the European 
 policy of international hate, created and jjerpetuated by 
 standing armies, foi'bids Germany to recoup her losses of
 
 EDUCATION AND THE SOCIAL PROBLEM. 301 
 
 men to America, tliroiigli corresponding gains of men 
 from the overtaxed populations of neighboring coun- 
 tries. The grinning skeletons of a hundred battles in 
 which the rival nationalities of Europe have been pitted 
 against one another, rise to challenge the social inter- 
 mingling of peoples separated for centuries by the arts 
 of diplomacy, traditions of blood and flames, and the ser- 
 ried ranks of standing armies. 
 
 The disposition of Germans to emigrate irritates the 
 emperor and his prime-minister. The loss of numbers 
 might be borne, for notwithstanding the steady outward 
 flow of emigrants there is a slight increase of popula- 
 tion in Germany. But it is the quality of the exodus 
 that annoys the emperor and his chancellor. The Ger- 
 man emigrants are strong men and women — strong men- 
 tally and physically. All the weaklings, all the paupers, 
 all the imbeciles, the aged, and the infirm remain, only 
 the young and vigorous go. Those who go have been 
 taught at the expense of the State to love the emperor 
 and hate his enemies, but they do neither. The German 
 system of education, from the point of view of ruleiB by 
 divine right, is, hence, a conspicuous failure. It makes 
 better men but poorer subjects. The more thoroughly 
 the man is educated the more valuable he is to himself 
 and to the community, but the less valuable to his king. 
 His growth in intelligence is the measui'e of his decline 
 in reverence for rulers by divine right, and the standing 
 armies by which they are alone supported. This is the 
 cause of German emigration, and its effect is to weaken 
 the German Empire. Germany is not so strong as she 
 was when her armies swept over France ; she declines in 
 power each year, through the loss of men — the sole sup- 
 port of a State." They flee from her standing army to
 
 302 MIND AND HAND. 
 
 the United States, a republic with only a handful of sol- 
 diers. 
 
 The system of education established to increase the 
 power of Prussia in Europe has accomplished its pur- 
 pose. But it has done much more — something never 
 thought of by its founders. It has produced a wide- 
 spread feeling of intelligent discontent ; and discontent 
 is an inarticulate cry for reform. The cultured German 
 scorns the standing army, i-efuses to serve in it, protests 
 against its longer existence, and demands more and bet- 
 ter education for his children. His protest is unheeded, 
 and he quits the country. But the demand for higher 
 education is not, cannot be, disregarded. Intelligence is 
 contagious; it infects with a thirst for knowledge all 
 with whom it comes in contact. Education is the arch- 
 revolutionist whose onward march is irresistible. Soon 
 a riper culture will make the German Protestants more 
 courageous and more imperative in their demands, and 
 they will remain in the country to enforce them. Edu- 
 cation made Germany the first military power in Europe; 
 but education could not have been put to a more ignoble 
 service. The desire of intelligent Germans is that Ger- 
 many shall become the first industrial power in Europe, 
 and this desire can be realized by the disbandment of her 
 standing army. 
 
 This review of the situation in Europe shows that it is 
 practicable for her to restore, at once, to productive em- 
 ployments three millions of men — the flower of her 
 population— now not only idle, but a public charge. It 
 shows, also, that it is practicable for Europe to place, at 
 once, at the dis])osal of her educators $700,000,000 per 
 annum instead of $70,000,000 per annum, as at present. 
 The corollary of these two pro})ositions is a third, name-
 
 EDUCATION AND THE SOCIAL PROBLEM. 303 
 
 ly, that it is practicable for Europe to extinguish her 
 national debts in fifty-four years. It follows that the 
 regular armies of Europe alone stand in the way of 
 universal education, and of universal .industrial pros- 
 perity. 
 
 Standing armies everywhere within the lines of ad- 
 vanced civilization must soon disappear before the march 
 of education.* Social questions cannot much longer be 
 settled by emigration. The world's virgin soil is being 
 rapidly appropriated. When the surface of the wdiole 
 earth shall have become occupied, barbarisms of every 
 nature will be intolerable. Man must then be highly 
 civilized, and the only highly civilizing influence is edu- 
 cation. The age of force is passing away ; the age of 
 science and art — the age of industrial development — has 
 begun, and standing armies are as abnormal in Europe 
 
 * " This nation to-day is in profound peace with the world ; but 
 in my judgment it has before it a groat duty, which will not only 
 make that profound peace permanent, but shall set such an example 
 as will absolutely abolish war on this continent, and by a great ex- 
 ample and a lofty moral precedent shall ultimately abolish it in other 
 continents. I am justified in saying that every one of the seventeen 
 independent Powers of North and South America is not only willing 
 but ready — is not only ready but eager — to enter into a solemn com- 
 pact in a congress that may be called in the name of peace, to agree 
 that if, unhappily, differences shall arise — as differences will arise 
 between men and nations — they shall be settled upon the peaceful 
 and Christian basis of arbitration. 
 
 "And, as I have often said before, I am glad to repeat, in this great 
 centre of civilization and power, that in my judgment no national 
 spectacle, no international spectacle, no continental spectacle, could 
 be more grand than that the republics of the Western world should 
 meet together and solemnly agree that neither the soil of North nor 
 that of South America shall be hereafter stained by brothers' blood." 
 — Extract from llie Speech of Hon. James G. Blame .at the Delmonico 
 Dinner, October 29, 1884.
 
 304 MIND AND HAND. 
 
 now as slavery was in the United States twenty-five yeara 
 ago.* 
 
 Standing armies are the instruments of tyranny ; they 
 are the last analysis of selfishness, the incarnation of de- 
 pravity ; for they do not reason — they strike. It is 
 worthy of note tliat tlie standing armies of Europe are 
 coeval with the revival of learning, and the revival of 
 learning was a revival of the Greco-Roman subjective 
 educational methods. The logical effect of those meth- 
 ods was the promotion of selfishness, and the standing 
 armies conserved the selfish designs of the rulers of the 
 newly-formed States. It is hence not a mere coincidence 
 that standing: armies and the revival of learnino- throuo;li 
 snl)jective processes of thought are of common origin. 
 The Machiavellian philosophy of cruelty, duplicity, and 
 contempt of man sprung logically from egoism, and as 
 logically led to the formation of standing armies — bodies 
 of armed men, trained, under compulsion, to kill, burn, 
 and destroy. 
 
 The synonyms of the standing army are selfishness 
 and its vile issue, feudalism, serfdom, slavery, ignorance, 
 and contempt of man. These coiulitions are passing 
 away, and the standing army, the worst, as it is the most 
 costly relic of savagery, nmst jjass away with them. It 
 cannot witlistand the advance of the new education, 
 whose mission is peace, whose quest is the truth, whose 
 premise is a fact, whose conclusion is a thing of use and 
 beauty, and whose goal is justice. 
 
 * " It is only slowly, and after having been Idiii!; in contact with 
 society, tliat man becomes more indulgent towards others and more 
 severe towards himself." — " Suicide: an Essay on (Comparative Moral 
 Statistics," p. 22G. By Henry Morselli, M.D. New York: I). Ai> 
 plelou& Co., 1882.
 
 EDUCATION AND THE SOCIAL PROBLEM. 305 
 
 1 War is not merely a relic of barbarism; it is barbarism triumjih- 
 ant. It is evidence of tlie presence, active and iiiaiign.mt, of all the 
 bad passions of man. Nor are idle armies less infamous than armies 
 in deadly conflict. Carlyle well says that the one monster in Ihe 
 world is the idle man; and ihe standing army is a vast horde of idle 
 men quartered on tiie community. The standing armies of Eiuope, 
 on parade, in barracks, and in forts, are as unmi.xed an evil as the 
 legions of Rome were in Gaul, in Greece, or before Carthage. It is 
 a shame to civilization that arbilratiou did not long ago take the 
 place of the coarse brutality of war. The duello between Nations 
 is not less absurd, and it is a thousand-fold more wicked, than the 
 duello between individuals. It is savagery pure and simple, the 
 child of selfishness, and not less inconsistent with a high stale of civ- 
 ilization than slavery. 
 
 *0f the British funding system when it was in its infancy, as early 
 as 1748, Lord Bolingbroke said: " It is a method by which one part 
 of the nation is pawned to the other, with hardly any hope left of 
 ever being redeemed." 
 
 See, also, in the North American Review for September, 1886, an 
 exhaustive article on the impolicy of national debt perpetuation, by 
 N. P. Hill, in which it is alleged that "great interests are at work to 
 prevent the payment of the national debt of the United States." 
 
 * In his recent great work — "The Wonderful Century" — Mr. Al- 
 fred Russel Wallace, on the authority of "The Statesman's Year 
 Book " for 1897, states that the standing armies and navies of Europe 
 number three millions of men; cost 180,000,000 pounds sterling per 
 annum, and withdraw from useful employments ten millions of men 
 engaged in repairing the waste of war. — " The Wonderful Century," 
 pp. 335-336. New York : Dodd, Mead & Co., 1898. 
 
 * "I know now that my fellowship with otiiers cannot be shut off by 
 a frontier, or by a government decree which decides that I belong to 
 some particular political organization. I know now that all men are 
 everywhere brothers and equals. When I think now of all the evil I 
 have done, that I have endured, and that I have seen about me, arising 
 from national enmities, I see clearly that it is all due to that gross 
 imposture called patriotism — love for one's native land." . . . 
 " I understand now that true welfare is possible for me only on con- 
 dition that I recognize my fellowship with the whole world." — "My 
 Religion," p. 256. By Count Leo Tolstoi. New York : Thomas Y. 
 Crowell & Co. 
 
 ^ There is another cause of the decline of Germany: War degrades ;
 
 306 MIND AND HAND. 
 
 it is a reversion toward barbarism. Not only is the soldier brutalized 
 by martial exercises and scenes of carnage, but the moral and mental 
 filtre of the people of a nation wliicli indulges in war is rendered 
 coarser. The remark of M. Renan on the subject is profoundly 
 piiilosophical : 
 
 " The man who lias passed years in the carringe of arms after the 
 German fashion is dead to all delicate work whether of the liaiid or 
 brain." — "Recollections of my Youth," p. 159. By Ernest Renan. 
 New York : G. P. Putnam's Sons, 1883.
 
 EDUCATION AND THE SOCIAL PKOBLEM. 30^ 
 
 CHAPTER XXV. 
 EDUCATION AND THE SOCIAL PROBLEM— HISTORIC. 
 
 \n Old Civilization ia a New Country.— Old Methods in a New Sys- 
 tem of Schools. — Sordid Views of Education. — The highest Aim 
 Money-getting.— Herbert Spencer on the English Schools.— Same 
 Defects in the American Schools. — Maxims of Selfishness. — The 
 Cultivation of Avarice. — Political Incongruities. — Negroes escap- 
 ing from Slavery called Fugitives from Justice. — The Results of 
 Subjective Educational Processes. — Climatic Influences alone saved 
 America from becoming a Slave Empire. — Illiteracy. — Abnormal 
 Growth of Cities.— Failure of Justice.— Defects of Education shown 
 in Reckless and Corrupt Legislation. — Waste of an Empire of Pub- 
 lic Land.— Henry D. Lloyd's History of Congressional Land Grants. 
 — The Growth and Power of Corporations. — The Origin of large 
 Fortunes, Speculations. — Old Social Forces producing old Social 
 Evils. — Still America is the Hope of the World. — The Right of 
 Suffrage in the United States justifies the Sentiment of Patriotism. 
 — Let Suffrage be made Intelligent and Virtuous, and all Social 
 Evils will yield to it; and all the Wealth of the Country is subject 
 to the Draft of the Ballot for Education. — The Hope of Social Re- 
 form depends upon a complete Educational Revolution. 
 
 The discovery of America startled Europe. It was a 
 great blow to prevailing dogmatisms. It npset many 
 learned (?) theories. It swept away patristic geography. 
 It completed the figiire of the earth, rendering it sus- 
 ceptible of intelligent study. The advantages of such 
 investigation accrued to man, to a degree, before the so- 
 cial and civil life of America began. In the century and 
 a quarter which elapsed between the landing of Colum- 
 bus and that of the Pilgrims, on these shores, considera-
 
 a08 MIND AND HAND. 
 
 ble social and political progress was made in Europe, 
 and especially in England. From the tnrlmlent scenes of 
 the reigns of James I. and Charles I., which eventuated 
 in the Cromwellian rebellion and victory of the Com- 
 mons, the Pilgrims escaped. They not only bore with 
 them, to the new continent, the impress of the long 
 struggle for liberty waged by the English people, but 
 they were, in a certain sense, the product of the progress 
 of all the ages. But they constituted only a small part 
 of the column of immigrants. Detachments of the Cav- 
 aliers came also, and Germans, Frenchmen, and Irishmen 
 came Avith them. 
 
 The discovery of America was a sort of new creation,* 
 but its almost virgin soil was destined to become the 
 home of an old civilization. From all the nationalities of 
 the Old World the New World was to be peopled. The 
 ambitious, the restless, the adventurous, the enterprising, 
 and the hardy of every tongue, were gradually to assem- 
 ble in the new field of action. The manner in which 
 they treated the natives of the new country, both north 
 and south, showed their origin and their training. Their 
 deteiMuination to conquer and hold the new territory was 
 but thinly disguised. Their descent upon tlie Atlantic 
 coast was not the exact counterpart of that of Ctesar upon 
 the coast of Britain, but it was the same in spirit; and 
 the active trade in slaves wdiich soon sprang up, and 
 which was thereafter vigorously prosecuted for two hun- 
 dred years, showed the taint of savagery — the impress of 
 lloman o'nelty, rapacity, and injustice. 
 
 * " The discovery of America is the greatest event which has ever 
 taken i)liue in this world of ours, one lialf of wliicli liad liilhcrto 
 been unknown tf> tiic otlicr. Ail that until now appeared extraordi- 
 nary seems lo (lis.iijpcar before this sort of new creation." — Voltaire.
 
 EDUCATION AND THE SOCIAL PROBLEM. 309 
 
 It is evident that in its most important feature — the 
 formation of character — education had made little if any 
 progress at the time of the organization of civil society 
 in America. The democratic idea was not new. It found 
 expression in every form during the struggles of Greece 
 and Rome, and the revival of learning had led to the 
 discussion of governmental questions in the light of liis- 
 .tory. Besides, the reformation of Luther had opened 
 the way to the last analysis of dissent in the person of 
 Roger Williams, who asserted the right of absolute free- 
 dom of thought and speech. Of the religious right of 
 private judgment the political right of an equal voice in 
 public affairs is the corollary. Hence, that the Puritans 
 should establish the town organizations so justly lauded 
 by M. Tocqueville was quite logical.* Nor was the 
 public-school system less logical ; all citizens being mem- 
 bers of the government, all children must be prepared 
 for the duties of citizenship. But unfortunately the old 
 system of education was put into the new schools, as the 
 old civilizations had been transferred to the new country. 
 The system of education under which the kings and rul- 
 ing classes of England and of the continent of Europe 
 were trained to selfishness, cruelty, and injustice, was 
 heedlessly adopted in the schools of New England, which 
 became the models of schools throughout the country. 
 
 * "Town meetings are to liberty wliat primary schools are to 
 science; they bring it within the people's reach, they teach men how 
 to use and how to enjoy it. . . . The township institutions of New 
 England form a complete and regular whole; they are old ; they have 
 the support of the laws, and the still stronger support of the manners 
 of the community, over which they exercise a prodigious influence." 
 —"Democracy in America," Vol. I., p. 76. By Alexis De Tocque- 
 ville. Boston: John Allyn, 1876.
 
 310 MIXD AND HAND. 
 
 The popular idea in regard to the schools was (1) that 
 they fitted their pupils for the duties of citizenship, or, 
 more properly, for the art of governing, and (2) that 
 they taught the art of getting on in the M^orld ; and get- 
 ting on in the world was interpreted to mean getting and 
 keeping money. That this sordid view of education was 
 generally held in the rural districts of New England is 
 shown by the fact that any culture beyond a limited and • 
 imperfect knowledge of reading, writing, and arithmetic 
 was regarded as superfluous. Not even the rudiments of 
 either the sciences or the arts were impai'ted, and yet it 
 is only through a knowledge of the sciences and the arts 
 that progress in civilization is made. The early settlers 
 of New England devised a new system of schools, but 
 they imported into them an old system of education, the 
 Greco-Roman subjective system, introduced into Eng- 
 land with the revival of learning. Of this system Mr. 
 Herbert Spencer says, "Had there been no teaching but 
 such as is given in our public schools, England would 
 now be what it was in feudal times." And he adds: 
 
 "The vital knowledge, that by which we have grown 
 as a nation to what we are, and which now underlies our 
 wliole existence, is a knowledge that has got itself taught in 
 nooks and corners, while the ordained agencies for teach- 
 ing liave been mumbling little else but dead formulas.""^ 
 
 I'.iit these are mei-ely negati\'e effects of subjective 
 methods of education. The positive evil effect of them 
 
 * " Tliiit wliicli our sfliool courses Iciivc almost, cntirc'ly out, we 
 llius find to 1)0 that which most nearly concerns the business of life. 
 All our industries would cease were it not for that information which 
 men begin to acquire as they best may aft(;r their education is said 
 to V)e finished." — " Education," p. 54. By Herbert Spencer. New 
 York: I). .\|)iil(l(iii iV Co., 1883.
 
 EDUCATION AND THE SOCIAL PROBLEM. 311 
 
 is selfishness, the sum of all villanies. Under the new 
 system of schools — schools for all — the old pliilosophy of 
 life flourished. Under the name of prudence, selfislmess 
 was deified. The maxim of Herbert — " Help thyself and 
 God will help thee '' — was reproduced by Franklin in a 
 hundred forms. The child was taught, not that " The 
 half is more than the whole," but that " In the race of 
 life the devil takes the hindmost." 
 
 Thus greed and avarice were cultivated to the sacri- 
 fice of honesty. Calling selfishness prudence led to con- 
 founding right and wrong — freedom and slavery. Hence 
 we have the Declaration of Independence containing the 
 lofty sentiment, "All men are created equal," and the 
 Constitution throwing the shield of its protection over 
 human bondage. A false system of education led to 
 political incongruities of the grossest character, as, in the 
 preamble to the Constitution, the declaration of its high 
 purpose— to establish justice and secure the blessings of 
 liberty — and in the body of the instrument a guaranty 
 of the slave-trade for twenty-five years, and a compact 
 that it should be the duty of the national army to shoot 
 rebellious slaves, and the duty of free citizens, of the free 
 States, to hunt down escaping slaves and surrender them 
 to their owners in the slave States. 
 
 The failure of the prevailing system of education to 
 promote rectitude and right thinking was so complete 
 that negroes escaping from slavery were called "' fugitives 
 from justice !" Its failure was so complete that the very 
 streets of Boston in which patriots had struggled to the 
 death in the cause of liberty now echoed the groans of 
 the slave, and resounded with the clank of his chains. 
 Its failure was so complete that in Faneuil Hall, the 
 cradle of liberty, slavery was justified. Its failure was
 
 312 MIND AND HAND. 
 
 80 complete that a senator, for daring to characterize 
 slavery as barl)aric, was stricken down and beaten with a 
 club, nntil he lay helpless in a pool of blood on the floor 
 of the legislative hall of the great, free republic. 
 
 These are characteristics of the early civilizations, the 
 civilizations of Greece and Home. They are the product 
 of selfishness, and they show that subjective educational 
 processes — processes which proceed from the abstract to 
 the concrete, thus violating the natural law of investiga- 
 tion—produce the same effects in the nineteenth century 
 as they did in the first century. 
 
 Ethically, slavery was tried only by the test of self- 
 interest. In the North, as in Europe, it was not profit- 
 able, and it faded away ; in the South, in the cotton and 
 rice fields, it was thought to be j^rofitable, and it spread 
 and flourished. That the opposition to slavery, at the 
 North, did not grow out of education in the schools, is 
 evident, because the sons of the Southern ruling class 
 were educated in the high schools and colleges of the 
 North; but they became, notwithstanding such training, 
 almost to a num, slavery propagandists. The heinous- 
 ness of slavery was perceptible only to those who had no 
 personal interest in its perpetuation. It is plain that the 
 effect of the education of the schools upon the youth of 
 the country was to make them callous to the common 
 impressions of right and wrong; in a word, to render 
 them thoroughly selfish. 
 
 It is difiicuh, to resist the conclusion that, if slavery had 
 been as profitable at the North as it was at the South, it 
 would have been perpetuated, and would have poisoned 
 the infant civilization of America as that of Rome was 
 vitiated and destroyed. Assuming the truth of this 
 hypothesis, climate conditions, not education, saved this
 
 EDUCATION AND THE SOCIAL PROBLEM. 313 
 
 continent from the scourge of slavery. To the fact that 
 a large j^art of the territory of the United States is situ- 
 ated in the temperate zone we owe the elimination of 
 slavery from the social problem. 
 
 Existing social conditions in the United States do not 
 differ materially from those of the chief countries of 
 Europe. We have only a small standing army ; but 
 the sole great question which divided the people during 
 the first hundred years of our political existence — sla- 
 very — had to be settled as such questions have been set- 
 tled from the beginning of history, as savages settle all 
 questions — by violence, by an appeal to the logic of 
 brute force. 
 
 Our government differs from the governments of Eu- 
 rope both in principle and form, but the governmental 
 influence is only one of many influences which unite to 
 mould social habits. The democratic principle, adopted 
 as the foundation of our political institutions, has not 
 served to counteract the tendency to the formation of 
 social class distinctions. The people lack the wisdom, or 
 the virtue, or both, to insist upon the first prerequisite to 
 even an approximation to social equality, namely, univer- 
 sal education. Of our population of fifty millions, five 
 millions of persons, ten years old and over, are unable to 
 read, and six millions are unable to write. In the last 
 census decade we made the paltry gain of three per cent. 
 in intelligence, but in 1880 we had six hundred thousand 
 more illiterates than in 1870. Nearly two millions of 
 the legal voters in the United States are illiterates. Ev- 
 ery sixth man who offers his ballot at the polls is unable 
 to write his name. Under such circumstances class dis- 
 tifuctions of the most pronounced type are inevitable. 
 
 The tendency to the concentration of populations in
 
 314 MIND AND HAND. 
 
 cities in tlie United States is not less decided than it is 
 in tlie countries of Europe. In 1820 the population of 
 our cities constituted less than one - twentieth of the 
 whole population of the country, but in 1880 it consti- 
 tuted more than one-fifth of the whole. 
 
 Cities have always been the chief source of societary 
 disturbances. In the Avorst days of the Roman Empire 
 tranquillity and prosperity reigned in many of the dis- 
 tant provinces. While at the city of Rome " every kind 
 of vice paraded itself with revolting cynicism," in the 
 provinces " there was a middle class in which good-nat- 
 ure, conjugal fidelity, probity, and the domestic virtues 
 were generally practised." 
 
 Of one of the youngest large cities in the United 
 States the late superintendent of a Training School for 
 Waifs says, "Never in the history of this city has infant 
 wretchedness stalked forth in such mulfi plied and such 
 humiliating forms. It is hard to sui)press the conviction 
 that even Pagan Rome, in the corrupt age of Augustus, 
 did not witness a niore rapid and frightful declension in 
 morals than that which can to-day be found in the city 
 of Chicago." 
 
 Tlie most graphic description ever given of a waif came 
 from the lips of John Morrissey.* lie said of himself, 
 
 " I was, at the age of seven years, thrown a waif upon 
 the streets of Dublin. I slept in alleys and under side- 
 walks. I disputed with other waifs the possession of a 
 crust. We fought like young saviiges for the garl)age 
 that fell from the basket of the scullion. The strongest 
 
 * A noted pugilist, proprietor of gatnblingliouser, in Now York 
 City and at Sanitoga Springs, and a politician who represented a 
 New York City district in Congress.
 
 EDUCATION AND THE SOCIAL PROBLEM. 315 
 
 won and satisfied the cravings of hunger ; the weakest 
 starved. I had no idea that anything was to be gained 
 by other means than brute force. Hence my code of 
 moral and political ethics — the strongest man is the best 
 man. I became a pugilist." 
 
 The substantial citizen who passes the street waif with 
 contempt should reflect that ten or a dozen years later 
 he will meet him, a full-grown man, at the polls, still 
 clothed in rags, perhaps, but his peer in all the rights of 
 citizenship. It was the unfortunates of the dark alleys 
 and noxious streets of New York — the waifs, the savages 
 of the John Morrissey type — that made Tweedism* pos- 
 sible, that made robbery in the name of law possible, that 
 made taxation the equivalent of confiscation in that city. 
 
 Mr. Charles Dickens, in " Bleak House," in the course 
 of a pen-picture of a wretched quarter of London, under 
 the name of " Tom - all - alones," shows how ignorance, 
 poverty, and vice react upon society. He says, " There 
 is not an atom of Tom's slime, not a cubic inch of any 
 pestilential gas in which he lives, not one obscenity or 
 degradation about him, not an ignorance, not a wicked- 
 ness, not a brutality of his committing but shall work its 
 retribution through every order of society, up to the 
 proudest of the proud, and to the highest of the high." 
 
 The presence of the poison is already shown in the 
 failure of justice. These waifs, grown to man's estate, 
 but destitute of education and moral principle, wielding 
 the power of the ballot, desecrate the jury - room with 
 their vile presence, and tug at the skirts of sheriffs. 
 
 * For an account of the career of William Marcy Tweed, see " The 
 American Cj'clopsedia," Vol. XVL, p. 85. New York: D. Apple- 
 ton & Co., 1881.
 
 316 MIND AND HAND. 
 
 prosecuting officers, and judges, and notorious criminals 
 escape punishment ! So grievous has the abuse become 
 tliat Judge Lynch has opened his summary, awful court 
 in almost every State of the Union. 
 
 To say that this class menaces the government with 
 destruction is to state it mildly. In every case of the 
 failure of justice the government is in part subverted ; 
 for when crime goes unpunished, the law, violated in 
 that particular instance, becomes a dead letter; and when 
 lynching shall have become the rule, and the execution 
 of the law the exception, government by law will have 
 ceased to exist — it will have given way to government 
 by force. Then the army will be invoked to shoot down 
 the men for whose education the law failed to provide, 
 in every city of the land, as it was invoked in Pittsburg 
 in 1877. 
 
 What are we doing to avert this danger which threat- 
 ens our institutions ? With the exception of here and 
 there a weak effort on the part of a few humanitarians, 
 as in the training school referred to, we are leaving hun- 
 dreds of thousands of waifs to develop into savages, and, 
 what is worse, savages with the power to tax civilized 
 people ! We have a system of public schools into which 
 such children las choose may enter to a certain limit, re- 
 main as long as they please, and depart when they please. 
 But there are thousands of children in every large city 
 who could not enter if they would, and who are not com- 
 pelled to receive the civilizing benetits of education, and 
 who hence join the army of waifs and study the art of 
 savagery ; and, as has been remarked, they go to swell 
 the ranks of a populace as depraved as that which in 
 Rome cried for " bread and circuses !" aud sacked the 
 city while it was in flames.
 
 EDUCATION AND THE SOCIAL PROBLEM. 317 
 
 The defective, not to say vicious character of our sys- 
 tem of education, is shown by tlie reckless course of onr 
 legislators on the subject of the disposition of the public 
 domain. William the Conqueror, conceiving that any 
 social revolution is incomplete until it disturbs the pro- 
 prietorship of land, confiscated the entire landed estates 
 of England, and conferred what remained of the proprie- 
 tary, after reserv^ations in the Crown, upon his retainers, 
 the Normans. Eight hundred years have elapsed since 
 the issue of William's land-tenure edict, but it still re- 
 mains the controlling feature of the British Constitution. 
 It has compelled the deportation of millions of English- 
 men ; it has reduced the masses of Scotland to a grind- 
 ing poverty, and converted their country into hunting- 
 grounds for the amusement of the landlord class ; it has 
 depopulated Ireland, and exasperated almost to madness 
 the remnant of her people. 
 
 But we have failed to profit by the example of Eng- 
 land. Our legislators have been blind to the lessons of 
 history, or they have been corrupt. They have been ig- 
 norant of political and social laws, or they have been 
 wanting in rectitude. In the period of thirty years, 
 ended in 1880, Congress gave to railway corporations 
 over 240,000 square miles, or 154,067,553 acres, of the 
 best public lands in the States and Territories of the 
 Union — an area double that of the whole kino-dom of 
 Great Britain and Ireland, including the adjacent isles. 
 
 On the ITth of March, 1883, the Chicago Dailij Trll- 
 ■une published a history of these land grants, compiled 
 by Mr. Henry D. Lloyd, under the following summary : 
 
 " 21ie story of the dissipation of our great national 
 inheritance — thrown away hy Congress^ coasted hy the 
 Land Office, stolen hy thieves. A land monopoly worse
 
 318 MIND AND HAND. 
 
 than that of England^ begotten in America. English 
 monopoly is in families ^ A7nerican monopoly is in 
 corporations f and corporations are the only aristocrats 
 that have 710 so^ds, and never dieT 
 
 The following passages from the opening paragraphs 
 of Mr. Lloyd's liistory are reproduced here by permission 
 of the anthor : 
 
 " The public are profoundly ignorant of the facts about 
 the public land. They know, in a dim way, that it is 
 passing out of their hands, and that huge monopolies are 
 being created out of the lands which they meant should 
 be the inhei'itance of the settler. The land set apart for 
 homes for families has been made into empires for cor- 
 porations. In the story recited below, every element of 
 human fault and fraud will be seen to have been at work- 
 in the spoliation of the land of the people. Congress 
 has been extravagant and has failed to act when part 
 of the results of its extravagance might have been saved. 
 The Land Office has been inadequately equipped l)y Con- 
 gress, and has on its own account been careless, dishonest, 
 and traitorous to the interests of the people. It has been 
 wax in the hands of the great railroad corporations, but 
 double-edged steel in the side of the poor settler. It has 
 overruled decisions of the Supreme Court and nulliiicd 
 acts of Congress to betray its trust and enrich the rail- 
 roads, ])ut lias refused even to exercise its discretion when 
 the home of a settler, held by a righteous title, was to be 
 confiscated at the demand of corporate greed. The nig- 
 gardliness of Congress makes clerks, on sahiries c»f twelve 
 liundred to eighteen hundred doHars a year, untrained in 
 the law, knowing nothing of the rules of evidence, judges 
 of the law and facts in cases involving millions of dollars 
 and thousands of homes. There is no worse chapter in
 
 EDUCATION AND THE SOCIAL PROBLEM. 3lfl 
 
 the history of government than the facts we have to give 
 showing the dehberate and heartless evictions of the Eu- 
 ropean immigrant and the American settler in order to 
 give their farms to covetous corporations. The land- 
 grant roads have liad millions of acres granted them by 
 the Land Office in excess of the grants by Congress. 
 The whole story is summed up in the recent remark of 
 one who had thoroughly investigated the subject — that 
 the history of the management of the land-grant roads 
 by the Land Office is a history of the management of the 
 Land Office by the railroads. 
 
 "No chapter in this story will be found of more som- 
 bre interest than the statements made as to the Supreme' 
 Court by the Senate Committee on Public Lands, in a re- 
 port submitted by Senator Van Wyck recommending a 
 bill to compel the railroads to pay taxes on their lands. 
 Its decisions as to the titles of the railroads and the set- 
 tlers to the lands, like those of a weathercock, have j^oint- 
 ed the way the corporation blew its breath." 
 
 The summary of Mr. Lloyd's paper by the editor of 
 the Tribune, as a preface to its publication, and the fore- 
 going characterization of the acts of Congress, of the 
 Land Office, and of the Supreme Court, by Mr. Lloyd, 
 are fully justified by the alleged facts marshalled in the 
 body of the sketch ; and these allegations, after a year 
 and a half of public scrutiny, stand unchallenged. 
 
 It would be difficult to conceive of a more reckless 
 series of legislative acts than those through which the 
 public domain in the United States has been squandered ; 
 and they are rendered either ignorant or vicious by the 
 fact that in the vast empire surrendered almost totally 
 without consideration, each legislator, in common with 
 the people by and for whom he was deputed to act, had
 
 320 MIND AND HAND. 
 
 a personal interest. Through this series of acts of Con- 
 gress the public domain was rudely wrested from its 
 rightful owners, the people ; the abnormal growth of 
 coi'porate power unduly promoted, and a tendency to 
 the concentration, in a few hands, of the landed estates of 
 the country fostered. 
 
 The social and economic effects of this land legislation 
 must be very great and far-reaching. Of the effects of 
 the concentration of landed estates in a few hands we 
 need not speak ; they are sufficiently plain in England, 
 Scotland, and Ireland.* But great corporations are a cre- 
 ation of yesterday ; they are the product of steam. The 
 railway, the factory, the mine of iron or coal, the fur- 
 nace, the foundery, and the forge — these vast interests, 
 chartered and endowed with certain muniments of sov- 
 ereignty, are, as property, almost as indesti'uctible as 
 landed estates protected by the law of primogeniture. 
 Men are trained from generation to generation to the 
 care and conduct of them, and hence they ai'e far less 
 liable to waste and dispersion than private estates, which, 
 
 * "The more essential and important consideration is this— that 
 whenever the few rapidly accumulate excessive wealth, the many 
 must, necessarily, become comparatively poorer. ... In every case 
 in wliich we have traced out the efficient causes of the i)resent de- 
 I)ression we have found it to ori^^inate in customs, laws, or modes of 
 action which are ethically unsound, if not positively immoral. Wars 
 and excessive war armaments, loans to despots or for war purposes, 
 the accumulation of vast wealth by individuals, excessive specula- 
 tion, adulteration of manufactured goods, and, lastly, our bad land 
 nyiitcm, with its insecurity of tenure, excessive rents, confiscation of 
 tenants' properly, its conunon enclosures, evictions, and depopulation 
 of the rural districts — all come under this category." — "Bad Times," 
 pp. G5, 117. By Alfred Ilussel Wallace, LL.D. London: Macmillan 
 & Co., 1885.
 
 EDUCATION AND THE SOCIAL PROBLEM. 321 
 
 in transmission, may be subjected to disastrous changes 
 of management. Being also enterprises of a semi-public 
 character, the public is bound, as well as their owners, to 
 see to their preserv^ation. 
 
 It is to a small number of the greatest of these great 
 companies that Congress has given an empire of land 
 in the West — an area double that owned by the lords 
 of England, Scotland, and Ireland. In the railway pro- 
 prietor of the United States the two great elements of 
 power are united — steam and land. It needs no argu- 
 ment to show that only the nation can control the pro- 
 prietor of both the land and the railway — the sole means 
 of reaching a market for the products of the land. The 
 appellative — kingship — to the railway proprietor is not a 
 misnomer. He is a real potentate, both by virtue of the 
 multitudes of men over whom he rules autocratically, 
 and of the magnitude of the revenue he wields. Presi- 
 dents come and go, but he remains. Legislators investi- 
 gate him and report upon him, but they are met by a 
 flat denial of the authority of either State or nation to in- 
 terfere with his " vested rights." He claims the right of 
 himself and associates to control, absolutely, the internal 
 commerce of the country ; and this claim involves the 
 pretence that they may confiscate merchandise seeking a 
 market by charging, for carriage, the full value of the 
 thing transported. 
 
 The railway and the factory, the two great products of 
 steam, are new factors in the social problem, and to prop- 
 erly control them will require new wisdom ; and the new 
 wisdom is not to be drawn from old educational fount- 
 ains. 
 
 State legislation has been as vicious as that of the na- 
 tion. The jDcople of nearly evevy State in the Union
 
 323 MIND AND HAND. 
 
 have been made the victims of great frauds and gross ig- 
 norance at the hands of their representatives. In nearly 
 every State syndicates have been formed with the design 
 of securing vahiable franchises withont consideration ; 
 and to effectuate such designs bribery has been freely and 
 successfully resorted to in a vast numl)er of cases. But 
 rarely has the guilty agent of the guilty syndicate, or 
 the perjured, purchased legislator been brought to jus- 
 tice, notwithstanding the fact that exposure has often 
 followed the iniquity. 
 
 Evidence of the essentially European character of the 
 American civilization is afforded by the prevalence of 
 speculation.* In Wall Street, New York, on the Board 
 (»f Trade, Chicago, and on the exchanges of all large cities 
 speculation rages. The real transactions of those busi- 
 ness marts are very small, indeed, as compared with the 
 transactions of a speculative character. On the New 
 York Cotton Exchange the speculative trades in "fut- 
 ures" are thirty times more than the cotton sales. On 
 the Chicago Board of Trade the speculative trades in 
 "futures" are fifteen times more tlian the sales of grain 
 and pi'ovisions, and so of the exchanges of all other large 
 cities. To support these s})eculative operations fresh 
 money is required to be constantly poured into the pool, 
 and it is drawn from every class in the community. 
 Very little of the "fresh money" is ever returned. Most 
 of it remains in the hands of the pool managers, of those 
 whose profession it is to manipulate the markets. Thus 
 the fever of speculation extends from centre to circum- 
 ference of the country, stimulating bad passions, creating 
 distaste for labor, relieving the countryman of his surplus, 
 and increasing the already overgrown foi-tune of the city 
 operator. A writer on current topics, discussing this sub-
 
 EDUCATION AND THE SOCIAL PROBLEM. 828 
 
 ject, says, " Put your finger on one of our great fortunes, 
 and nine times out of ten you will feel underneath it the 
 cold heart of some one who has mined on the San Fran- 
 cisco Stock Exchange, or packed pork on the Chicago 
 Board of Trade, or built railroads in Wall Street."* 
 
 A sufficient number of the salient features of Ameri- 
 can civilization have been brought under review to show 
 that the new continent has not borne new social fruits. 
 Under extremely favorable physical conditions — a coun- 
 try of vast resources, a wide range of climates, and a soil 
 of great fertility — we planted old social forces, and old 
 social evils are in process of rapid development. We are 
 transplanted Europeans, controlled by European mental 
 and moral habitudes. And the virile force, evoked by 
 the splendid physical opportunities of a vast new coun- 
 try, so intensifies the struggle for wealth and power, that 
 European social abuses are not only reproduced, but 
 sometimes exaggerated in this land of boasted equal 
 political rights. 
 
 But notwithstanding the fact that social tendencies in 
 America seem to be similar to those of Europe, it is upon 
 America alone that the eyes of mankind rest with an ex- 
 pression of ardent hopefulness. Nor is this hope desti- 
 tute of a basis of rationality. It is in the United States, 
 for the first time in all the ages, that a good reason can 
 be given for indulging the sentiment of patriotism. Love 
 of country here is a due appreciation of the value of the 
 right of suffrage. The private soldier who goes forth to 
 
 * "America does not now suffer from this cause [standing armies], 
 but nowhere in the world have colossal fortunes, rabid speculation, 
 and great monopolies reached so portentous a magnitude, or exerted 
 so pernicious an influence." — "Bad Times," p. 80. B\' Alfred Rus- 
 sel Wallace, LL.D. London : Macmillan & Co., 1885.
 
 324 MIND AND HAND. 
 
 fight the battles of the United States is a man and citi- 
 zen, and upon his return from the field he may, with the 
 ballot, devote to the education of his children a share of 
 the estate of the army contractor who amassed a fortune 
 while he defended the country. All the property in the 
 United States, whether honestly or dishonestly acquired, 
 is subject to the order of the ballot of the citizen. It 
 may be taken for war purposes, and it may be taken for 
 educational purposes. In the universality of the right 
 of suffrage lies the power of correcting all social evils. 
 It is through the right of suffrage that the wrongs inflict- 
 ed upon a too patient people by corrupt and ignorant 
 legislation may be ultimately righted. By the suffrages 
 of the people the tax bill is voted ; and it is through the 
 tax bill that the vast estates of corporations and individ- 
 uals, whether obtained by dishonest ])ractices or not, may 
 be made to contribute to the thorough education of all 
 the children of the country. And it is tbrough the 
 sentiment of patriotism thus inspired that the right of 
 universal suffrage in the United States is destined to 
 preservation forever. 
 
 The late proposition to limit suffrage in the city of 
 New York is explainable only on the theory put forth 
 in this chapter, that our civilization is the product of 
 European ideas — that we are Euro])cans in disguise. ' On 
 any other hypothesis it would be amazing. It is even 
 now sufficiently startling that the proposition to restrict 
 suffrage should precede the proposition to make educa- 
 tion universal by making it compulsory, and to purge 
 it of its glaring defects. Every attenii)t to restrict the 
 right of suffrage in the United States will, however, fail. 
 The right of self-government can be taken from the 
 American people only by force. The American citizen
 
 EDUCATION AND THE SOCIAL PROBLEM. 325 
 
 will not vote away his right to vote, as the careless Greek 
 sold his freedom, and as the Chinaman sells his life. 
 
 That American social abuses do not spring from free 
 suffrage is evident, because similar abuses exist in coun- 
 tries where the masses have little or no share in the 
 government. Social evils are the product of defective 
 education. So long as European educational methods 
 prevail in this country, so long European social abuses 
 will characterize our civilization. Our education is scant 
 in quantity and poor in quality; hence the standard of 
 the suffrage is lowered by the presence of ignorance and 
 depravity. But when the suffrage shall be better in- 
 formed, it will be more honest ; and when it shall have 
 become more honest and more intelligent, it will have 
 gained the power to grapple with social abuses. 
 
 Such examination of history as we have been able to 
 make fails to disclose any radical change in educational 
 methods for three thousand years. The charge of Mr. 
 Herbert Spencer against the schools of England, to wit, 
 " That which our school courses leave almost entirely out 
 we thus find to be that which most nearly concerns the 
 business of life"- — this charge applies with almost as 
 much force to the schools of the United States as to the 
 Greek and Roman schools of rhetoric and logic. Ba- 
 con's aphorism — "Education is the cultivation of a just 
 and legitimate familiarity betwixt the mind and things " 
 — is two hundred and fifty years old, but it has as yet 
 exerted scarcely an appreciable influence upon the meth- 
 ods of our public schools. We still reverse the natural 
 order of investigation proceeding from the abstract to the 
 concrete, thus lumbering the mind of the student with 
 trash which must be removed as a preliminary to the 
 first step in the real work of education. We still impart
 
 326 MIND AND HAND. 
 
 a knowledge of words instead of a knowledge of things ; 
 we still ignore art, notwithstanding the fact that it is 
 through art alone that education touches human life. 
 We still inculcate contempt of labor, and teach the stu- 
 dent how to " make his way in the world " by his wits, 
 rather than by giving an equivalent for what he shall 
 receive ; and, worst of all, we continue, through subjec- 
 tive processes of thought, to charge the mind with self- 
 ishness, the essence of depravity. 
 
 Meantime, social problems press for a solution, a solu- 
 tion here and now. Our social problems cannot be set- 
 tled as those of Europe have been, for two hundred 
 years, by emigration. We have no Columbus, and if we 
 had such an explorer, there is no new hemisphere for 
 him to discover. The lesson of all history is, that selfish 
 people cannot dwell together in unity. The struggle to 
 secure more than a fair share of the products of the labor 
 of all is sure to end in a quarrel ; the quarrel ends in a 
 revolution, and the revolution, under the glare of flames, 
 drowns in blood the records of civilization. But in Amer- 
 ica the man nmst live with his fellows. As Mr. Henry 
 D. Lloyd well says, in "Lords of Industry," "Our young 
 men can no longer go West; they must go up or down. 
 Not new land, but new virtue nmst be the outlet for the 
 future. Our halt at the shores of the Pacific is a much 
 more serious affair than that which brought our ancestors 
 to a pause before the bari'iers of the Atlantic, and com- 
 pelled tluMU to practise living together for a few hundred 
 years. We cannot hereafter, as in the past, recover free- 
 dom by going to the prairies; we must find it in the 
 society of the good." '^ 
 
 * Noi'th American Review, JuDe, 1884, p. 552.
 
 EDUCATION AND THE SOCIAL PROBLEM. 327 
 
 If we are to find freedom only in the society of the 
 good, we must create such a society — a society free from 
 selfishness ; for to the stability of society public spirit is 
 essential, and with a pure public spirit selfishness is at 
 war. Hence, in a system of education like the prevail- 
 ing one, which promotes selfishness, the germs of social 
 disintegration are present, and, from the beginning, the 
 end may with absolute certainty be predicted. It fol- 
 lows that any hope of social reform is wholly irrational 
 that does not spring from the postulate of a complete 
 educational revolution. 
 
 1 The speculiiiive babit has so debauched public sentiment in Eng- 
 land and America that distinguished authors hesitate not to give free 
 expression to a feeling of contempt for the ancients because of their 
 failure to engage in colossal swindling operations, as witness the 
 following : 
 
 " The charges of fraud [in the Attic courts], which are many, are 
 of the vulgarest and simplest Uind, depending upon violence, on false 
 swearing, and upon evading judgment by legal devices. There is not 
 a single case of any large or complicated swindling, such as is exhib, 
 ited by the genius of modern English and American speculators. 
 There is not even such ingenuity as was shown by Verres in his 
 government of Sicily to be found among the clever Athenians." — 
 ' Social Life in Greece," p. 408. By the Rev. J. P. Mahaflfy, F.T.C.D. 
 London: Macmillan & Co., 1883. 
 
 *" On all hands of us, there is the announcement, audible enough, 
 that the Old Empire of Routine has ended; that to say a thing has 
 long been, is no reason for its continuing to be. The things which 
 have been are fallen into decay, are fallen into incompetence ; large 
 masses of mankind, in every society of our Europe, are no longer 
 capable of living at all by the things which have been. When mil- 
 lions of men can no longer by their utmost exertion gain food for 
 themselves, and ' the tliird man for thirty-six weeks each year is short 
 of third-rate potatoes, ' the things which have been must decidedly 
 prepare to alter themselves! "—"Lectures on Heroes," p. 157. By 
 Thomas Carlyle. Chapman & Hall's People's Edition. 
 
 "Change the sources of a river, and you will change it throughout 
 its whole course; change the education of a people, and you will 
 alter their character and their manners:" — " Studies of Nature," Vol. 
 IL, p. 575. By Bernurdin St. Pierre. London ; Henry G. Bohn, 1840.
 
 328 MIND AND HAND. 
 
 CHAPTER XXVI. 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 
 
 The Kindergarten and the Manual Training School one in Principle. 
 — Russia solved the Problem of Tool Instruction by Laboratory 
 Processes. — The Initiatory Step by M. Victor Della-Vos, Director 
 of the Imperial Technical School of Moscow in 1868. — Statement 
 of Director Della-Vos as to the Origin, Progress, and Results of the 
 New System of Training. — Its Introduction into all the Technical 
 Schools of Russia.— Dr. John D. Runkle, President of the Ma.ssa- 
 chusetts Institute of Technology, recommends the Russian System 
 in 1876, and it is adopted. — Statement of Dr. Runkle as to how 
 he was led to the adoption of the Russian System. — ^r. Woodward ,_ 
 of Washington University, St. Louis, Mo., establishes tTie second 
 SchofiTin this Country. — His Historical Note in the Prospectus of 
 1882-83. — First Class graduated 1883. — Maiuial Training in the 
 Agricultural Colleges— In Boston, in New Haven, in Ballimnre, in 
 San Francisco, and other places. — Manual Training at the Meeting 
 of the National Educational Association, 1884. — Kindergarten and 
 Manual Training Exhibits. — Prof. Felix Adler's School in New 
 York City — the most Comprehensive School in the World. — The 
 Chicago Manual Training School the first Independent Institution 
 of the Kind — its Inception; its Incorporation; its Opening. Its 
 Director, Dr. Rc'lficld. — His Inaugural Address. — Manual Training 
 in the Public Schools of Philadelphia. — Manual Training in twen- 
 ty four States. — Revolutionizing a Texas College. — Local Option 
 Law in Massachusett.s. — Department of Domestic Economy in the 
 Iowa Agricultural (Jollege. — Maniial Training in Tennessee, in the 
 University of Michigan, in tiie National Educational Association, 
 in Ohio. — The Toledo Sc^hool for both Sexes. — The lmi)or(ance of 
 the Education of Woman. — The Slojd Schools of Europe. 
 
 The pririci])le of the niaimal training school exists in 
 the kindergarten, and for that principle we are indebted 
 directly to Froebel, and indirectly to Pestalozzi, Come-
 
 M. VICTOR DELLA-VOS, THE FOTTODER OP MANUAL TRAINING IN 
 RUSSIA.
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 831 
 
 nius, Rousseau, and Bacon. But it was reserved for 
 Russia to solve the problem of tool instruction bj.the 
 laI)oratory process, and make it the foundation of a-ffceat 
 reform in education. The ini tiatory s te]) was taken in 
 1868 t)y~M. Victor Della'^^V^ Director of theTrnperiaT 
 Teclinical Scliool of Moscow. The followiiiii:: statement 
 is extracted from the account given by Director Della- 
 Vos of the exhibit of tlie Moscow school at Philadelphia 
 (Centennial of 1876), and at the Paris Exposition in 1878, 
 as best showing the inception of the new education : 
 
 " In 1868 tlie school council considered it indispensa- 
 ble, in order to secure the systematical teaching of ele- 
 mentary practical work, as well as for the more conven- 
 ient supervision of the pupils while practically employed, 
 to separate entirely the school workshops from the me- 
 chanical works in which the orders from private indi- 
 viduals are executed, admitting pupils to the latter only 
 when they have perfectly acquired the principles of prac- 
 tical labor. 
 
 " By the separation alone of the school workshops from 
 the mechanical works, the principal aim was, however, 
 far from being attained. It was found necessary to 
 work out such a method of teaching the elementary 
 principles of mechanical art as, firstly, should demand 
 the least possible length of time for their acquirement ; 
 secondly, should increase the facility of the supervis- 
 ion of the graded employment of the pupils ; thirdly, 
 should impart to the study of practical work the charac- 
 ter of a sound systematical acquirement of knowledge ; 
 and fourthly and lastly, should facilitate ihe demon- 
 stration of the progress of every pupil at every stated 
 time. Everybody is well aware that the successful studj' 
 of any art whatsoever, free-hand or linear drawing, mu-
 
 382 MIND AND HAND. 
 
 sic, singing, painting, etc., is only attainable when the 
 first attempts at any of them are strictly subject to the 
 laws of gradation and successiveness, when every student 
 adheres to a definite method or school, surmounting little 
 by little, and by certain degrees, the difficulties encoun- 
 tered. 
 
 "All those arts which we have jnst named possess a 
 method of study which has been well worked out and 
 defined, because, since they have long constituted a part 
 of the education of the well-instrncted classes of people, 
 they could not but become subject to scientific analysis, 
 could not but become the objects of investigation, with a 
 view of defining those conditions which might render the 
 study of them as easy and well regulated as possible. 
 
 " If we except the attempts made in France in the year 
 1867 by the celebrated and learned mechanical engineer, 
 A. Cler, to form a collection of models for the practical 
 study of the prinoijial methods of forging and welding 
 iron and steel, as well as the chief parts of joiners' work, 
 and this with a purely demonstrative aim, no one, as far 
 as we are aware, has hitherto been actively engaged in 
 the woi'king out of this question in its a))plication to the 
 study of hand labor in worksliOj:)s. To the Imperial 
 Technical School belongs the initiative in the introduc- 
 tion of a systematical method of teaching the arts of 
 turning, carpentering, fitting, and forging. 
 
 "To the knowledge and experience in these specialties, 
 of tlie gentlemen intrusted with the management of tlie 
 school worksho])s, and to their warm sympathy in the 
 matter of practical cd neat ion, we are indebted for the 
 drawing uj) of the jjrograinmc of systematical instruction 
 in the mechanical arts, its introduction in the year 1808 
 into the workshops, and also for the preparation of the
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884 3B3 
 
 necessary auxiliaries to study. In the year 1870, at the 
 exhibition of manufactures at St. Petersburg, the school 
 exhibited its methods of teaching mechanical arts, and 
 from that time tbej^ have been common to all the tech- 
 nical schools of Russia. 
 
 "And now (1878) we present our system of instrac- 
 tion, not as a project, but as an accomj^lished fact, con- 
 firmed by the long experience of ten years of success in 
 its results." 
 
 For the introduction of the manual element in educa- 
 tion to the United States we are indebted to the intel- 
 lectual acumen of Dr. John D. Runkle, Ph.D., LL.D., 
 Walker Professor of Mathematics, Institute of Technol- 
 ogy, Boston, Mass. In 1870 Doctor Runkle was Presi- 
 dent of the Massachusetts Institute of Technology. In 
 his official report for that year he gave an exhaustive ex- 
 position of the Russian system, in the course of which he 
 said, 
 
 " We went to Philadelphia, therefore, earnestly seeking 
 for light in this as well as in all other directions, and this 
 special report is now made to ask your attention to a fun- 
 damental, and, as I think, complete solution of this most 
 important problem of practical mechanism for engineers. 
 The question is simply this, Can a system of shop-work 
 instruction be devised of sufficient range and quality 
 which will not consume more time than ought to be 
 spared from the indispensable studies ? 
 
 " This question has been answered triumphantly in the 
 affirmative, and the answer comes from Russia. It gives 
 me the greatest pleasure to call your attention to the ex- 
 hibit made by the Imperial Technical Schools of St. 
 Petersburg and Moscow, consisting entirely of collections 
 of tools and samples of shop-work by students, illustrat-
 
 :«4 MIND AND HAND. 
 
 ing the system wliicli lias made these magnificent results 
 possible.": 
 
 In conclusion Doctor Runkle made the following ear- 
 nest recommendation : 
 
 " In the light of the experience which Russia brings us, 
 not only in the form of a proposed system, but proved 
 by sevei'al jears of experience in more than a single 
 school, it seems to me that the duty of the Institute is 
 plain. AVe should, without delay, complete our course in 
 Mechanical Engineering by adding a series of instruction 
 shops, which I earnestly recommend." 
 
 In accordance with this reconnnendation the " new 
 school of Mechanic Arts" was created, and made part of 
 the Massachusetts Institute of Technology. 
 
 In his report for 1S77 Doctor Kunkle said, 
 
 "The plan announced in my last report, of building 
 a series of shops [laboratories] in .which to teach the 
 students in the department of Mechanical Engineering 
 and others the use of tools, and the fundamental steps in 
 tlie art of construction, in accordance with the Russian 
 syston, as exhil)ited at Philadelphia in 1870, has been 
 carried steadily forward, and I have now the pleasure of 
 aimouncing its near completion." 
 
 Reference is also made in the same report to the action 
 of the trustees of the Institute in acknowledging the re- 
 ception of certain models illustrating the system of Me- 
 chanic Art education, presented by the government of 
 Russia, as follows : 
 
 "At a meeting of the Corporation of the Massachu- 
 setts Institute of Technology, held Novend)cr 20, 1877, 
 a communication fi-om his Excellency, lion, (leorge II. 
 I><»ker, American Minister at St. Petersburg, was read, 
 announcing the gift to this Institute of eight cases of
 
 DR. JOHN D. RUNKLE, THE FOUNDER OF MANUAL TRAINING IN THE 
 UNITED STATES.
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 337 
 
 models, illustrating the system of Mechanic Art educa- 
 tion, as devised and so successfully applied at the Impe- 
 rial Technical School of Moscow. The undersigned have 
 been charged with the agreeable duty of transmitting to 
 his Imperial Highness the following resolutions : 
 
 ''liesolved. That the Corporation of the Massachusetts 
 Institute of Technology takes this opportunity to cor- 
 dially congratulate his Imperial Highness, Prince Pierre 
 d'Oldenbourg, that, at the Imperial Technical School of 
 Moscow, education in the Mechanic Arts has been for 
 the first time based upon philosophical and purely edu- 
 cational grounds, fully justifying for it the title of the 
 ' Russian system.' 
 
 ^''Resolved., That this Corporation hereby tenders its 
 grateful thanks to his Imperial Highness for his most 
 valuable gift, with the assurance that these models will 
 be of the greatest aid in promoting Mechanic Art educa- 
 tion not only in the School of this Institute, but in all 
 similar schools throughout the United States." 
 
 Appreciating the value of the services rendered to the 
 cause of the new education by Dr. Punkle, in introduc- 
 ing to the schools of the United States tool practice by 
 laboratory methods, and desiring to inform the public of 
 the course of thought which led to results so important, 
 the author addressed him on the subject. His reply, 
 under date of May 22, 1884, is in substance as follows : 
 
 "From the first the course in Mechanical Engineerino: 
 has been an important one in the Institute of Technology. 
 A few students came with a knowledge of shop-work, 
 and had a clear field open to them on graduation, but the 
 larger number found it diflScult to enter upon their pro- 
 fessional work without first taking one or two years of 
 apprenticeship. This always seemed to me a fault in the
 
 838 MIND AND HAND. 
 
 education, and jet I did not see the way to remedy it 
 without buikling up manufacturing works in connection 
 with the school^a step which I knew to be an inversion 
 of a true educational method. 
 
 "At Philadelphia, in 1ST6, almost the first thing I saw 
 was a small case containing three series of models — one 
 of chipping and liling, one of forging, and one of ma- 
 chine-tool work. I saw at once that they were not parts 
 of machines, but simply graded models for teaching the 
 manipulations in those arts. In an instant the problem 
 I had been seeking to solve was clear to my mind; a 
 plain distinction between a Mechanic Art and its appli- 
 cation in some special trade became apparent. 
 
 " My first work was to build up at the Institute a series 
 of Mechanic Art shops, or laboratories, to teach these 
 arts, just as we teach chemistry and physics by the same 
 means. At the same time I believed that this discipline 
 could be made a part of general education, just as we 
 make the sciences avaihible for the same end through 
 laboratory instruction. 
 
 " All teaching has in an important sense a double pur- 
 pose : first, the cultivation of the powers of the individ- 
 ual, and second, the pursuit of similar subjects, by sub- 
 stantially the same means, as a professional end. Now 
 we use our sli()])s [laboratories] both for educational and 
 j)rofessional ends. ... In brief, we teach the mechanic 
 arts l)y laboratory methods, and the student applies the 
 special skill and knowledge acquired, or not, as circum- 
 stances or his inclinations dictate." 
 
 The second numual training school in this country was 
 founded as a department of Washington University, St. 
 Louis, Mo,, by Dr. C. M. Woodward. In a paper read 
 before the St. Louis Social Science Association, Ma}' 16,
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 339 
 
 18Y8, Dr. Woodward discussed the subject of education 
 both philosophically and practically. In the course of 
 his address he gave a full account of the Russian system 
 of manual draining as expounded by Dr. Runkle, en- 
 dorsed it, and recommended it to the j^eople of St. Louis 
 as the true method of education in the following preg- 
 nant sentence : " The manual education which begins in 
 the kindergarten, before the children are able to i*ead a 
 word, should never cease." * 
 
 In the same paper Dr. Woodward thus modestly de- 
 scribes the beginning of the school which is now one of 
 the most highly-esteemed educational institutions of St. 
 Louis : 
 
 "With the aid of our stanch friend, Mr. Gottlieb 
 Conzelman, we fitted up during last summer a wood- 
 working shop, with work-benches and vises for eighteen 
 students ; a second shop for vise-M'ork upon metals and 
 for machine - work ; and a third with a single outfit of 
 blacksmith's tools. During the last few months system- 
 atic instruction has been given to different classes in all 
 these shops. Special attention has been paid to the use 
 of wood - working hand - tools, to wood - turning, and to 
 filing." 
 
 These tentative steps promoted a healthy public senti- 
 ment, and attracted the attention of several wealthy men, 
 who in 1870 contributed the funds for the jDcrmanent 
 foundation of the school. The prospectus for the year 
 
 * The pressing problem of the time in methods of practical educa- 
 tion is to devise suitable manual exercises for the school period em- 
 braced in the interim between the end of the kindergarten series of 
 lessons and the begiiming of the series of laboratory exercises de- 
 scribed in this worli — the grammar-school period — for children of 
 both sexes from six to fourteen years of age.
 
 340 MIND AND HAND. 
 
 1882-83 contains the following "historical note," which 
 shows great progress : 
 
 "The ordinance establishing the Mannal Training 
 School was adopted by the Board of Dirt^tors of the 
 University, June 6, 1879. 
 
 " The lot was purchased and the building begun in 
 August of tlie same year. In the November following a 
 prospectus of the school was published. In June, 1880, 
 the building being partially equipped, was opened for 
 public inspection, and a class of boys was examined for 
 admission. On September 6, 1880, the school began 
 with a single class of about fifty pupils. The whole 
 number enrolled during the year was sixty -seven, A 
 public exhibition of drawing and shop-work was given 
 June 16, 1881. 
 
 '•' The second year of the school opened September 12, 
 1881, and closed June 14,1882. There were two classes, 
 sixty-one pupils belonging to the first year, and forty-six 
 to the second year, making one hundred and seven in all. 
 Of the second -year class, forty -two had attended the 
 school the previous year. 
 
 " Tlie tliirdyear of the school will open on September 
 11th, when three classes will be present. 
 
 "The large addition now in progress (June, 1882) is to 
 be completed and furnished by the day set for the exam- 
 ination of candidates for admission, September 8th. The 
 number of pupils in the nev/ first-year class is to be lim- 
 ited to one hundred. Nearly one-half of that number 
 have already heen received^ 
 
 The capacity of the school since the completion of the 
 "addition" alluded to in the "historical note" is two 
 hundred and forty students. The first class was gradu- 
 ated in June, 1883 ; the second class in June, 1884. The
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 341 
 
 establishment of this excellent school is due first to the 
 energy and educational foresight of Dr. Woodward, and 
 second, to the ninniticent money donations of three citi- 
 zens of St. Louis — Mr. Edwin Harrison, Mr. Samuel Cup- 
 pies, and Mr. Gottlieb Conzelman. Other citizens em- 
 ulated their noble example, and the result was a sufficient 
 fund for the support of the school, whose purpose is to 
 demonstrate the practicability of uniting manual and 
 mental instruction in the public schools of St. Louis and 
 of the country. With a single further quotation from 
 the prospectus of the second great manual training 
 school in the United States, on the subject of labor, we 
 close this too brief notice : 
 
 " One great object of the school is to foster a higher 
 appreciation of the value and dignity of intelligent labor, 
 and the worth and respectability of laboring men. A boy 
 who sees nothing in manual labor but mere brute force 
 despises both labor and the laborer. With the acquisi- 
 tion of skill in himself comes the ability and willingness 
 to recognize skill in his fellows. When once he appre- 
 ciates skill in handicraft, he regards the workman with 
 sympathy and respect." 
 
 Considerable progress in manual training has been 
 made in the State agricultural colleges of the country. 
 In twelve of these colleges drawing and tool practice 
 have been introduced. Generally the tool practice covers 
 pattern-making, blacksniithing, moulding and founding, 
 forging and bench-work, and machine-tool work in iron. 
 The most pronounced success has been achiev^ed at Pur- 
 due University, Lafayette, Ind., under the directorship 
 of Prof. Wm. F. M. Goss, who graduated from the school 
 of Mechanic Arts of the Massachusetts Institute of Tech- 
 nology in 1879.
 
 342 MIND AND HAND. 
 
 Manual training in connection witli the public-school 
 system of education has been inaugurated in Boston 
 and Miltord, Mass. ; New Haven, and the State Normal 
 School, New Britain, Conn. ; Omaha, Neb. ;* Eau Claire, 
 Wis. ;t Moline, Peru, and the Cook County Normal 
 School, Normal Park, 111. ; Montclair, N. J. ; Cleveland 
 and Barnesville, Ohio ; San Francisco, Cal. ; and Balti- 
 more, Md. 
 
 On the occasion of the annual meeting of 1884 of the 
 National Educational Association of the United States, 
 at Madison, Wis., manual training received a very large 
 share of the attention of educators. Very creditable ex- 
 hibits of various manipulations in wood, iron, and steel 
 were made by the following institutions, namely, the 
 Massachusetts Institute of Technology, Purdue Univer- 
 sity, the St. Louis Manual Training School, the Illinois 
 Industrial University, the University of Wisconsin, and 
 the Spring Garden Institute of Pliiladelphia. There 
 were also about thirty kindergarten exhibits, and a large 
 number of exhibits of specimens of drawing from public 
 schools in various parts of the country. 
 
 Prof. Felix Adler's educational entei-prisc in the city 
 of New York — The Workingman's School and Free Kin- 
 dergarten — is unique in this that, while it is entirely a 
 work of charity, it is the most comprehensive education- 
 al institution in existence, as a})pears from the following 
 description of its course of instruction : 
 
 "The AVorkingman's School and Free Kindergarten 
 form one institution. The chihlren are admitted at the 
 
 * In charge of Albert M. Burnann, B.S., graduate of the St. Louis 
 Maiuial Training Scliool, class of IH.So. 
 
 f In charge of William F. Barnes, B.S., graduate of the St. Louis 
 Manual Training School, class of 1885.
 
 THE .MANUAL ELEMENT IN EDUCATION IN ]«S4. 348 
 
 age of three to the kindergarten. They are graduated 
 from it at six, and enter the workinguian's schooL They 
 remain in the school till they are thirteen or fourteen 
 years of age. Thereafter those who show decided ability 
 receive higher technical instruction. For the others who 
 leave the school proper and are sent to work, a series of 
 evening classes will be opened, in which their industrial 
 and general education will be continued in various direc- 
 tions. This graduate course of the workingraan's school 
 is intended to extend up to the eighteenth or twenty-first 
 year. 
 
 " From the third year up to manhood and womanhood 
 — such," says Prof. Adler, " is the scope embraced by the 
 purposes of our institution !" 
 
 The following extracts from a late report of the prin- 
 cipal of the school, Mr. G. Bamberger, on its " purposes," 
 show that they are identical with those of the so-called 
 manual training school, and also that its methods are sim- 
 ilar : 
 
 " We, therefore, have undertaken to institute a reform 
 in education in the following two ways : We begin 
 industrial instruction at the very earliest age possible. 
 Already in our kindergarten we lay the foundation for 
 the system of work instruction that is to follow. In the 
 school proper, then, we seek to bridge over the interval 
 lying between the preparatory kindergarten training and 
 the specialized instruction of the technical school, util- 
 izing the school age itself for the development of indus- 
 trial ability. This, however, is only one characteristic 
 feature of our institution. The other, and the capital 
 one, is, that we seek to comlune industrial instruction 
 organically with the ordinary branches of instruction, 
 thus using it not only for the material purpose of creat-
 
 344 MIND AND HAND. 
 
 ing ski]], but also ideally as a factor of mind-education. 
 To our knowledge, such an application of work instruc- 
 tion has nowhere as yet been attempted, either abroad or 
 in this country. . . . 
 
 " In the teaching of history to these young children 
 we hold it essential that the teacher should be entirely 
 independent of any text-book, and able to freely handle 
 the vast material at his disposal, and to draw from it, as 
 from an endless storehouse, with fixed and definite pur- 
 pose. We attach even greater importance to the moral 
 than to the intellectual significance of history. The ben- 
 efits which the understanding, the memory, and the im- 
 agination derive from the study of history are not small. 
 But history, considered as a realm of actions, can be made 
 especially fruitful of sound influence upon the active, 
 moral side of human nature. The moral judgment is 
 strengthened by a knowledge of the evolution of man- 
 kind in good and evil. The moral feelings are purified 
 by abhorrence of the vices of the past, and by admira- 
 tion of examples of greatness and virtue. Text -books 
 are not to be discarded, but their choice is a matter 
 of great difticulty. Thus, all books in which historical 
 instruction is given in the shape of printed questions and 
 answers are highly objectionable. They are convenient 
 bridges which lead to nothing." 
 
 Tlie following extract from a late report of Prof. Ad- 
 ler shows the purpose of the establisliment of what he 
 calls the "model scihool " to be identical with that of tlic 
 projectors of the St. Louis and Cliicago manual training 
 schools, namely, the ultimate adoption by the public 
 schools of the country of a far more rational system of 
 instruction than that which at present prevails, lie says, 
 
 " It seemed to us, therefore, far more necessary, far
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 345 
 
 more calculated to really advance the jDublic good, that 
 one model school should be erected in which the entire 
 system of I'ational and liberal education for the children 
 of the poorer class might be exhibited from beginning to 
 end. We ventured to hope that such an example, hav- 
 ing once been set, would not be without effect upon the 
 common-school system at large, and that the extension 
 of our work would proceed by the natural course of tlie 
 ' survival of what is fittest.' It was decided, therefore, 
 that the twenty -five graduates from the kindergarten 
 should be invited to remain with us, that a complete 
 school should be instituted, and that a teacher should be 
 at once appointed to take in hand the instruction of the 
 lowest class. Tlie munificence of Mr. Joseph Seligman, 
 to whose name we cannot refer without gratitude and re- 
 sjject, at this stage enabled us to go on with our under- 
 taking, when the dearth of funds would otherwise have 
 compelled us to wait, or perhaps desist altogether. His 
 timely gift of ten thousand doHars was the means of* 
 starting the school, and on this as well as on other ac- 
 counts his memory deserves to be cherished by those 
 who cherish the educational interests of the people." 
 
 The Chicago Manual Training School is the only in- 
 dependent educational institution of the kind in the 
 world. All the schools of this character to which refer- 
 ence has been made in this chapter are departments of 
 colleges or institutes of technology. The Chicago school 
 is unique in another respect : it owes its origin entirely 
 to laymen. Professional educatoi's labored long and ear- 
 nestly to found the schools we have described, but the 
 Chicago school was inspired by men unknown in the 
 field of educational enterprise, advocated by a secular 
 daily journal, and established by an association of mer-
 
 346 MIND AND HAND. 
 
 chants, niaimfacturers, and bankers. For many years the 
 Chicago Tribune had ver}- freely and severely criticised 
 the educational methods of the public schools. Early in 
 the year 1881 its editorial colunms were opened to the 
 author of this work, who began and continued, therein, 
 the advocacy of the establishment of a manual training 
 school in Chicago, as a tentative step towards the incor- 
 poration in the curriculum of the public schools, of more 
 practical methods of instruction. 
 
 The editorial advocacy of the Tribune was continued 
 for twelve months, articles appearing about once a week, 
 without apparent effect beyond provoking a controversy 
 with certain professional educators, who attacked the po- 
 sitions assumed by the Tribune. But a public sentiment 
 had been created on the subject, and the Commercial 
 Club was destined soon to embody that sentiment in ac- 
 tion. At its regular monthly meeting, March 25, 1882, 
 the subject of reform in methods of education was dis- 
 cussed by members of the club, and by men invited to 
 be present for that purpose ; the establishment of a school 
 was resolved upon, and $100,000 pledged for its support. 
 
 The Chicago Manual Training School Association was 
 incorporated April 11, 1883; the corner-stone of its 
 building was laid Sei)teml)er 21, 188-3 ; and the sessions 
 of the school commenced on the 4th of February, 1884, 
 with a class of seventy-two students, " selected by exam- 
 ination from one hundred and thirty a])]>licants, under 
 the directorship of Henry II. Belfielii, A.M., Ph.D." 
 
 The Board of Trustees consists of E. W. Blatchford, 
 president; R. T. Crane, vice-president; Marshall Field, 
 tr(;a8ui-(!i-; AVilliam A. Fuller, socretai'y ; John Crerar, 
 Joim W. Doaue, N.K. Fairbank, Edson Keith, and George 
 M. PuUmaii.
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 347 
 
 The object of the school is stated in the articles of 
 incorporation as follows : 
 
 " Instruction and practice in the use of tools, with such 
 instruction as may be deemed necessary in mathematics, 
 drawing, and the English branches of a high-school course. 
 The tool instruction as at present contemplated shall in- 
 clude carpentry, wood-turning, pattern-making, iron chip- 
 ping and filing, forge- work, brazing and soldering, the use 
 of machine - shop tools, and such other instruction of a 
 similar character as may be deemed advisable to add to 
 the foregoing from time to time, it being the intention 
 to divide the working hours of the students, as nearly 
 as possible, equally between manual and mental exer- 
 cises." 
 
 From the first annual catalogue, under the title " Build- 
 ing and Equi])ment," we extract the following : 
 
 " The school building is beautifull}' located on Mich- 
 igan Avenue, and contains ample accommodations, in 
 rooms for study and work, for several hundred pupils. 
 
 "The equipment in the mechanical department con- 
 sists mainly, at present, of twenty -four cabinet-makers' 
 benclies ; bench and lathe tools of the best quality for 
 seventy-two boys; twenty-four speed lathes, twelve-inch 
 swing, thirty inches between centres; a fifty-two horse- 
 power Corliss engine, twelve -inch cylinder, thirty- six 
 inch stroke; two tubular boilers, forty inches in diame- 
 ter, fourteen feet long. The Corliss engine, boilers, and 
 lathes were made especially for the school. 
 
 "A very valuable scientific library of nearly five hun- 
 dred volumes, the property of the American Electrical 
 Society, has been placed in the school. To this library, 
 which is particularly rich in works pertaining to elec- 
 tricity and chemistry, but which contains also cyclope-
 
 348 MIND AND HAND. 
 
 dias, dictionaries, and other works of reference, the pupils 
 have access. 
 
 " The Blatchford Literary Society, an organization of 
 pnpils for improvement in composition, debate, etc., has 
 lately had a handsome donation of money for the pur- 
 chase of books to be placed in their alcove in the school 
 library. Several periodicals are regularly placed on the 
 library tables through the generosity of the publishers. 
 
 " By the kindness of Dr. Wm. F. Poole, librarian, pu- 
 pils are able to obtain books from the Chicago Public 
 Librai-y on unusually favorable conditions." 
 
 Thus the Chicago Manual Training School, a practical 
 school, a school of instruction in things, a school after 
 Bacon's "own heart," s])rang from the brains of a num- 
 ber of plain, practical business men, full-armed, as 
 Minerva from the brain of Jupiter. 
 
 The Trustees were fortunate in securing Dr. Belfield 
 for the directorship of the school. Before the introduc- 
 tion of the new education to this country, eleven years 
 ago, while Russia was struggling with the problem of 
 tool practice by the laboratory method. Dr. Belfield urged 
 the need of manual training in the public schools of Chi- 
 cago, in which he was a teacher. lie was met with de- 
 rision ; but the president of the Board of Education of 
 Chicago and the supci'intcndent of schools are now advo- 
 cates of the new system of ti'aining. 
 
 In conclusion we present the following extracts from 
 the inaugural address of i)v. Belfield, delivered before 
 the Chicago Manual Training School Association, June 
 19, 1884, as embodying the results of his experience 
 and observation as to the value of the new system of 
 training : 
 
 "The distinctive feature of the manual training school
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 349 
 
 is the education of the mind, and of tlie hand as tlie agent 
 of the mind. The time of the pupil in scliool is about 
 equally divided between the study of books and the study 
 of things ; between the academic work on the one hand, 
 and the drawing and slioj)-work on the other. Observe, 
 I do not say between sehool-worh and shop-work^ for the 
 shop is as much a school as is any other part of the es- 
 tablishment. Nor do I mean that the shop gives an edu- 
 cation of the hand alone, and the class-room an education 
 of the brain ; but I mean that the shop educates hand 
 and hrain. That the hand is educated I need not stop 
 to prove ; but the shop educates the mind also. 
 
 "Had you been in the wood -working room of this 
 school a few hours ago, what would you have seen? 
 Twenty-four boys at work at lathes driven by a power- 
 ful engine. Are any idle '( No. Are any inattentive 
 to their work ? No ; you notice the closest and most 
 earnest attention, frequently api^roaching abstraction. 
 Here, then, is the cultivation of a most important facul- 
 ty of the mind, attention, the power of concentration ; 
 and it is worthy of remark that this attention is not an 
 enforced attention, but is cheerful, voluntary, and unre- 
 mitting. 
 
 "The young workman is engaged on a problem in 
 wood, just as, a few hours earlier, he was engaged on a 
 problem in algebra. He has before hiin a drawing made 
 to a scale. The problem is this : He must gain a clear 
 conception of the object represented by the drawing; he 
 must imagine it ; he must select or cut a block of wood 
 of the proper dimensions and of the right qualit3^ It 
 must not be too large, for he must guard against waste 
 of material and waste of time. It must be large enough, 
 for there must be no incompleteness about the finished
 
 350 MIND AND HAND. 
 
 product of his labor. Observe him as the work grows 
 under his hand ; observe the selecting of the proper tools 
 for the different parts of the process ; observe the careful 
 measuring, the watchful eje upon the position of the 
 chisel, the speed of the lathe, the gradual approach of 
 the once rectangular block to the model which exists in 
 his brain — and you must admit that this work demands 
 and develops, not manual dexterity alone, but attention, 
 observation, imagination, judgment, reasoning. . . , 
 
 "My own opinion is that an hour in the shop of a 
 well-conducted manual training school develops as much 
 mental strength as an hour devoted to Virgil or Legen- 
 dre. . . . 
 
 " But of this I am confident, that three years of a 
 manual training school will give at least as much purely 
 intellectual growth as three years of the ordinary higli 
 school, because, as has been said, every school hour, wheth- 
 er spent in the class-room, the drawing-room, or in the 
 shop, is an hour devoted to intellectual training. And I 
 am also convinced that the manual training school boy's 
 comprehension of some essential branches of knowledge 
 will be as far superior to that of the other boy's, as the 
 realization of the grandeur and beauty of the Alps to the 
 man who has seen their glories is superior to the concep- 
 tion of him wlio has merely read of them. . . . 
 
 "And here is the mistake of those who would degrade 
 a manual training school into a manufacturing establish- 
 ment. The fact should never be lost sight of for an 
 instant that the product of the school should be, not the 
 polished article of furniture, not tlic iKM-fcct piece of ma- 
 chinery, but the polished, perfect l)oi/. Tlie acquisition 
 of industrial skill shouhl l)e the means of promoting the 
 genci'iil ('(liicatioii of the pupil; the education of the hand
 
 THE MANUAL ELEMENT IN EDUCATION TN 1SS4. 351 
 
 should be the means of more completely and more effica- 
 ciously educating the brain. . . . 
 
 "Take two boys, one with little or no education, the 
 other a high -school graduate; let them enter the ma- 
 chine-shop of a large manufactorj^ beginning, as boys 
 ignorant of the technique of the trade must begin, at the 
 lowest round of the ladder. It cannot be doubted that 
 in three or four years the high-school graduate, if he had 
 been willing to do the drudgery incident to the place, 
 would have reached a higher position than the other boy, 
 and would be in a fair way to succeed to some responsi- 
 ble post in the establishment. But the graduate of the 
 manual training school, by reason of his superior knowl- 
 edge of machinery and materials, his skill in the use of 
 tools, added to his general mental training, would begin 
 at the point reached by the high -school boy after his 
 years of apprenticeship. From the day of his entrance 
 into the factory he would be conspicuous. AVhile the 
 other boys would stand in the presence of the huge Titan 
 of the shop lost in the wonder of ignorance, the manual 
 training boy would gaze with delight on the marvel of 
 mechanism, wrapped in the admiration begotten of a 
 thorough understanding of its construction, and strong 
 in the consciousness of his mastery of it.'' 
 
 Manual training was introduced in the Pennsylvania 
 State College, experimentally, about three years ago. In 
 1883 the course was "greatly extended," and in Sep- 
 tember, 1884, it went into full operation. The course 
 is substantially the same as that of the Chicago school; 
 and that it was the outgrowth of the Russian system, 
 and inspired by Dr. Runkle, is shown by the following 
 extract from a circular lately issued by Prof. Louis E. 
 Reber:
 
 353 MIND AND HAND. 
 
 " Some may think that tlie variety of operations in the 
 meclianic arts is so great as to make it impossible to give 
 the student any real knowledge in the time at his dis- 
 posal. It should be borne in mind, however, that this 
 multiplicity of processes may be reduced to a small num- 
 ber of manual operations, and the numerous tools em- 
 ployed are only modifications of, or convenient substi- 
 tutes for, a few tools which are in general use." 
 
 A course in tool practice by the laboratory method has 
 been made part of the curriculum of the College of the 
 City of New York.* I am permitted to make an extract 
 from a letter w^ritten in August last by Alfred G. Comp- 
 ton. Professor of Applied Mathematics of the College of 
 the City of New York, to Dr. Runkle. I print this ex- 
 tract to show the exacting nature of the demands made 
 upon instructors by the new education. It is as follows : 
 
 " We are anxious to find, by the opening of our term 
 in September, a competent instructor in wood-working 
 for our course in mechanic arts, now in its second year. 
 He should be a good and ready draughtsman, skilful in 
 perspective and projections, and ready in black-board 
 sketching, besides being acquainted with the use of tools, 
 and apt at class-teaching, lie will have at first $1000 a 
 year." 
 
 The lack of competent instructors is the most serious 
 difficulty which the new education is destined to encoun- 
 ter. The desire to adopt tool practice is so widespread 
 among the people that educators, whether willing or oth- 
 
 * "The first report of the Iiulustrial Educational Association of 
 New York gives a list of thirtj'one schools in that city in whicii in- 
 (]ll^^trial education is furnished." — Address of Prof. S. K. Tliompson, 
 Industrial Department of the National Educational Association, Sara- 
 toga Springs, N. Y., July, 1885.
 
 THE MANUAL ELEMENT TN EDUCATION IN 1884 853 
 
 erwise, are compelled to attempt to gratify the demand. 
 At the same time the force of competent instructors is 
 very small, and the danger is that the new system of ed- 
 ucation will be brought into disrepute through the failure 
 of its proper administration. 
 
 In 1882 Mr. Paul Tulane, of Princeton, N. J., made a 
 large donation, consisting of his realty in the city of 
 New Orleans, in aid of education in the State of Louisi- 
 ana. In 1884 the University bearing its donor s name 
 — Tulane — came into existence. In the deed of dona- 
 tion Mr. Tulane declared that by the term education he 
 meant to " foster such a course of intellectual develop- 
 ment as shall be useful and of solid worth, and not be 
 merely ornamental or superficial." Hence manual train- 
 ing has been made a prominent feature of the insti- 
 tution.* 
 
 There is in operation at Crozet, Va., a manual training 
 school called, after its founder, Mr. Samuel Miller, " The 
 Miller Manual Labor School ;" but of the methods of 
 training pursued at this school the author is not accu- 
 rately informed. 
 
 Girard College, dedicated nearly forty years ago, has 
 adopted manual training. In response to a letter by the 
 author, asking for information, Mr. W. Heyward Dray- 
 ton, of Philadelphia, gives the following historical sketch 
 of the introduction and progress of tool practice by the 
 laboratory method in that noble institution : 
 
 * John M. Ordway, A.M., late Professor of Metallurgy and Indus- 
 trial Chemistry of the Massachusetts Institute of Technology, has been 
 called to New Orleans to organize and direct the manual training 
 department of the institution ; and he is assisted by Charles A. 
 Heath, B.S., and Everett E. Hapgood, graduates of the School of 
 Mechanic Arts of the Massachusetts Institute of Technology.
 
 354 MIND AND HAND. 
 
 " From time to time some of the directors recognized 
 the importance of mechanical instruction, but after one 
 or two attempts further efforts in tliis direction were 
 abandoned, as those jjroved utter faihires. It was not 
 until Dr. Runlde, of tlie Massachusetts Institute of Tech- 
 nology, at the instance of the late Mr. William Welsh, 
 then president of the Board of Directors of City Trusts, 
 delivered a short address on the subject in the lecture- 
 room of the Franklin Institute in this city, that any prac- 
 tical mode of introducing this branch of study into the 
 college was presented. 
 
 "... Following as nearly as possible the scheme suggest- 
 ed by Dr. Runkle, and aided by many suggestions from 
 him, in April, 18S2, we began to instruct the larger boys 
 to use tools in several kinds of metals. We were so fort- 
 unate as to secure the services of a very comjjetent and 
 enthusiastic instructor, who confined his instruction mere- 
 ly to teaching the use of tools, but without any pretence 
 of teaching any trade. The result of two years' experi- 
 ence has been so satisfactory that our boys Ijeave the col- 
 lege to go to workshoi^s, where they secure sufficient 
 wages to support them at once ; and they have, in many 
 cases, been found so expert that in a few months their 
 wages have been increased. We have been so encour- 
 aged by this as a substitute for apprenticing lads, which 
 is fast becoming impossible, that we ha\'e just erected 
 commodious workshops [laboratories], in which, on the 
 same system, but to many more boys, we propose to teach 
 the use of tools in wood-work also, as we have hereto- 
 fore taught in metals. To this time we have been com- 
 pelled, from want of facilities, to confine our instruction 
 to about one hundred and seventy-five boys. We expect 
 next month (October, 188-1) to increase the number to
 
 THE MAXUAL ELEMENT IN EDUCATION IN 1«84. S5ft 
 
 three hundred — only being limited by the youth of the 
 pupils, many of whom are too young to permit of theii 
 handling tools." 
 
 Manual training has been made part of the curriculum 
 of the Agricultural and Meclianical Colleije of Auburn, 
 Ala., and the department is under the direction of a grad- 
 uate of the Massachusetts Institute of Technology.* 
 
 Manual training has been adopted as a branch of edu- 
 cation in the Denver (Col.) University, and the director 
 of the department is a graduate of the manual training 
 department of the Washington University of St. Louis, 
 Mo.f 
 
 The present year (1885) witnesses a very important 
 addition to the list of manual trainino^ schools — that of 
 Philadelphia. 
 
 It is not too much to say that Mr. James MacAlister 
 has revolutionized the public schools of Philadelphia in 
 the short period of two years during which he has held 
 the office of superintendent ; and the last wave of the 
 revolution reveals a fully-equipped manual training school 
 as part of the public-school system of the conservative, 
 grand old Quaker city. And this practical element in 
 education is to be free to all public-school boys fourteen 
 years of age, who can show themselves qualified to en- 
 ter, as witness the following ''■rules" of the Philadelphia 
 public schools : 
 
 " Promotions to the Manual Training School shall be 
 made at the close of the June term, from the Twelfth 
 
 * George H. Bryant, B.S., graduate of the Massachusetts Institute 
 of Technology, class of 1883. 
 
 f C. H. Wright. B.S., graduate of the St. Louis Manual Training 
 School, class of 1885.
 
 356 MIND AXn HAND. 
 
 Grade, or any higher grade, of the Boys' Grammar, Con- 
 solidated and Combined Schools ; but no boy shall be 
 promoted who is under fourteen years of age. 
 
 " It shall be the duty of the Principals of the several 
 Boys' Grammar, Consolidated and Combined Schools, to 
 certify to the superintendent of schools the names of all 
 boys of the proper age who have finished the course of 
 study in the Twelfth Grade, or any higher grade, and are 
 desirous of promotion to the Manual Training School." 
 
 In calling the attention of the public to the establish- 
 ment of a manual training school as part of the educa- 
 tional system of Philadelphia, a committee of the City 
 Board of Education say, under date of June 10, 1885, 
 
 " The undersigned desire to call attention to the new 
 manual training school to be opened in this city next 
 September. It is intended for boys who have finished 
 the Twelfth Grade, or any higher grade, of the Gram- 
 mar-school course. The instruction will embrace a thor- 
 ough course, so far as it goes, in English, mathematics, 
 free-hand and mechanical drawing, and the fundamental 
 sciences ; but in addition to these branches a carefully 
 graded course of manual training will form a leading 
 feature of the school. This manual training is intended 
 to give the boys such a knowledge of the tools and nui- 
 terials employed in the chief industrial pursuits of our 
 time as shall place them in more dii'cet and sympathetic 
 relations with the great activities of the business world. 
 The school will make our public education not only more 
 complete and symmetrical in character than it has been 
 heretofore, but it will be at the same time better adapted 
 to enal)le the pupils to win their way in life. No matter 
 what futui'c a ))arent may have marked out for his boy — 
 whether he be intended for an industrial, a mercantile, or
 
 THE MANUAL ELEMENT TN EDUCATION IN 1884. 357 
 
 a professional occupation, it is believed that such an edu- 
 cation will be of immense advantage to him. Upon the 
 industries of the world, to a much larger extent than ever 
 before in its history, depend the progress, the prosperity, 
 the liappiness of society. To prepare boys for this con- 
 dition of things will be the aim of this school. The en- 
 tire course of instruction and training will be practical 
 in the largest and best sense of that term. The culture 
 it gives will include the hand as well as the head, and 
 its graduates will be trained to work as well as to think. 
 The course will extend over a period of three years, but 
 it is so arranged that boys whose intended pursuits in 
 life will not warrant spending so much time may partici- 
 pate in its advantages for a shorter period before enter- 
 ing upon other studies or a permanent occupation. 
 
 " The Manual Training School has been organized in 
 response to a growing sentiment respecting the character 
 of public education which has been strongly manifested 
 in Philadelphia, and the Board of Public Education be- 
 lieve that the movement, when fully understood, will 
 meet with the cordial approval of our people. Your 
 careful consideration of the nature and objects which 
 the school seeks to accomplish is respectfully solicited." 
 
 This act of the school authorities of the city of Phila- 
 delphia is the strongest popular endorsement the theory 
 of manual training as an element of education has re- 
 ceived. It commits a great city to a fair trial of the new 
 education under the most favorable auspices — under the 
 conduct of Mr. James MacAlister, one of the most ac- 
 complished, as well as most sternly practical educators 
 in the United States. 
 
 But this is only part of a general system of manual 
 training introduced throughout the whole course of in- 
 
 ^15*
 
 Snft MIND AND HAND. 
 
 structioii given in the public schools of Philadelphia. 
 There are kindergartens (sub -primaries) for cliildren 
 from three to six years of age, and an industrial art 
 department for all the students (of both sexes) of the 
 grammar schools. In this latter department the course 
 of training comprises ''drawing and design," "model- 
 ling," " wood - carving," " carpentry and joinery," and 
 " metal work." These courses, including manual train- 
 ing i^roper, " at the top," form a comprehensive system 
 of head and hand training known as the new education. 
 Mr. MacAlister says, " The conviction is gradually ob- 
 taining among the members of the Board of Education 
 [of Philadelphia], and in the public mind, that every 
 child should receive manual training; that a complete 
 education implies the training of the hand in connection 
 with the training of the mind ; and that this feature 
 must ultimately be incorporated into the public educa- 
 tion. What is this but the realization of the principles 
 whiph every great thinker and reformer in education 
 lias insisted upon, from Comenius, Locke, and Rousseau, 
 to Pestalozzi, Froebel, and Spencer !" * 
 
 * In a letter to the author, Mr. MacAlister re enforces the observa- 
 tions quoted in the text. He says, 
 
 " I wish you to understand that all my own convictions and action 
 in connection with this movement are based upon what in my judg- 
 ment should constitute an education fitted to prepare a human being 
 for the social conditions of to-day, and not merely upon the industrial 
 deiiunida of our time. . . . T J)clieve there is a great future for the 
 manual training movement in IMiiladelpiiia. I feel encouraged to go 
 forward with tlie work. The great principles which underlie the 
 system are with me intense convictions; Ihci/ nmni nothing Ichh than 
 a revolution in education. The great ideas of the reformers of school 
 training must be rcaliz.cd in the public schools, or they will fail in 
 accomplisiiing the ends for which they were instituted and have been 
 mniiitiiiiicd "
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 359 
 
 The rapid progress of the revohition in education is 
 sliown by the fact that manual training in some form 
 has been adopted in certain of the schools of at least 
 twentj-fonr of the States of the American Union. 
 
 In some of the higher educational institutions the new 
 education is warmly welcomed, while in others public 
 sentiment alone compels its adoption. The State Agri- 
 cultural and Mechanical College of Texas has been rev- 
 olutionized in this way. A member of the Faculty* 
 writes as follows : 
 
 "This institution was opened on the 4th of October, 
 1876. In spite of its name, the conditions of its endow- 
 ment, and its avowed object, it was founded on the plan 
 of the old classical and mathematical college, and had 
 no industrial features whatever till the beginning of the 
 year 1880. At that time the public sentiment of the 
 State had condemned so decidedly and repeatedly the 
 misappropriation of the funds, and perversion of the en- 
 ergies of the college under its administration as a literary 
 school, that the directors found it necessary to reorgan- 
 ize it by accepting the resignation of the members of 
 the faculty without exception, and calling in a new corps 
 of instructors. In 1880-81 a large dormitory building 
 was converted into a shop [laboratory]. This was fitted 
 with tools for elementary instruction in wood-working 
 for the accommodation of about fifty students. A small 
 metal -working plant was also erected, the whole being 
 furnished with power from a twelve-horse-power engine. 
 Since that time a brick shop [laboratory] has been pro- 
 vided for the accommodation of the metal-working ma- 
 chinery, which now includes the principal machines used 
 
 * H. H. Dinwiddie, Professor of Chemistry, Cliairman of the Faculty.
 
 360 MIND AND HAND. 
 
 in ordinary iron-working, all driven by a twenty-horse- 
 power engine." 
 
 Massachusetts, the cradle of the American coninion- 
 school system, is the first State to legalize by statute the 
 new education, placing manual training on an equal foot- 
 ing with mental training, by the following act : 
 
 " Section I. of Chapter XLIV. of the Public Statutes, 
 relating to the branches of instruction to be taught in 
 public schools, is amended by striking out in the eighth 
 line the words ' and hygiene,' and inserting instead the 
 words ' hygiene and the elementary use of hand-tools ;' 
 and in any city or town where such tools shall be intro- 
 duced they shall be purchased by the school committee 
 at the expense of such city or town, and loaned to such 
 pupils as may be allowed to use them free of charge, 
 subject to such rules and regulations, as to care and cus- 
 tody, as the school committee may prescribe." * 
 
 The Legislature of Connecticut adopted a similar stat- 
 ute last year (1884). 
 
 The Iowa Agricultural College is the first educational 
 institntion in the country to recognize the inipoi-tance 
 of instruction in tlie arts of home life. In tliis colk-ge 
 domestic economy has been elevated to the dignity of a 
 department called the "School of Domestic Ecuiiomy," 
 with the following "special faculty:" 
 
 The Prcsidenl, Mrs. Emma P. Ewing, Dcaa.DoiiirMir Economy. 
 J. L. Biuld IlortlcuUare nnd (Jardening. 
 
 A. A. Bennett Chemistry. 
 
 B. D. Ilalstcd Botany. 
 
 I). S. F;iinliil(l IIygi< lie i/in/ Pliy.'iioloyy. 
 
 Laura M. Saundersoa Elocution. 
 
 * "School Laws of ^lassaclmsctls. Supiilenicnt to tlie l^^dilion of 
 1883, containing tlie Additional [legislation to the Close of the Legis- 
 lative Session of 188.-); issued by the State Bo.ard of Education."
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 
 
 The course of study is as follows : 
 
 FIRST YEAR. 
 
 361 
 
 First Term. 
 
 Domestic Economy. 
 
 Botany. 
 
 Physical Training. 
 
 Household Accounts. 
 
 Second Term. 
 Domestic Economy. 
 Physiology and Hygiene. 
 Dress-fitting and Millinery. 
 Essavs. 
 
 First Term. 
 
 Domestic Economy. 
 
 Chemistry. 
 
 Duties of the Nurse. 
 
 Designing and Free-hand Draw 
 
 ing. 
 Landscape and Floral Gardening 
 
 SECOND YEAR. 
 
 Second Term. 
 
 Domestic Economy. 
 
 Home Architecture. 
 
 Home Sanitation. 
 
 Home .i^sthetics and Decorative 
 
 Art. 
 Essays and Graduating Thesis. 
 
 Mrs. Ewing, dean of the school, thus states, clearly 
 and powerfully, the reasons for its establishment and its 
 purposes : 
 
 " This school is based upon the assumption that no 
 industry is more important to human happiness than that 
 which makes the home ; and that a pleasant home is an 
 essential element of broad culture, and one of the surest 
 safeguards of morality and virtue. It was organized to 
 meet the wants of pupils who desire a knowledge of the 
 principles that underlie domestic economy, and the course 
 of study is especially arranged to furnish women instruc- 
 tion in applied house-keeping and the arts and sciences 
 relating thereto — to incite them to a faithful performance 
 of the every-day duties of life, and to inspire them with 
 a belief in the nobleness and dignity of a true woman- 
 hood. 
 
 " No calling requires for its perfect mastery a greater
 
 363 MIND AND HAND. 
 
 amount of practice and theory combined than that of 
 domestic economy, and students, in addition to recita- 
 tions and lectures on the various topics of the course, 
 receive practical training in all Ijranches of house-work, 
 in the purchase and care of family supplies, and in gen- 
 eral household management. They are not, however, 
 required to perform a greater amount of labor than is 
 necessary for the desired instruction. 
 
 " The course of study is for graduates of colleges and 
 universities. It extends through two years, and leads to 
 the degree of Master of Domestic Economy." * 
 
 The Le Moyne Normal Institute of Memphis, Tenn., 
 is a private school, " sustained chiefly by benevolently 
 disposed people at the North, for colored youth." In a 
 letter to the author the principal of this school thus de- 
 scribes the manual features of its curriculum : 
 
 " Besides our Normal work projDer, we give girls of 
 the school two years' training in needle-work of different 
 kinds, one year's instruction in choice and pre])aration of 
 foods, with practice in an experimental kitchen, and six 
 months' training in nursing or care of the sick. One 
 hour a day is given to each of the foregoing subjects for 
 the time indicated. 
 
 "1 am about to erect workshops for training for our 
 boys in tlie use of wood-working tools, and in iron-work- 
 ing and moulding — the course to comprise two years' 
 time, two hours per day at the benches. We shall also 
 have type-setting and pi-inting as specialties for individ- 
 ual students. This work will be in operation in Janu- 
 ary, 1 880." f 
 
 * Annual Cataloguf of tlic Iowa Agricultural College. 
 + A. J. Steele.
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 3fi3 
 
 The professor in charge of the Mechanical Engineer- 
 ing Department of the University of Michigan writes to 
 the author as follows : 
 
 "There can be no donbt in the mind of a sane man 
 that this practical instruction [laboratory work] is exact- 
 ly what is needed by our engineering students. We are 
 assured of that fact by the expression of gratification on 
 the part of our engineering alumni to find here the very 
 instruction whicli they were obliged to spend two or 
 three years to secure after graduating. We give our 
 students work of an elementary character for a few 
 weeks, or until they become accustomed to tools, when 
 we put them to work on some part of a machine. If 
 they spoil it, well and good — it goes into the scrap-heap ; 
 if they succeed, they have the pleasore of seeing a per- 
 fect macliine grow up under their eyes and hand. Stu- 
 dents having matured minds, as most of ours have, work 
 better with a definite plan in view. We always require 
 them to work from drawings. Our course in forging is 
 very popular ; and it is especially useful, as it gives our 
 young men that knowledge of the different kinds of iron 
 and steel whicli will be of the greatest benefit to them 
 as engineers." * 
 
 The ]S"ational Educational Association of the United 
 States, at its last meeting, at Saratoga Springs, N". Y. 
 (1885), took a great step forward in the adoption of a 
 resolution f endorsing the kindergarten. The association 
 was, however, singularly illogical in its subsequent ac- 
 
 * Mortimer E. Cooley, Assistant Engineer, U. S. Navy. 
 
 f "Resolved, That we trust the time is near at hand when the true 
 principles of the kindergarten will guide all elementary training, and 
 when public sentiment and legislative enactment will incorporate the 
 kindergarten into our public-school system."
 
 364 MIND AND HAND. 
 
 tion, in voting to lay npon the table a resolution* recom- 
 mending the introduction of manual training to the pub- 
 lic schools. The kindergarten and manual training are 
 one in principle, and should be one in practice. All 
 educators will soon see this, and the National Education- 
 al Association will no doubt soon place itself as heartily 
 on record in support of manual training as it has already 
 done in support of the kindergarten. 
 
 Ohio ranks as the third State in the Union industrially, 
 and she is making great strides in the direction of a more 
 practical system of education. This is sliow^n by the 
 prominent place given to instruction in the mechanic 
 arts in the State University at Columbus, by the pros- 
 perity of the Case School of Applied Science, and the in- 
 troduction of manual training to the public-school sys- 
 tem at Cleveland, and by the establishment of the Scott 
 Manual Training School at Toledo. The city of Toledo 
 owes the inception of the movement in support of the 
 new educatiou to the munificence of the late Jesup W. 
 Scott, who dnring his life conveyed to trustees for pur- 
 poses of industrial education, in connection w-ith the 
 public-school system, certain valuable real estate. After 
 the death of Mr Scott, his three sons,f still residents of 
 Toledo, supplemented their father's donation with a suf- 
 ficient sum of money to secure the erection and com- 
 plete etpiipnicnt of a manual training school for three 
 hundred and tifty ]ni])ils. 
 
 The scliool is inodcllfMl aftci- the schools of St. Louis 
 and (Jhicago; but it gives only the manual side of the 
 
 * "Resolved, Tliiit we n'('()<rnizc the eduoationiil value of training 
 the hand to skill in tlic use of tools, and recommend that provision 
 be made, as far iis pnictieablc, for such traininn' in public schools." 
 
 f William F., J"'nuik J., and Maurice Scott.
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 365 
 
 curriculum, because it is conducted in connection with 
 tlie public High School, receiving its jjupils therefrom. 
 It opened in the autumn of 1884 with sixty pupils, ten 
 of whom were girls. Its register now numbers two hun- 
 dred, fifty of whom are girls. Its course for boys is sub- 
 stantially the same as that of the Chicago school. The 
 course for girls includes free-hand and mechanical draw- 
 ing, designing, modelling, wood-carving, cutting, fitting, 
 and making garments, and domestic science, including 
 food preparation and household decoration. A distin- 
 guished lawyer and citizen of Toledo,* who has been 
 prominent in the work of establishing the school, says, 
 
 " The brightest and most faithful pupils of the High 
 School have eagerly availed themselves of the opportunity 
 for manual instruction, and the zeal with which this new 
 work is pursued has added a new charm to school life." 
 
 The school is in charge of Mr. Ralph Miller, B.S., who 
 is assisted by Mr. Geo. S. Mills, B.S.f It is especially 
 interesting, both as the newest educational enterprise and 
 because it places the sexes on a footing of absolute equal- 
 ity. Reform in education must begin with w^oman, for 
 it is from her that man inherits his notable traits, and 
 from her that he receives the earliest and most enduring 
 impressions. In the arms of the mother the infant mind 
 rapidly unfolds. It is in the cradle, in the nursery, and 
 at the fireside that the child becomes father of the man. 
 The regeneration of the race through education must, 
 then, begin with the child, and be directed by the moth- 
 er ; and this being the fact, the education of woman be- 
 comes far more imperative than that of man. 
 
 * Hon. A. E. Macoraber. 
 
 t Graduates of the St. Louis Manual Training School, class of 1884.
 
 366 MIND AND HAND. 
 
 That the ancients made so little progress in morals is 
 due to the fact of their neglect of the education of wom- 
 an. Keither in Egypt nor Persia was provision made 
 for her mental or moral training. There were schools 
 for boys in Greece, but none for girls ; and not till late 
 in the Empire was there any special culture for girls in 
 Rome. 
 
 In the Middle Ages learning was confined to the relig- 
 ious orders. The narrow bounds of the convent con- 
 tained all there was of science and art. In the castle 
 and at the tournament woman ministered to man's pride 
 and vanity ; and in the peasant's hut, which was the 
 abode equally of poverty and ignorance, she endured 
 both mental and moral starvation. Sir Walter lialeigh, 
 Lord Bacon, Swift, Addison, Lord Chesterfield, Dr. John- 
 son, and Southey treated woman -with mingled contempt 
 and pity, and yet they were familiar with the story of 
 Lucretia, of Virginia, and of the Maid of Orleans! But 
 Shakespeare, with a sublinier genius, porti-ayed a Cor- 
 delia, a Desdemona, an Imogen, and a Queen Catharine, 
 and with rare prevision of a future better than the age 
 he knew, wrote these glowing lines : 
 
 " Falsehood aud cowardice 
 Are things that women higlily liold in halo." 
 
 This is the rational age, though not less truly chival- 
 rous than that of Arthur and his knights; for, as lluskin 
 well says, "The bucklijig on of the knight's armor by 
 his lady's hand is the type of an eternal truth — that the 
 soul's armor is never well set to the heart unless a wom- 
 an's hand has braced it." * 
 
 *" Sesame and IJIies," p. 97. By John Hiiskin, LL.D. New 
 York: John Wiley & Sons, 1884.
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 367 
 
 The distinguishing features of this time are its homes 
 and its schools, and the j^in-ity of the one and the effi- 
 ciency of the other depends upon woman. It was re- 
 served for Froebel to rescue woman from the scorn of 
 preceding ag'es by dechiring her superior fitness for the 
 office of teacher — the most exalted of civil functions. 
 
 The growth of the kindergarten has not been com- 
 mensurate witli its importance. Indifference and preju- 
 dice have united to discourage progress. Ancient con- 
 tempt of childhood — that contempt which in Persia 
 excluded the boy from the presence of his father until 
 the fifth year of his age * — projects its sombre shadow 
 down the ages. But manual training, which is the kin- 
 dergarten in another form, is leading captive the imagi- 
 nation of the American people, and where the imagina- 
 tion leads, woman is in the van. Woman is to man 
 what the poet is to the scientist, what Shakespeare was 
 to Newton, the celestial guide. She tempts to deeds of 
 heroism and self-sacrifice. She is less selfish than man, 
 because a more vivid imagination inspires her with a 
 deeper feeling of compassion for the misfortunes and 
 follies of the race. Her intuitions are truer than those 
 of man, her ideals higher, her sense of justice finer, and 
 of duty stronger ; and she has a better appreciation of 
 the moral value of industry, remembering the tempta- 
 tions of her sex to evil through habits of idleness, en- 
 forced by the decrees of custom. And she is our teach- 
 er, whether we will or no — our teacher from the cradle 
 to the grave — and it is through her ministry that we are 
 destined to realize our highest mental and moral ideals.' 
 
 This sketch of the history of manual training in the 
 
 * "Herodotus," Clio I., p. 136.
 
 368 MIND AND HAND. 
 
 United States is doubtless incomplete. It is, however, 
 siifBcient to show that the subject is already one of 
 absorbing interest in all parts of the country. 
 
 Manual training in the public schools of Europe can 
 scarcely be called educational, since the pupils usually 
 make articles for household use. The pnrpose is purely 
 industrial, and hence the mental culture received in the 
 course of the manual exercise is the mere incident of a 
 mechanical pursuit. But the making of things in the 
 schools of Europe is gradually extending. 
 
 In Denmark an annual appropriation ($2000) is made 
 by the Legislature for the encouragement of slojd (hand- 
 cunning) in the schools. All pupils in Danish and Swed- 
 ish schools make things. 
 
 In Germany, Dr. Erasmus Schwab published in Vien- 
 na, in 1873, a book, " The Work School in the Common 
 School." Rittmeister Claussen Von Kaas, of Denmark, 
 travelled through Germany and delivered lectures on 
 manual training, and now there is a considerable agita- 
 tion of the subject. 
 
 In Finland all the country schools are slojd schools. 
 
 In 1881 the Legislature of Norway appropriated $1250 
 for the snpport of sliijd in the schools. 
 
 In France a hiw (1882) makes manual training obliga- 
 tory, and a school for training teachers has been estab- 
 lished — "L'^cole Normale Snperieure de travail Manuel" 
 — in which there are about fifty students. Prof, G. So- 
 licis was the chief supporter of manual training in France. 
 
 In Sweden, in 1876, there were eighty slojd schools. 
 Ill 1877 the number had increased to one huiulred; in 
 1878, to one hundred and thirty; in 1871), to two hun- 
 dred; in 1880, to three hundred; in 1881, to four hun- 
 dred ; and in 1882, to five hundred.
 
 THE MANUAL ELEMENT IN EDUCATION IN 1884. 369 
 
 In Naiis, in Sweden, there is a seminary for the train- 
 ing of slojd teachers.* Of this seminary Otto Salomon is 
 director. In the slojd schools small articles are made for 
 use in the house, kitchen, on the farm, etc. The course 
 of instruction embraces one hundred models. The mate- 
 rials for the first series of twenty-five models cost about 
 40 cents ; for the second series of twenty-five the cost is 
 Y5 cents ; and for the third series of fifty the cost is $3.25. 
 The annual expense of the manual training in a Swedish 
 country school is about ten to eleven dollars. 
 
 The technical and mechanic art or trade schools of 
 Europe, generally, whether public or private, do not 
 come within the scope of this work, since their purpose 
 is industrial, not educational. 
 
 * "Four young women have graduated from the Slojd Teacher's 
 Seminary at Naas, Sweden, and two of them are now engaged in 
 teaching manual arts." — Letter from John M. Ordway, A.M., Chair 
 of Applied Chemistry and Biology, and Director of Manual Training, 
 Tulane University of Louisiana. 
 
 1 "In fine, I have been beloved by the four women whose love was 
 of the most comfort to me : My motlier, my sister, my wife and my 
 daughter. I have had the better part, and it will not be taken from 
 me, for I often fancy that the judgments which will be passed upon 
 us in the Valley of Jehoshaphat, will be neither more nor less than 
 those of women, countersigned by the Almighty." — "Recollections 
 of My Youth," p. 306. By Ernest Renan. New York : G. P. Put- 
 nam's Sons, 1883.
 
 370 MIND AND HAND. 
 
 CHAPTER XXVII 
 
 PROGRESS OF THE NEW EDUCATION— 1883-1898. 
 
 Educational Revolution in 1883-4. — Urgent Demand for Reform- 
 Existing Schools Denounced as Superficial, their Methods as Auto- 
 matic, their System as a Mixture of Cram and Smatter — The 
 Controversy between the School - master of the Old Regime and 
 the Reformer — The Leaders of the Movement, Col. Parker, Dr. 
 MacAlister, and Others — Followers of Rousseau, Bacon, and 
 Spencer — "The End of Man is an Action, not a Thought" — The 
 Conservative Teachers Fall into Line — The New Education Be- 
 comes an Aggressive Force, Pushing on to Victory — The Physical 
 Progress of iMaiiuul Training — Its Quality Not Equal to its Ex- 
 tent — The New System of Training Confided to Teachers of the 
 Old Regime — Ideal Teachers Hard to Find — Teachers Willing to 
 Learn Should Be Encouraged — The Effects of Manual Training 
 Long Antedate its Introduction to the Schools — Bacon's Definition 
 of Education — Stephenson and the Value of Hand-work — Manual 
 Training is the Union of Thought and Action — It is the Antithesis 
 of the Greek Methods, which Exalted Abstractions and Debased 
 Tilings — The Rule of Comenius and the Injunction of Rousseau 
 — Few Teachers Comprehend Them — The Employment of the 
 Hands in the Arts is More Highly Educative than the Acquisi- 
 tion of the Rules of Reading and Arithmetic— What the Locomo- 
 tive has Accomplished for Man — Education Must be Equal, and 
 Social and Political Equality will Follow — The Foundation of 
 the New Education is the Baconian Philosophy as Stated by 
 Macaulay — Use and Service are the Twin - ministers of Human 
 Progress — Definitions of Genius— Attention— Sir Henry Maine — 
 Manual Training Relates to all the Arts of Life — Mind and Hand 
 — Newton and the Apple — The Sense of Touch Resides in the 
 Ilaml — Robert Seidel on Familiarity with Objects — Material 
 Progress the Basis of Spiritual Growth — Plato and the Divine 
 Dialogues— Poverty, Society, nnd the Useful Arts — Selfishness
 
 PROGRESS OF THE NEW EDUCATION— 1883-1898. 371 
 
 Must Give Way to Altruism — The Struggle of Life — The Progress 
 of tlie Arts aud the Final Regeneration of the Race — The Arts 
 that Make Life Sweet and Beautiful — The Final Fundamental 
 Educational Ideal is tl^niversality — Comenius's Definition of Schools 
 — The Workshops of Humanity — Tliat One Man Should Die Igno- 
 rant who had Capaciiy for Knowledge is a Tragedy — Mental and 
 Manual Exercises to be Rendered Homogeneous in the School of 
 the Future — The Hero of the Ideal School. 
 
 Fifteen years ago a great wave of educational awa- 
 kening swept over this country. It penetrated every 
 nook and corner of the land, pervading both cities, large 
 and small, and the rural districts. It took the shape of 
 a demand, often almost inarticulate, for reform. The 
 schools were denounced as superticial ; their methods 
 as automatic; their teachers as unintelligent and un- 
 trained , their system of instruction as a mixture of 
 cram and smatter. 
 
 The school - master is a conservative, and with his 
 champions he came promptly to the defence of the old 
 schools and their old methods. The controversy became 
 heated, and soon tiie rival forces joined battle. Col. 
 Francis W. Parker, of the Chicago Normal School, and 
 Dr. James MacAlister, now President of the Drexel 
 Institute of Philadelphia, and others were prominent 
 leaders of the new reform movement, whose banner was 
 "Manual Training," or "The New Education." 
 
 Under this brilliant and enthusiastic leadership the 
 movement became a crusade in the interest of the edu- 
 cational ideas of Montaigne, Rousseau, Bacon, Locke, 
 Comenius, Pestalozzi, Froebel, Spencer, Mann, and their 
 long array of sympathizers and supporters, who, with 
 Bacon, declare that "the end of man is an action, not a 
 thought." 
 
 But the work of the reformers was too serious to be
 
 ■r 
 
 372 MIXD AND HAND. 
 
 long cor\tr(>lled, either by einotiuii or passion. The >nore 
 intelligent and better edncated and trained teachers 
 gi-adnally came to the supj3ort of the new system and 
 methods, and the mass of tiie teaching fraternity caught 
 sometiiing of the enthusiasm by which tiie reformers 
 were inspired to sti'uggle for a great cause. Thereafter 
 Manual Training became an aggressive force openly de- 
 manding recognition, and pushing for victory and ulti- 
 mate control. 
 
 In the Appendix hereto the physical progress of Manu- 
 al Training is shown in tabulated form; and the extent 
 of such progress is all, if not more, than its most ardent 
 friends and advocates could rationally desire. But it is 
 not to be doubted that the quality of the progress the 
 new education has made in the period of fifteen years 
 under consideration is far inferior to its extent. The 
 statistics here presented relate mainly to the village, 
 town, and city schools of this country, and especially to 
 its public schools, with some general observations and 
 facts in relation to the progress of the new education 
 in England and the chief countries in Europe. In a few 
 instances the tabulations include institutions designed 
 for industrial rather than strictly educational purposes. 
 But it is deemed wise to retain them, on the ground that 
 whether so designed or not all industrial training is 
 educative. 
 
 It is worthy of intelligent infjuiry whether as a matter 
 of fact, not only in this country, but in all countries, the 
 progress of Manual Training has not b(H;n very unsat- 
 isfactory in quality. In most cases the ninv education 
 was necessarily confided to teachers of the old regime, 
 who, as a preliminary, were compelled to unlearn what 
 was false and erroneous in the old system, to overcome
 
 PROGRESS OF THE .NEW EDUCATION— 1883-1898. 373 
 
 the prejudices of years, sometimes of a lifetime, and to 
 become faitl)ful and laborious students of a new and 
 Bcientitic scheme of education. The main difficulty in 
 matters educational has always been "to secure ideal 
 teachers. Education is the first of human considera- 
 tions, and its professors should be the most learned of 
 human beings. If the teachers who have been called to 
 the Priesthood, of the New Education, have proved in- 
 competent in many instances, instead of being hastily 
 condemned they should be helped forward towards the 
 goal of competency by all friends of that progress in 
 education which is the sole hope of human perfection. 
 
 The most striking effects of Manual Training long 
 antedate its introduction to the schools. For thousands 
 of years, in every shop where the humble mechanic 
 wrought ; at every fireside whei'e ihe domestic arts ob- 
 tained a foothold ; in every field where a step foi'wai'd 
 was made through the invention of some less crude im- 
 plement of husbandry than the one that preceded it, the 
 mind and the hand expressed their joint struggle tow- 
 ards the achievement of that skill in useful things which 
 constitutes the very kernel of civilization. Bacon's defi- 
 nition of education — "the cultivation of a just and le- 
 gitimate familiarity betwixt the mind and things" — is 
 a recognition of the philosophic fact that the hand is 
 the source of wisdom ; and the life of George Stephen- 
 son, the inventor of the locomotive, affords a most im- 
 pressive illustration of the educative value of hand- 
 work. At the coal-pit's mouth Stephenson, meantime 
 learning his "A B C's," invented the "Rocket," while 
 the bookish engineers were declaring it to be a niechan- 
 ical impossibility. Stephenson's achievement was the 
 realization in things of Bacon's luminous precept — "The
 
 874 MIND AND HAND. 
 
 end of man is an action, not a thouglit." — This is the 
 philosopliy, the ratiujuile, of Manual Training; it is the 
 union of thought and action, and it therefore demands 
 tiie elimination from educational nietiiodsof the abstract 
 philosophy of the Greeks. In his declaration, "All the 
 useful arts are degrading," Plato defined the character 
 of the revival of learning which was to occur hundreds 
 of 3'ears afterwards; it was a revival of Greek methods, 
 which exalted abstractions, and debased things. Mr. 
 Herbert Spencer refers to its baleful effects upon the 
 schools of England in the severest terms of condemna- 
 tion. That Mr. Spencer's arraignment of the schools is 
 just, is shown by its antithesis ex})i-essed in the dictum 
 of Dr. Dwight, of Yale College, who says: "Education 
 is for the j)urpose of developing and cultivating the 
 thinking power. It is to the end of making a knowing, 
 thinking mind." 
 
 IJacon discovered, and did not hesitate to declare, that 
 "the understanding is more ))rone to error than the 
 senses"; and this fact constitutes the basis of his phi- 
 losophy of "things," which is another name for the law 
 of induction. " For if we would look into and dissect 
 the nature of this real world," he says, "we must consult 
 only tilings themselves." If we would find the corner- 
 stone of education, we must consult labor. Nothing 
 great is accomplished without a due mingling of drudg- 
 ery and humility; for of all the virtues humility is the 
 most excellent. The Greeks failed to comprehend the 
 true educational idea because of their j)ride. They as- 
 sociated use with slavery, because in (irreece all labor 
 was performed by slaves; and, scorning labor, they 
 scorned use, and, by consequence, service, the greatest 
 of the moralities.
 
 PROGRESS OF THE NEW EDUCATION— 1883-1898. 375 
 
 Upon the foundation laid by Bacon, Rabelais, and 
 Montaigne, Coinenius, Rousseau, Pestalozzi, and Froe- 
 bel raised a great superstructure of educational ideas. 
 Words were subordinated, and things ennobled. 
 
 Comenius's rule, to "leave nothing until it has been 
 impressed by means of the ear, the eye, the tongue, the 
 hand," and the injunction of Rousseau that "the student 
 will learn more by one hour of manual labor than he 
 will retain from a whole day's verbal instructions ; that 
 the things themselves are the best explanations" — these 
 are the maxims of the new education. 
 
 But to what extent has the old school-master adopted 
 the new education, to what extent occupied the old 
 school-room with new ideas? How many school-masters 
 of even the present regime comprehend with John Rus- 
 kin that "the youth who has once learned to take a 
 straight shaving off a plank, or to draw a fine curve 
 without faltering, or to lay a brick level in its mortar, 
 has learned a multitude of other matters which no lips 
 of n)an could ever teach him?" In other words, to what 
 extent does the conviction pervade the ranks of the fra- 
 ternity of teachers, whether of public - schools, private 
 schools, colleges, or universities, that tlie employment of 
 the hands in the useful arts is more highly educative 
 than the acquisition of the rules of reading, writing, and 
 arithmetic? Or, considering the subject of the history 
 and career of George Stephenson, for instance, what, in 
 the opinion of the modern school - master, contributed 
 most to his development as a man and citizen of the 
 world — the mental exercise of learning to read, write, 
 and cipher, which task he accomplished while engaged 
 in inventing the locomotive, or the combined mental 
 and manual exercise of taking apart, repairing, and put-
 
 376 MIND AND HAND. 
 
 ting together the stationary engine used at the colliery 
 where lie was employed ? If, in the coui'se of onr in- 
 vestigation, it should be found that doing things as 
 Stephenson did is more conducive to intellectual de- 
 velopment than memorizing words and reciting poetry, 
 as the Greeks did, some light may be thrown on the 
 general subject of existing educational methods. Theii- 
 chief defect is their lack of moral power. Morality 
 does not reside in the letters of the alphabet, but there 
 is in the locomotive, for example, a great moral principle 
 — the principle of the brotherhood of man. For, in de- 
 vising the locomotive, Stephenson made man's neighbor- 
 hood coterminous with earth's utmost bounds ; thus, in 
 a single act, achieving his own apotheosis, and assuring, 
 ultimately, the moral and intellectual kinship of the 
 race. For the hand stands fcti- use, for service, and for 
 unyielding integrity; and it may be confidently asserted 
 on the conviction of observation, experience, and a stu- 
 dious consideration of historic facts, that its drill and 
 discipline as enforced in the world's workshops, and in 
 the best of existing Manual-training schools, results in a 
 far greater degree of mind development than is pro- 
 duced l)y any exclusively academic course, and hence 
 that Manual Training is the most important of all 
 methods of education. 
 
 The most sacred of luiUKin rights is the right of the 
 poor child, born in a highly civilized, wealthy con)mu- 
 nity, to the same kind and degiee of education as that 
 received by the child of the most opulent citizen. 
 
 It was long ago remarked that "the inequalities of 
 intellect, like the iiUMjualities of the surfacH'. of oui" globe, 
 bear so small a ])roportion to the mass that in calculat- 
 ing its gi-eat revolutions they may safely be neglected;"
 
 PROGRESS OF THE NEW EDUCATION— 1883-1898. 377 
 
 and the late Henrj George declared that the differences 
 in men, intellectnally, are no greater than their physical 
 differences. 
 
 The perpetuity of free institutions depends upon 
 social not less than upon political equality. But social 
 equality is impossible without educational equality: the 
 very thought of intimate relations with the ignorant is 
 repulsive to the learned. Education, impartial and 
 utiiversal, is, therefore, the sole guarantee of an ideal 
 civilization, and so of an imperishable state. 
 
 Old social evils constantly recur because the old crime 
 of inequality in education is forever and ever repeated. 
 It follows that we shall make all things equal through 
 equal education. But what sort of education? We shall 
 not train the child, as the ancients did, "to dispute in 
 learned phrase as to whether we can be certain that we 
 are certain of nothing!" Nor shall we stuff his memory 
 with the gi'ammar and rhetoric of an ancient tongue, in 
 view" of the profound observation of Dr. Draper, that a 
 living thought can no more be embodied in a dead lan- 
 guage than activity can be imparted to a coi'pse. But 
 we shall rather instruct him in the principles of the 
 Baconian philosophy, of which Macaulay so aptly says: 
 "Its characteristic distinction, its essential spirit, is its 
 majestic humility — the persuasion that nothing can be 
 too insignificant for the attention of the wisest which 
 is not too insigniticant to give pleasure or pain to the 
 meanest." 
 
 The end sought in education by the ancients was 
 ornament, and its strict analogy is found in barbaric 
 life. Spencer has pointed out that the savage smeared 
 his body with yellow ochre before he covered it with 
 clothes, and that he adorned his head with feathers be-
 
 378 MIND AND HAND. 
 
 fore he built a lint. So. under the laws of evolution, 
 before a Bacon could arise, whole generations of philos- 
 opliers were born, lived, speculated, and died, without 
 leaving to mankind the smallest heritage of that com- 
 mon sense by which we nevertheless live. 
 
 A philosophy which scorned the useful in all its 
 avSpects was essentially barbaric ; for art differentiates 
 civilized from savage life: its law was stagnation, as the 
 law of scientific investigation is progress. Use is the 
 greatest thing in the material world, as service is the 
 greatest thing in the moral world ; and they are .inited 
 in the philosophy of Bacon, which, beginning in observa- 
 tion and ending in art, multiplies useful things that are 
 beautiful, and beautiful things that are useful. 
 
 The old education was an outgrowth of the old philoso- 
 ])hy ; tlu! new education springs as logically from the 
 new, or P>aconian, philosophy. The old education was 
 ornamental ; the new is scientific, or useful. The old 
 education was designed to make masters ; the new is 
 designed to make men. 
 
 President Eliot, of Harvard University, admits tiiat 
 his method of education is to compel the student to 
 work. On the other hand, the method of the new 
 education is to attract him. Genius has many detini- 
 tions, one of which is "a capacity for taking infinite 
 pains." But its humblest equivalent is "attention"; 
 and we propose to secure the student's attention through 
 his hands: for the most significant fact in all tlie realm 
 of certitude is the fact that man impresses himself upon 
 nature through the hand alone! 
 
 Let us then, in the new school, unite mind and hand 
 in a crusade after the truths that are hidden in things. 
 For Manual Training, educationally, is the blending of
 
 PROGRESS OF THE NEW EDUCATION— 1888-1898. 379 
 
 thought and action. The thought that does not lead to 
 an act is both mentally and materially barren. For as it 
 confers no benefit upon the human race, neither does 
 it profit the mind that conceives it. Nay, more. An 
 unprolific thought exhausts the mind to no purpose, as 
 an unfruitful tree cumbers the ground. It follows that 
 the integrity of the mind can be maintained only by the 
 submission of its immature judgments to the verification 
 of things. Hence the correlation of thoughts and things 
 is as necessary to mental and moral growth as the appli- 
 cation of the principles of al)stract mechanics to the arts 
 of peace is essential to imman progress. 
 
 Sir Henry Maine supports this doctrine in a graphic 
 paragraph: "Unchecked by external truth tiie mind of 
 man has a fatal facility for ensnaring and entrapping 
 and entangling itself. But happily, happily for the 
 human race, some fragment of physical speculation has 
 been built into every false system." 
 
 Things are the source of ideas. Action generates 
 thought. He who has tools in his hand thinks best as 
 well as acts best. The man whose finger is on Nature's 
 pulse feels her heart-throbs, and so discovers and utilizes 
 her secrets. The men and women whu do the world's 
 work are better educated tlian the schoolmen who vainly 
 tell them how to do it; and they are better educated 
 because they are in closer relationship with things, 
 tiirough the supreme sense of touch, wiiich refines and 
 spiritualizes the hand — that wonderful member which 
 differentiates man from the other animals, and makes 
 him their master. 
 
 Manual Training educationally, then, relates to all the 
 arts whose sum is the art of living. For whether it be 
 the chair on which we sit; or the bed on which we lie;
 
 380 MIND AND HAND. 
 
 or the garments we wear; or the house tliat shelters ns", 
 or the railwa}' train on wliich we cross continents; or 
 the ship that takes ns over seas; or the unspeakable mar- 
 vels of the world's museums and galleries upon which 
 we gaze with rapture; or the orchestra of an hundred 
 instruments, whose music enchants us; oi- the treasures 
 of dead cities — long buried — now unearthed ; or the tem- 
 ples in which we worship; or the monuments which 
 commemorate our heroes and martyrs; or the tombs in 
 which we moulder away to dust — they are all the work 
 of the hand ! 
 
 Manual Training is the acquisition by the hand of the 
 arts through which man expresses himself in things. 
 It is a series of educational generalizations in things. 
 The purpose of it is to put tiie mind and hand en rapport 
 with each other; to make the hand acquainted with the 
 elementary manipulations of the tyj)ical arts, by actual 
 exercises, as tiie mind is familiarized with the funda- 
 tnental principles of the sciences by studying their laws. 
 
 Superior observation is only another name for genius. 
 To the dull eye the falling apple taught no lesson, but 
 to Newton's quick apprehension it revealed the law of 
 gravitation ! 
 
 It is not alone, however, in the sense of sight that 
 observation resides; nor is it keenest there. We have 
 recently learned the value of ol)ject teaching; but we 
 have yet to learn, popularly and jiractically, what has 
 lonsr been known to science — tiiat the sense of touch is 
 the master sense, whence all the other senses s])ring. 
 It is because of this fact, and of the further fact that 
 the sense of touch is most highly deveh)ped in the hand, 
 that man is the wisest of animals. 
 
 It follows that more than in the sense of seeing, hear-
 
 PROGRESS OF THE NEW EDUCATION— 1883-1898. 381 
 
 ing, tasting, or smelling — nay, more tlian in all these 
 senses combined — the faculty of observation I'csides in 
 the liand. 
 
 Dr. Wilson declares tliat touch " reigns throughout 
 the l>ody, and is the token of life in every part"; and 
 Dr. Maudsley says: "It is the fundamental sense, the 
 mother-tongue of language." 
 
 How apt is this definition of the sense of touch — ''the 
 token of life in every part" — and iiow comprehensive 
 this — "the mother-tongue of language!" And of this 
 master sense the hand is the chief organ and minister. 
 How versatile it is; what adaptability it possesses; what 
 helpfulness ! In the moment of danger how reassuring its 
 supporting grasp ; how consoling its gentle touch when 
 grief overwhelms ! In defeat how it trembles with 
 emotion, and how tense with exaltation it becomes in 
 the hour of victor}'! With what inHnite loathing it 
 shrinks from a hated contact, and with what syirjpa- 
 thetic vibrations of ardor responds to the clinging press- 
 ure of love ! 
 
 If we would become familiar with objects we must 
 subject them to the test of touch, we must handle them. 
 As Robert Seidel, a great teacher, well says: " We must 
 stretch them, beat them, cool them, expose them to the 
 sun, the water, the air — we must work them." 
 
 It is through these processes of loving manipulation 
 that the mechanic and the artisan transform things crude 
 and ugly into forms of use and beauty. And it is in this 
 wdy, and this way only, that man has trod the path of 
 progress. It is a rugged road, whose steeps are to be 
 climbed alone by those whose hearts are warm with holy 
 zeal, whose souls are aglow with enthusiasm, and whose 
 hands are endowed with the rich experiences of thought-
 
 382 MIND AND HAND. 
 
 fill toil. And we shall fit all mankind for this noble 
 task by training thenj to usefulness — that is, by teaching 
 them, not merely how to think, but how to act, how to 
 work. 
 
 It is a broad and conclusive generalization of Herbert 
 Spencer that since literature and the fine arts are made 
 possible by the useful arts, manifestly that which is made 
 possible must be postponed to that which makes it possi- 
 ble. Nor does this rational and sober view of art detract 
 in the least fiom its dignity or sentiment. On the con- 
 trary, it provides a foundation for works of the imagina- 
 tion — a basis for that spirituality which is the fruit of the 
 liappy conjunction of a multitude of material conditions 
 evolved from the humblest as well as the noblest of the 
 useful arts — a basis without which the beautiful arts 
 could never exist. 
 
 It thus becomes plain that social and economic condi- 
 tions are the product of education in things. Art edu- 
 cation diiferentiates the civilized from the savage man. 
 The pathway of progress which no\v blazes with the 
 glory of electricity stretches back to the gloom of the 
 caves where our early ancestors d\yelt; and the steps of 
 this advance consist of iniprovements in the useful and 
 beautiful arts. From gesture to speech ; from pictures 
 to types; from the canoe to the steamship, and from the 
 canal to the locomotive, the race has moved forward, 
 always and only, through art triumphs. 
 
 So all the generations of men liave lived and toiled 
 for us. We are the heirs of the hoarded learning, of the 
 accumulated mental and moral fibre, and of the treasured 
 arts of the ages. And we are hence the elders, as Bacon 
 says, of the ]>hiIosophcrs, the sages, and the inventors 
 and discoverers of all time. Their achievc.'ments are
 
 PROGREISS OF THE NEW EDUCATION— 1883-1898. 383 
 
 heights whence we may discern and occnp}' new and 
 wider fields of huinan endeavor. 
 
 The precise relation of the useful arts to social and 
 economic conditions is, therefore, tiiat of creator. As 
 your art education is, so shall your society he. There 
 are persons wlio unconsciously dissociate art and civih'za- 
 tion — who think that things are not essential to spiritual 
 development, who fail to realize the fact that the main 
 reason of the barbaric character of the savage is the 
 absence from his environment of the arts of peace and 
 plenty. If, for example, Plato had not been provided 
 with food and clothing and shelter, he would doubtless 
 not have composed the divine dialogues ; and if there 
 had been neither mechanics, nor architects, nor sculptors 
 to adorn with palaces and temples the Greek cities, his 
 ideal republic would not have had a place in classic 
 literature; and finally, if there had been no (slave) hand- 
 workers in Greece (for art products are all, directly 
 or indirectly, the work of the hand), instead of being 
 the most venerated of philosophers, Plato might have 
 been, perhaps, the most wretched of savages, prolong- 
 ing a miserable existence by means the most inglorious. 
 But so unconscious was he of the true relation of the 
 useful arts to life that he denounced them all as "de- 
 grading"! 
 
 Poverty is the chief scourge of society ; and it is a 
 familiar economic fact that where the useful arts are 
 most flourishing poverty is least pressing, so that to 
 abolish poverty it would seem to be only necessary to 
 multiply and extend the arts. And if poverty is to be 
 abolished; if there is ever to be an ideal civilization, the 
 controlling motive of humanity must be changed from 
 selfishness to altruism ; and this change can come only
 
 384- JllN'D AND HAND. 
 
 through love of work. So long as work shall be regarded 
 as a "curse," the parauiouut purpose of the individual 
 will he to avoid it, and to compel others to submit to it. 
 Hence the antagonisms that arise at ever}' point of huuian 
 contact. The sum of these antagonisms is what we call 
 the struggle of life, which is merely the struggle of each 
 to survive at the expense of his fellows, and is therefore 
 barbaric. 
 
 Now as we have seen that it is through the arts that 
 man has been civilized — that, in a word, the arts differen- 
 tiate the civilized from the savage man — it is evident that 
 the further regeneration of the race is to be wrought by 
 analogous means — that is to say, by a wider expansion of 
 the arts of peace. And tlie way to achieve this result is 
 to transform our schools, which were modelled after the 
 classic methods of Greece and Rome, into laboratories 
 for the development of useful men and women, tlirough 
 the mastery of the useful arts; the arts that nuike life 
 sweet and beautiful; the arts that adorn oni* homes, that 
 render the earth fertile and make it blossom as the rose; 
 the arts that annihilate distance and so pi-omote man's 
 brotherhood by enlarging his neighborhood — these are 
 the arts that inspire us with just and generous impulses, 
 the arts in which the noblest moral sentiments are made 
 manifest in things. 
 
 These, then, are the arts which ought to be made the 
 subject of thorough and exhaustive education — the arts 
 that led Comenius to define schools as the workshops of 
 humanity. The final essential educational condition is 
 universality; for it is ol)vious that inequality of educa- 
 tional opi)ortiinity is the grossest injustice of which organ- 
 ized society is capable. It is against this injustice that 
 Carlyle exclaims : " That there should one man die
 
 PROGRESS OF THE NEW EDUCATION— 1883-1898. 386 
 
 I'o^norant, who had capacity for knowledge, this I call a 
 tragedy, were it to happen more than twenty times in 
 the minute." 
 
 Tliis is indeed the tragedy of tragedies — the tragedy 
 on the heels of which slavery stalks ; in whose train 
 caste I'ides in scornful state ; in whose hideous shadow 
 war waits to shed blood and spread pestilence and famine. 
 All these are the satellites of ignorance, and hardly less 
 of partial education than of total nnenlightenment; and 
 hence the only hope that civilization shall finally triumph 
 over barbarism rests in universal, impai'tial, and scientific 
 education. 
 
 The contiasts between the old and the new school 
 methods pointed out in this chapter show along what 
 lines educational progress is to be sought. The ideal 
 school is to consist, not of one academic department, 
 and a department of Manual Training, but of mental 
 and manual exercises so related as to produce homo- 
 geneity. 
 
 The tabulations of facts which will be found in the 
 Appendix- show that a vast number of schools have been 
 dedicated to the new education. If they are to be devel- 
 oped into ideal schools thousands of ideal teachers must 
 devote themselves to the arduous task. Each school 
 transformed from the dull routine of mediocrity to the 
 vigor and elasticity which wait on development will cost 
 the life of a hero. The school that has no hero to struerffle 
 for its salvation will surely languish and die. Every 
 great school of the future must therefore have its hero, 
 for it is only the hero who toils without thought of re- 
 ward. As Carlyle so well says : " The wages of every 
 noble work do yet lie in heaven or else nowhere." And 
 he has left this message of advice and encouragement to
 
 886 MIND AND HAND. 
 
 the liero of the school of the future which is to revolu- 
 tionize the world: "Thou wilt never sell th}' life in a 
 satisfactory iiuumer. Give it like a royal heart; let the 
 price be nothing : thou hast then, in a certain sense, got 
 all for it 1"
 
 APPENDIX 
 
 STATISTICS.— MANUAL TRAINING. 1888-1898, IN 
 THE UNITED STATES 
 
 MANUAL TRAINING IN PUBLIC HIGH-SCHOOLS 
 
 Name of School 
 
 High school 
 
 Polytecbnic High school 
 
 High-school 
 
 Centra! ihiiinal training School 
 
 Industrial Tniining High-school 
 
 Rocliesler Free Academy 
 
 High-school 
 
 Ceiitnil Manual training School 
 
 Cenlriil High school 
 
 Maniiiil training High school 
 
 Manuiil-lraiuiug School 
 
 High -school 
 
 Newburg Tree Academy 
 
 Manual training School 
 
 High school .' 
 
 Manual training High-school 
 
 High school 
 
 Central High-school 
 
 Higli school 
 
 Kiclge Manual training School 
 
 High-school 
 
 Or.inge High-school 
 
 High-schodI 
 
 r)ist. 20 Central j-l iyh-school 
 
 Manual training High-school 
 
 West Des Moines High-school 
 
 Manual training High school 
 
 High school 
 
 High school 
 
 High-school •••••■ 
 
 High school 
 
 English High ami Manual-training School 
 
 Manual training High-school 
 
 Approved High school 
 
 High-school 
 
 High school 
 
 West Manual-training School 
 
 Peru 
 
 Baltimore 
 
 Eau Claire 
 
 Philadelphia 
 
 Indianapolis 
 
 Rochester 
 
 Toledo 
 
 Cleveland 
 
 Washington 
 
 New Haven 
 
 Springfield 
 
 Minneapolis 
 
 Newburg 
 
 Galesburg 
 
 St. Paul 
 
 Stillwater 
 
 Jamestown 
 
 Easton 
 
 Easton 
 
 Cambridge 
 
 Concord 
 
 Orange 
 
 .\lbany 
 
 Pueblo 
 
 Davenport 
 
 Des Moines 
 
 Fall River 
 
 Dululh 
 
 Omaha 
 
 Union 
 
 Westchester 
 
 Chicago 
 
 Louisville 
 
 Vineland 
 
 Passaic 
 
 South Orange 
 
 Cleveland
 
 388 APFExNJdX; 
 
 MANUAL TRAINING IN PUBLIC mGH-SCEOOLS. — Coiitiniied. 
 
 Name of School 
 
 City OK Towx 
 
 East aud West High-schools Milwaukee 
 
 Norwich Free Academy | Norwich 
 
 Higlisihool ' Watorbiiry 
 
 High-school Spniiiilicld 
 
 Moliiie High school Moliiic 
 
 Maiiual-traiiiilig High-school | Wallhaiii 
 
 High school I Bay Cily 
 
 Ridgewood High-school ; Ridgewood 
 
 Manual training High school 
 
 Manual training High school 
 
 High school 
 
 High school 
 
 Willard Hall High school 
 
 Fremont Manual-training School . . . 
 North East Manual- training School. 
 
 High-school 
 
 Manual-training High school 
 
 High school 
 
 rolytcchnical High-school 
 
 Manual-training High-school 
 
 High school 
 
 High school 
 
 East Orange High school 
 
 Manual-training High scliool 
 
 High school 
 
 Mechanics Arts High school 
 
 Manual-training High scliool 
 
 Washington High school 
 
 Townsond Industrial School 
 
 Ryan High s(!h()ol 
 
 Manual-training School 
 
 English H gh-school 
 
 English and Classical High school. . . 
 
 High-school 
 
 English High school 
 
 High SI ho(d 
 
 Kovcii 11 igh-school 
 
 High school 
 
 H igli scliool 
 
 High-school 
 
 High school 
 
 High school . 
 
 Brookline High school 
 
 High school 
 
 High .--chool 
 
 Ilacklcy Manual-training School 
 
 Ish|M'iiiing Manual training School. . 
 Mi'iioiMiui'c Manual training School . 
 
 High scliool 
 
 Harlow Schor)l of Industrial Art 
 
 High-school 
 
 Hit'li school 
 
 Cross Creek School 
 
 High school 
 
 High-school 
 
 Camden 
 
 Seattle 
 
 Mcnoiiiinee 
 
 lirislol 
 
 Wilmington 
 
 Fremont 
 
 I'hiladelphia 
 
 Norrislown 
 
 I'roviilence 
 
 Spokane 
 
 S;in Francisco 
 
 Ma.son City 
 
 Manchester 
 
 Atlantic City 
 
 Eiist Orange 
 
 Denver 
 
 Franklorl 
 
 Mosloii 
 
 Hi-oiiklvn 
 
 Washington 
 
 Newport 
 
 Applelon 
 
 Lowell 
 
 Soiiierville 
 
 Woive.^ler 
 
 Medlonl 
 
 l.ynn 
 
 Lawrence 
 
 Youiigstown 
 
 Filchbiirg 
 
 Hurlington 
 
 I,os Angeles 
 
 Uocklbril 
 
 Florence 
 
 liiookline 
 
 .laiiesville 
 
 MMldell 
 
 Mii.ske;;on 
 
 Islipcliiiiig 
 
 Mi'iioiiiii 
 
 Suiiimit 
 Kiiigli.'imtoii 
 
 Akron 
 Washington 
 Watipacn 
 Winnetka 
 
 Wis. 
 
 Conn. 
 
 Coun. 
 
 HI. 
 
 HI. 
 
 Mass. 
 
 Mich. 
 
 N.J. 
 
 N.J. 
 
 Wash. 
 
 Wis. 
 
 Conn. 
 
 Del. 
 
 Ohio 
 
 Penn. 
 
 Penn. 
 
 R. I. 
 
 Wash. 
 
 Cal. 
 
 Iowa 
 
 N. H. 
 
 N. .1. 
 
 N J. 
 
 Col. 
 
 Ky. 
 
 .Mass. 
 
 N. Y. 
 
 Penn. 
 
 R I. 
 
 Wis. 
 
 Mass. 
 
 Mass. 
 
 Mass. 
 
 M ass. 
 
 Mass. 
 
 Mass. 
 
 Ohio 
 
 Mass. 
 
 Wi.s. 
 
 Cal. 
 
 III. 
 
 Wis. 
 
 Mass. 
 
 Wis. 
 
 Mass. 
 
 Mich. 
 
 Mich. 
 
 Mich. 
 
 N.J. 
 
 N. Y. 
 
 N. Y. 
 
 Ohio 
 
 I'eiiii. 
 
 Wis. 
 
 III. 
 
 1890 
 1H91 
 1H91 
 18ill 
 1891 
 IH91 
 1891 
 1891 
 1891 
 1891 
 1891 
 1892 
 1892 
 1892 
 1892 
 1892 
 1892 
 1892 
 
 189;{ 
 
 189:5 
 1893 
 
 189;) 
 
 1894 
 1894 
 1894 
 1894 
 1894 
 1894 
 1894 
 189.'') 
 189.'') 
 189,') 
 189.'-. 
 189.5 
 189r, 
 1895 
 189r> 
 1891) 
 189f) 
 189r. 
 1891! 
 189r> 
 189Ci 
 189(! 
 I89f. 
 1891) 
 189(1 
 189 ■> 
 189() 
 189(1 
 1891) 
 189r) 
 1897 
 1897 
 
 « Abandoned temporarily for w,iii( of funds
 
 APPENDIX 
 
 389 
 
 MANUAL TRAINING IN PUBLIC HIGH-SCHOOLS.— Cow^mwfd 
 
 Name of School 
 
 City or Town 
 
 State 
 
 a 
 
 If 
 
 fl 
 S 
 
 C 
 
 o 'c 
 
 MS 
 
 .S 5 
 -1 
 
 ~ c 
 — .2 
 
 
 Fond du Lac 
 
 Kansas City 
 
 OshkosU 
 
 Buffalo 
 
 Mayville 
 
 Ked Bank 
 
 Hartford 
 
 Newark 
 
 Wilmington 
 
 Iowa City 
 
 Biockton 
 
 South Omaha 
 
 Stamford 
 
 Wis. 
 Mo. 
 Wis. 
 NY. 
 
 Wis. 
 
 N. J. 
 
 Conn. 
 
 N.J. 
 
 Del. 
 
 Iowa 
 
 Mass. 
 
 Neb. 
 
 Conn. 
 
 1897 
 1897 
 1897 
 1897 
 1897 
 1897 
 1898 
 1898 
 
 * 
 
 * 
 
 * 
 
 * 
 
 * 
 
 1 
 27 
 3 
 1 
 1 
 1 
 4 
 
 i 
 
 50 
 
 
 800 
 
 
 250 
 
 Central and Martin Park High-scliools . ., 
 
 50 
 30 
 
 
 375 
 
 
 140 
 
 
 
 
 45 
 
 
 
 
 
 
 
 
 
 
 
 
 101 Cities 
 
 23 States 
 
 
 320 
 
 15,942 
 
 * Date of establishment not reported. 
 
 MANUAL TRAINING IN PUBLIC SCHOOLS— GRAMMAR GRADES 
 
 City or Town 
 
 State 
 
 m 
 
 S ra Q 
 c "Si ^ 
 
 S C5 
 
 "5 -^ 
 c s 
 
 g.S 
 
 5 .S 
 
 i-g 
 
 03 •- 
 
 so 
 c 
 
 c = 
 
 i 2 
 
 S 
 
 .5-5 
 
 •r "3 
 = 1 
 
 
 N.J. 
 
 111. 
 
 Conn. 
 
 N. Y. 
 
 Wis. 
 
 Mass. 
 
 NY. 
 
 Ohio 
 
 D. C. 
 
 Mass. 
 
 Mass. 
 
 NY. 
 
 Penn. 
 
 111. 
 
 Del. 
 
 Mass. 
 
 Mnss. 
 
 N. H. 
 
 N.J. 
 
 N.J. 
 1 N. Y. 
 1 Penn. 
 1 Del. 
 
 1882 
 1883 
 1884 
 1884 
 1884 
 1885 
 1885 
 1885 
 1886 
 1886 
 1886 
 1886 
 1886 
 1887 
 1888 
 1888 
 1888 
 1888 
 1 1888 
 1888 
 1888 
 1888 
 1889 
 
 All 
 2 
 
 2 
 
 1 
 1 
 
 ii 
 
 40 
 
 1 
 
 All 
 
 1 
 
 1 
 
 "i 
 
 1 
 
 2 
 
 6 
 
 5 
 
 37 
 
 1 
 
 4 
 2 
 
 '2 
 
 '2 
 
 ii 
 
 43 
 
 3 
 
 81 
 2 
 
 '2 
 
 '2 
 
 
 
 4 
 6 
 3 
 
 32 
 2 
 
 .. 
 
 530 
 
 
 
 
 
 
 800 
 
 
 lOU 
 
 
 425 
 
 
 336 
 
 Toledo 
 
 2,257 
 
 
 9,452 
 
 
 267 
 
 
 37,240 
 
 
 95 
 
 
 
 
 
 
 
 
 525 
 
 
 408 
 
 
 402 
 
 
 1,229 
 
 
 842 
 
 New York 
 
 Meadvillc 
 
 10,187 
 263 
 
 Wilmington 
 
 45
 
 890 
 
 APPENDIX 
 
 MANUAL TRAINING IN PUBLIC SCEOOLS.— Cotithmed. 
 
 City or Tow.n' 
 
 State 
 
 .5 =■§ 
 
 Eh l« 5 
 
 il 
 
 £ 2 
 
 o to 
 
 n s 
 
 <- - 
 w 2 
 
 3 a 
 
 ^1 
 
 Davenport 
 
 Iowa 
 N J 
 X J 
 
 Mo 
 
 Minn. 
 
 N.J. 
 
 N J. 
 
 N J. 
 
 N. J, 
 
 Tenn. 
 
 N J. 
 
 Conn. 
 
 III. 
 
 III. 
 
 .Mass. 
 
 Mass 
 
 Mich. 
 
 Cal 
 
 Minn. 
 
 X J 
 
 I'enn 
 
 R I. 
 
 Wis. 
 
 Conn 
 
 Mass. 
 
 Mich. 
 
 Minn. 
 
 .Minn 
 
 N H 
 
 N J. 
 
 N J. 
 
 Ohio 
 
 R. I. 
 
 Va. 
 
 Cal 
 
 Cal. 
 
 Maine 
 
 Mass. 
 
 Mass. 
 
 N Y. 
 
 Iowa 
 
 Colo. 
 
 Ill 
 
 N J. 
 
 Mass. 
 
 NY 
 
 I'enn. 
 
 N J. 
 
 R I. 
 
 Cal. 
 
 N J 
 
 Cal. 
 
 N.J, 
 
 Conn. 
 
 Iowa 
 
 1889 
 1889 
 1889 
 1890 
 1890 
 1890 
 1890 
 1890 
 1890 
 1890 
 1890 
 1891 
 1891 
 1891 
 1891 
 1891 
 1891 
 1892 
 1892 
 1892 
 1892 
 1«92 
 1892 
 1S93 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1894 
 1891 
 1894 
 1894 
 1894 
 1894 
 1894 
 189.') 
 189.'-. 
 189;-. 
 189.5 
 189.'-. 
 
 ia9r) 
 
 189.') 
 189.'-. 
 
 I89r. 
 
 189(! 
 1890 
 189(> 
 189(; 
 189fi 
 
 1 
 
 AH 
 All 
 
 1* 
 12 
 
 i 
 1 
 
 i 
 
 i 
 1 
 1 
 1 
 t 
 
 3 
 
 2 
 13 
 
 2 
 2 
 1 
 
 'f. 
 
 1 
 All 
 All 
 All 
 
 2 
 
 i 
 
 6 
 
 1 
 
 1 
 1 
 
 2 
 
 1 
 All 
 28 
 All 
 
 :i 
 
 3 
 
 i 
 
 All 
 7 
 3 
 
 All 
 2 
 
 1 
 1 
 
 All 
 
 8* 
 25 
 2 
 2 
 1 
 4 
 
 "i 
 
 "i 
 1 
 
 1 
 1 
 t 
 
 2 
 4 
 4 
 3 
 
 4 
 
 i 
 
 .5 
 1 
 1 
 All 
 2 
 1 
 4 
 1 
 2 
 1 
 3 
 2 
 1 
 2 
 1 
 
 32 
 3 
 
 i 
 
 2 
 3 
 1 
 
 1 
 
 ':') 
 
 2 
 
 101 
 500 
 
 
 643 
 
 
 116» 
 
 Duluth 
 
 1,000 
 152 
 
 GarQeld 
 
 550 
 
 
 300 
 
 Ridgewood 
 
 200 
 
 
 300 
 
 
 
 Springfield 
 
 50 
 279 
 
 
 IfiO 
 
 
 900 
 
 
 t 
 
 
 560. 
 
 St Paul 
 
 2,366 
 
 Canidon 
 
 4,000 
 1,430 
 
 Providence 
 
 Menominee 
 
 Bristol 
 
 200 
 270 
 
 
 190 
 
 
 
 
 1,214 
 
 St Cloud 
 
 150 
 
 
 196 
 All 
 
 
 765 
 
 Clpvoland 
 
 3,500 
 
 
 633 
 
 Staunton 
 
 200 
 232 
 270 
 
 
 900 
 
 Mcdioiil 
 
 400 
 
 
 400 
 
 
 420 
 
 
 50 
 
 nenver 
 
 2,500 
 8,200 
 
 Cape May 
 
 411 
 
 Budiilo 
 
 200 
 
 
 400 
 
 
 713 
 
 
 150 
 425 
 
 
 240 
 
 
 2,080 
 
 
 200 
 
 Hartford 
 
 800 
 
 Des Moini'H 
 
 80 
 
 • Colored School. 
 
 t AbundoiiL'd temporarily for want of funds.
 
 APPENDIX 
 
 391 
 
 MANUAL TRAINING IN PUBLIC SCHOOLS.— CoM/mwec/. 
 
 City or Town 
 
 Statk 
 
 Wis. 
 
 Mich. 
 
 N. Y. 
 
 NY. 
 
 NY. 
 
 Ohio 
 
 Penn. 
 
 Colo. 
 
 111. 
 
 Wis. 
 
 Ind. 
 
 Mass. 
 
 Mass. 
 
 Mass. 
 
 Mass. 
 
 Mass. 
 
 Mich. 
 
 Mo. 
 
 N.J. 
 
 Wis. 
 
 Colo. 
 
 Conn. 
 
 Mass. 
 
 Mo. 
 
 Cal. 
 
 Cal, 
 
 Conn. 
 
 Conn. 
 
 Iowa 
 
 Me. 
 
 Md. 
 
 Mass. 
 
 Mass. 
 
 JIass. 
 
 Mass. 
 
 Mass. 
 
 Mass. 
 
 Mass 
 
 Mass. 
 
 Mass 
 
 Mass. 
 
 Va. 
 
 tan SR 
 
 .s.s-f 
 
 " -£ S 
 
 ;; o 
 5-g 
 
 S. 1" 
 
 t- .9 
 
 c '= 
 
 '1 
 
 I'npils Taking 
 Manual Training 
 
 
 1896 
 1896 
 1896 
 1896 
 1896 
 1896 
 1896 
 1897 
 1897 
 1897 
 1897 
 1897 
 1897 
 1897 
 1897 
 1897 
 1897 
 1897 
 1897 
 1897 
 1898 
 1898 
 1898 
 1898 
 
 * 
 
 * 
 
 * 
 
 * 
 
 * 
 * 
 
 * 
 
 * 
 * 
 
 « 
 * 
 * 
 * 
 
 * 
 * 
 
 1 
 1 
 
 i 
 
 5 
 
 'i 
 
 25 
 1 
 1 
 1 
 1 
 
 i 
 
 2 
 
 All 
 3 
 
 i 
 "i 
 
 4 
 2 
 3 
 
 1 
 
 28 
 
 1 
 1 
 1 
 
 2 
 4 
 
 3 
 3 
 
 
 
 80 
 
 
 
 
 60 
 
 
 2,300 
 
 
 210 
 
 
 112 
 
 I'ucblo Di.-il X(i 1 
 
 180 
 
 
 48 
 
 Oslikiish 
 
 1,400 
 
 
 1,000 
 
 
 247 
 
 
 351 
 
 
 135 
 
 
 397 
 
 
 136 
 
 
 700 
 
 
 
 
 2,265 
 
 
 15 
 
 l'iiel)lo Dist \o '20 
 
 300 
 
 
 190 
 
 
 
 Moberly 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 All 
 
 Hvfle Park 
 
 204 
 
 
 
 
 
 Fall River 
 
 
 
 
 Maiden 
 
 
 
 
 
 
 Wclleslev 
 
 CilllKlll 
 
 
 
 
 
 
 119 Cities 
 
 24 States 
 
 
 287 
 
 444 
 
 118,885 
 
 * Date of establishment not reported.
 
 392 
 
 APPENDIX 
 
 MANUAL TRAINING IN PUBLIC SCHOOLS— PRIMARY GRADES 
 
 City or Town* 
 
 Montclair 
 
 Jamestovvu 
 
 Biillimore 
 
 Wasliiiigton 
 
 Newbiirg 
 
 Ticlioute 
 
 Oakland 
 
 Springfield 
 
 Concord 
 
 Orange 
 
 New York 
 
 Union 
 
 A''ineland 
 
 Westchester 
 
 Garfield 
 
 South Orange 
 
 Waterbiiry 
 
 Moline 
 
 Northampton 
 
 Kidgewooii 
 
 San Francisco 
 
 St. Paul 
 
 Camden 
 
 Providence 
 
 lirislo! 
 
 Minneapolis 
 
 Stillwater 
 
 Clevel:ind 
 
 Staunton 
 
 Menominee 
 
 St. Cloud 
 
 I'hilipsburg 
 
 Elyria 
 
 Newport 
 
 Denver 
 
 Oshkosh 
 
 Walthani 
 
 Carlstadt 
 
 Utica 
 
 Akron 
 
 San Diego. , 
 
 Newark 
 
 Indianapolis 
 
 Mol)orly 
 
 Passaic 
 
 Pueblo Dist. No. 1. 
 
 N.J. 
 N. Y. 
 
 Md. 
 
 1). C. 
 
 N. Y. 
 
 Penn. 
 
 Cal. 
 
 Mass. 
 
 N. H. 
 
 N.J. 
 
 N. Y. 
 
 N.J. 
 
 N.J. 
 
 Penn. 
 
 N.J. 
 
 N. J. 
 
 Conn. 
 
 III. 
 
 Mass. 
 
 N.J. 
 
 Cal. 
 
 Minn. 
 
 N. J. 
 
 K. I. 
 
 Conn. 
 
 Minn. 
 
 Minn. 
 
 Ohio 
 
 Va. 
 
 Wis. 
 
 Minn. 
 
 N.J. 
 
 Ohio 
 
 R. 1. 
 
 Colo. 
 
 Wis. 
 
 Mass. 
 
 N.J. 
 
 N. Y. 
 
 Ohio 
 
 Cal. 
 
 N. J. 
 
 Ind. 
 
 Mo. 
 
 N.J. 
 
 Colo. 
 
 1882 
 188'2 
 1884 
 1886 
 1886 
 1886 
 1888 
 1888 
 1888 
 1888 
 1888 
 1889 
 1889 
 1889 
 1890 
 1890 
 1891 
 1891 
 1891 
 1891 
 1892 
 1892 
 1892 
 1892 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1894 
 1894 
 1894 
 1894 
 1895 
 1896 
 1896 
 1896 
 1896 
 1896 
 1897 
 1897 
 1897 
 1897 
 1897 
 1898 
 
 bOm 
 
 bO 
 
 bo 
 
 
 
 
 
 
 
 <D = a 
 
 
 •:;.= 
 
 a ta 
 
 to c3 
 
 |2 
 
 a ~ a 
 
 Wis 
 
 
 ~ a 
 c s 
 3 c 
 
 eaC 
 
 
 
 
 
 
 
 
 ■* 
 
 All 
 
 All 
 
 1.047 
 
 All 
 
 All 
 
 2,400 
 
 5.5 
 
 
 12,900 
 
 
 '2 
 
 2,159 
 
 All 
 
 
 29,256 
 
 4 
 
 3 
 
 2,132 
 12,000 
 
 All 
 
 All 
 
 560 
 
 All 
 
 1 
 
 1 
 
 700 
 
 
 1 
 
 200 
 
 1 
 
 1 
 
 200 
 
 
 1 
 
 
 
 i 
 
 '900 
 
 
 3 
 
 200 
 
 1 
 
 1 
 
 176 
 
 40 
 
 
 4,500 
 3,080 
 
 .50 
 
 
 
 2 
 
 2 
 
 144 
 
 44 
 
 
 4,446 
 3; 500 
 
 
 i 
 
 200 
 
 
 2 
 
 200 
 
 
 2 
 
 488 
 
 All 
 
 All 
 
 700 
 
 All 
 
 All 
 
 700 
 
 
 2 
 
 101 
 
 20 
 
 25 
 
 800 
 100 
 
 All 
 
 5 
 
 
 .All 
 
 Ail 
 
 1,800 
 
 5 
 
 3 
 
 2.50 
 
 
 2 
 
 i 
 
 '.500 
 375 
 
 
 1 
 
 180 
 
 * Of the 51 cities tabulated, only 9 report the number of separate primary schools in 
 which Miinmil Training is Inught. " Theso 9 cities report 202 schools, or an average of 
 22.4 Bchools per city. Nine cities report all. 'I'hirty-foiir cilies do not report. If the 
 averiige ol)tained fidni the <:ili(!S rejiorting Ciin bo applied to nil, llicn 1120 l)viiiiary 
 Ki:lioolH have Manual Training. Thirty-one cities do not report, the nunilier of teachers. 
 Twenty cities report 34, Applying, the above method shows 8."i tc-achers of Manual Train- 
 ing in primary schools. It inust be rememlnTcd that tliere are special or supervising 
 teachers; lh(! regular teai-hers doing most ol this work under supervision Thirty-two 
 cities report 87,598 pupils taking Primary Mimunl Training ; or 2737 on the average to 
 each city reporting. Applying this average to the 51 cities reporting, the total is 139,587.
 
 APPENDIX 
 
 393 
 
 MANUAL TRAINING IN PUBLIC SGEOOLS—Contimied. 
 
 
 
 i^O t» 
 
 bCai 
 
 W) 
 
 so 
 
 
 
 = a a> 
 
 s <v 
 
 
 boa 
 
 
 
 sZl 
 
 o ="3 
 
 o = 
 
 .Sa 
 
 
 
 
 
 
 
 
 
 
 
 
 
 City or Town 
 
 State 
 
 f^i>. 
 
 5 ^ >■ 
 
 SH 
 
 HH 
 
 
 
 03^ Is 
 
 g-^s 
 
 a "5 
 
 — 73 
 
 
 
 M 
 
 eS-C 
 
 S 3 
 
 -a 
 
 Santa Cruz 
 
 Cal. 
 
 
 
 
 
 Elgin 
 
 111. 
 
 
 
 
 1 
 
 
 
 Me. 
 Mich. 
 Ohio 
 I'enn. 
 
 
 
 
 
 
 Delioit 
 
 
 Toledo 
 
 
 
 
 Shenaiuloali 
 
 Penn. 
 
 
 
 
 
 
 
 Wis. 
 
 
 
 
 
 
 
 
 
 54 Cities 
 
 20 Slates 
 
 
 222 
 
 62 
 
 88,398 
 
 KINDERGARTENS IN PUBLIC SCHOOLS 
 
 CiTT OR Town 
 
 St. Louis 
 
 Milwaukee 
 
 Cedar Kapids 
 
 Newport 
 
 Lowell 
 
 Pawtucket 
 
 La Porte 
 
 Muskegon 
 
 Philadelphia 
 
 Traverse City 
 
 San Josii 
 
 Augusta 
 
 Des Moines 
 
 Marshalllown . . . . , 
 
 Louisville 
 
 Albany 
 
 Boston 
 
 Brookline 
 
 Rochester 
 
 Sheboygan 
 
 Bristol 
 
 Richmond 
 
 Cambridge 
 
 Grand Rapids 
 
 Montclair 
 
 Louisburg 
 
 North Touiiwanda 
 
 Norwich 
 
 Lexington 
 
 Orand Haven 
 
 Garfield 
 
 East Orange 
 
 South Orange ... 
 Providence 
 
 Mo. 
 
 Wis. 
 
 Iowa 
 
 R. I. 
 
 Mass. 
 
 R. I. 
 
 Ind. 
 
 Mich. 
 
 Penn. 
 
 Mich. 
 
 Ciil. 
 
 Ga. 
 
 Iowa 
 
 Iowa 
 
 Ky. 
 
 N. y. 
 
 Mass. 
 Mass. 
 N. Y. 
 Wis. 
 Conn. 
 Ind. 
 Mass. 
 Mich. 
 N. .1. 
 N. Y. 
 N. Y. 
 Conn. 
 Ky. 
 Mich. 
 N. J. 
 N. J. 
 N. J. 
 R. I. 
 
 1=^ 
 
 □ 
 
 St. 
 
 eg -2 
 
 a 
 
 as 
 
 5' 
 
 1873 
 
 60 
 
 400 
 
 1880 
 
 42 
 
 83 
 
 1881 
 
 12 
 
 16 
 
 1882 
 
 4 
 
 8 
 
 1883 
 
 12 
 
 25 
 
 1883 
 
 4 
 
 9 
 
 1884 
 
 8 
 
 5 
 
 1884 
 
 8 
 
 10 
 
 1884 
 
 135 
 
 180 
 
 1885 
 
 4 
 
 4 
 
 1885 
 
 7 
 
 17 
 
 1887 
 
 4 
 
 8 
 
 1887 
 
 14 
 
 28 
 
 1887 
 
 7 
 
 10 
 
 1887 
 
 10 
 
 59 
 
 1887 
 
 19 
 
 30 
 
 1888 
 
 67 
 
 126 
 
 1888 
 
 11 
 
 18 
 
 1888 
 
 13 
 
 68 
 
 1888 
 
 9 
 
 27 
 
 1889 
 
 3 
 
 7 
 
 1889 
 
 2 
 
 2 
 
 1889 
 
 11 
 
 22 
 
 1889 
 
 8 
 
 7 
 
 1889 
 
 5 
 
 12 
 
 1889 
 
 5 
 
 10 
 
 1889 
 
 4 
 
 4 
 
 1890 
 
 3 
 
 7 
 
 1890 
 
 5 
 
 10 
 
 1890 
 
 1 
 
 3 
 
 1890 
 
 2 
 
 2 
 
 1890 
 
 () 
 
 6 
 
 1890 
 
 1 
 
 2 
 
 1890 
 
 15 
 
 31 
 
 •3 Oh 
 S 
 
 7,694 
 
 3.816 
 766 
 250 
 400 
 295 
 163 
 581 
 
 6,500 
 180 
 337 
 183 
 807 
 260 
 750 
 750 
 
 3,925 
 373 
 
 1,972 
 980 
 253 
 75 
 583 
 352 
 273 
 165 
 200 
 120 
 360 
 105 
 80 
 180 
 55 
 700
 
 894 
 
 APPENDIX 
 
 KINDERGARTENS IN PUBLIC SCEOOLB— Continued. 
 
 CiTT OR Town 
 
 Statk 
 
 1^ 
 
 tD-- 
 
 ■a S 
 
 S Id 
 
 it 
 
 CO) 
 
 a 
 t S 
 
 (3 01 
 
 2 
 
 cS — 
 
 
 Cal. 
 
 Ky. 
 
 Ky. 
 
 Mass. 
 
 Mich. 
 
 Mich. 
 
 Mich. 
 
 N. H. 
 
 N. J. 
 
 Conn. 
 
 Ind. 
 
 Mass. 
 
 Mass. 
 
 Minn. 
 
 Neb. 
 
 N. J. 
 
 N. Y. 
 
 N. Y. 
 
 N. Y. 
 
 Cal. 
 
 Colo. 
 
 HI. 
 
 Mass. 
 
 Neb. 
 
 Mich. 
 
 Mo. 
 
 N. J. 
 
 N. J. 
 
 N. Y. 
 
 N. Y. 
 
 N. Y. 
 
 'lex. 
 
 Vt. 
 
 Wis. 
 
 Wis. 
 
 Ind. 
 
 Iowa 
 
 Iowa 
 
 Mass. 
 
 Mass. 
 
 Mass. 
 
 Wis. 
 
 Mass. 
 
 Mith. 
 
 Minn. 
 
 Mis.s. 
 
 N. H. 
 
 N. Y. 
 
 N. Y. 
 
 N. Y. 
 
 Tciin. 
 
 Wi.s. 
 
 Wt,s. 
 
 WI.S. 
 
 (•ill. 
 
 In<l. 
 
 Iowa 
 
 Mass. 
 
 1891 
 1891 
 1891 
 1891 
 1K91 
 1891 
 1891 
 1891 
 1891 
 1892 
 1892 
 1892 
 1892 
 1892 
 1892 
 1892 
 1892 
 1892 
 1892 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 1893 
 189-t 
 1H94 
 IHOl 
 1894 
 1894 
 1894 
 1894 
 1894 
 1894 
 1894 
 ]^94 
 1894 
 1894 
 1894 
 1894 
 1894 
 1894 
 1M94 
 1894 
 1H94 
 189,'> 
 189.'-. 
 lUfl-) 
 
 1895 
 
 29 
 5 
 1 
 5 
 
 11 
 3 
 2 
 
 5 
 (5 
 1 
 
 16 
 10 
 12 
 16 
 26 
 5 
 11 
 2 
 4 
 6 
 25 
 61 
 13 
 8 
 5 
 5 
 1 
 2 
 9 
 3 
 5 
 1 
 4 
 6 
 5 
 ] 
 5 
 3 
 8 
 3 
 4 
 5 
 1 
 4 
 8 
 1 
 4 
 13 
 4 
 3 
 2 
 5 
 3 
 2 
 1 
 7 
 5 
 3 
 
 78 
 
 10 
 
 2 
 
 11 
 
 11 
 
 9 
 
 2 
 
 7 
 
 8 
 
 1 
 
 11 
 
 19 
 
 26 
 
 27 
 
 40 
 
 5 
 
 26 
 
 4 
 
 6 
 
 6 
 
 50 
 
 121 
 
 29 
 
 22 
 
 5 
 
 5 
 
 2 
 
 3 
 
 24 
 
 4 
 
 7 
 
 3 
 
 8 
 
 u 
 11 
 
 5 
 (') 
 17 
 
 (; 
 
 8 
 
 11 
 
 2 
 
 4 
 
 13 
 
 1 
 
 ■ fi 
 
 14 
 
 fi 
 
 3 
 
 2 
 
 5 
 
 3 
 
 6 
 
 1 
 
 7 
 
 . 10 
 
 6 
 
 1 801 
 
 Covinpi<iii 
 
 60C 
 
 
 5C 
 
 
 20C 
 
 
 58( 
 
 
 29f 
 
 
 7t 
 
 
 281: 
 
 Passaic 
 
 284 
 
 Greenwich 
 
 5i 
 
 Terrc Haute 
 
 43£ 
 
 Worcester 
 
 6U 
 
 Lowell 
 
 90f 
 
 Duluth 
 
 i,oor 
 
 Omaha 
 
 1 ()0( 
 
 riaintield 
 
 .23( 
 
 Utica 
 
 75C 
 
 Cohoes 
 
 12" 
 
 Niagara Falls . . , ». 
 
 15( 
 
 San Diegi) 
 
 25f 
 
 Denver 
 
 2,534 
 
 Chicago 
 
 2,50( 
 
 Newton 
 
 56t 
 
 Lincoln 
 
 70( 
 
 Menominee 
 
 35( 
 
 Kansas City 
 
 20( 
 
 
 7£ 
 
 Union 
 
 12C 
 
 
 50( 
 
 
 6( 
 
 New Kochellc 
 
 47( 
 
 El I'aso 
 
 10( 
 
 Burlington 
 
 13' 
 
 Kacine 
 
 fi7C 
 
 
 25( 
 
 Hammond 
 
 8t 
 
 
 2K 
 
 Sioux (;ity 
 
 12f 
 
 Springfield 
 
 34( 
 
 I'eiiliodv 
 
 12( 
 
 Mcdford 
 
 221 
 
 Superior 
 
 22J 
 
 
 3( 
 
 
 22! 
 
 Winona 
 
 40C 
 
 
 51 
 
 
 18( 
 
 
 (>()( 
 
 
 15( 
 
 
 9 
 
 
 8 
 
 
 30 
 
 
 15 
 
 
 13 
 
 
 6 
 
 Jcircrsouvillc' 
 
 20 
 20 
 
 
 12 
 

 
 APPENDIX 
 
 395 
 
 KINDERGARTENS IX PUBLIC SCHOOLS— Concluded. 
 
 City or Town 
 
 Sr.^TE 
 
 a la 
 
 a 
 2 « 
 
 5 
 
 Q 
 
 t £ 
 
 a 
 o 
 
 5 — 
 
 c ^ 
 
 
 Miss. 
 
 Ohio 
 
 Wis. 
 
 111. 
 
 InU. 
 
 Iowa 
 
 Mass. 
 
 Mass. 
 
 Mich. 
 
 Mich. 
 
 N. H. 
 
 N. Y. 
 
 N. Y. 
 
 Ohio 
 
 Wis. 
 
 Mass. 
 
 Mass. 
 
 N. J. 
 
 N. J. 
 
 N.J. 
 
 N. Y. 
 
 R. I. 
 
 Colo. 
 
 Ohio 
 
 Wash. 
 
 Wis. 
 
 Ala. 
 
 Ark. 
 
 Cal. 
 
 Cal. 
 
 Conu. 
 
 Conn. 
 
 Conn. 
 
 Conn. 
 
 Conn. 
 
 Conn. 
 
 Conn. 
 
 Ca. 
 
 111. 
 
 Me. 
 
 Me. 
 
 Mass. 
 
 Mich. 
 
 Minn. 
 
 N. J. 
 
 N. J. 
 
 N. Y. 
 
 N. Y. 
 
 N. Y. 
 
 N. Y. 
 
 Ohio 
 
 Tenn. 
 
 I'enii. 
 
 I'enn. 
 
 1895 
 1895 
 1895 
 1896 
 1896 
 1896 
 1896 
 1896 
 1896 
 1896 
 1896 
 1896 
 1896 
 1896 
 1896 
 1897 
 1897 
 1897 
 1897 
 1897 
 1897 
 1897 
 1898 
 1898 
 1898 
 1898 
 
 4 
 3 
 9 
 1 
 
 1 
 4 
 2 
 2 
 2 
 6 
 2 
 2 
 2 
 
 12 
 4 
 3 
 1 
 
 26 
 7 
 * 
 
 14 
 1 
 
 1 
 1 
 1 
 4 
 2 
 1 
 4 
 
 • 1 
 1 
 6 
 8 
 
 12 
 3 
 1 
 
 1 
 2 
 1 
 6 
 2 
 3 
 
 28 
 1 
 
 15 
 
 10 
 4 
 
 15 
 1 
 2 
 
 16 
 
 3 
 
 5 
 5 
 
 25 
 5 
 1 
 8 
 5 
 4 
 6 
 
 12 
 4 
 4 
 2 
 
 24 
 5 
 6 
 2 
 
 50 
 
 15 
 * 
 
 28 
 2 
 2 
 3 
 2 
 8 
 
 i 
 
 8 
 2 
 8 
 
 13 
 
 19 
 138 
 6 
 1 
 6 
 1 
 6 
 1 
 
 10 
 4 
 5 
 
 57 
 1 
 
 17 
 
 15 
 4 
 
 16 
 2 
 3 
 
 48 
 2 
 
 12 
 
 180 
 
 
 160 
 
 
 800 
 
 
 57 
 
 
 53 
 
 
 232 
 
 
 85 
 
 
 90 
 
 
 300 
 
 Detroit 
 
 91 
 
 
 120 
 
 
 97 
 
 
 30 
 
 
 500 
 
 
 180 
 
 
 140 
 
 Walden 
 
 40 
 
 Newark 
 
 2,100 
 368 
 
 
 * 
 
 
 
 
 30 
 
 Piiehlo 
 
 65 
 
 
 30 
 
 Seattle 
 
 51 
 
 
 200 
 
 
 122 
 
 
 16 
 
 
 172 
 
 
 53 
 
 
 210 
 
 
 410 
 
 
 676 
 
 Hartford 
 
 1,326 
 
 Norwalk 
 
 95 
 
 
 229 
 
 
 16 
 
 
 100 
 
 
 
 Portlanil 
 
 125 
 
 
 202 
 
 Sault Sle. Marie 
 
 300 
 
 
 
 
 65 
 
 
 500 
 
 t Buffalo 
 
 925 
 
 
 411 
 
 
 571 
 
 
 40 
 
 
 33 
 
 
 800 
 
 Oil City 
 
 104 
 120 
 
 
 
 
 26 dlates 
 
 
 1,202 
 
 2.695 
 
 73,543 
 
 
 
 
 . 
 
 , 
 
 
 All first grMile schools have kinderg.irlens. t Kindergartens are conducted hy a 
 
 private associat on flnancially assisted from public-school funds.
 
 396 
 
 APPENDIX 
 
 MANUAL TRAINING IN SCHOOLS FOR THE COLORED RACE 
 
 Name of Ixstitftiox 
 
 Slorrs School 
 
 .Shaw University 
 
 Storer College 
 
 Hamptou Normal Institute . . . . 
 Mt. Hermoii Kernalc Seminary. 
 Southland Col. iind .Normal Inst. 
 
 Priuce.ss Anno Academy 
 
 Colored Industrial Scliool 
 
 Knoxville College 
 
 Penn Normal and Ind. School... 
 State Colored Normal Sihool... 
 
 Allen University 
 
 Tu.skegee Nor. and Ind. Institute 
 
 Tougaloo University 
 
 Albion .Academy 
 
 Spelman Seminary 
 
 Ballard Normal and Ind. School 
 
 Scotia Si'Miinary 
 
 Central Tennessee (Jollege 
 
 Hartshorn Memorial College... 
 
 Bi<ldle University 
 
 Fislc University 
 
 Roger Williams University 
 
 Paul Quinn College 
 
 Norfolk M ission College 
 
 Howanl University 
 
 Colored riil)li<' Schools 
 
 Straight University 
 
 Wilberforce University 
 
 Mary Allen Seminary 
 
 Virginia Institute 
 
 Scollcld Imlustrial School 
 
 Institute for Colored Youth 
 
 Hiirrell Academy 
 
 Kmerson .\Ioiti. Home Sclio(d . . 
 State Normal and Ind. College.. 
 State Nor. School for Col. I'er.sons 
 
 SouIIkmii University 
 
 Alcon Agr. and Moi-h. College.. 
 
 Stale Normal School 
 
 Lincoln Academy 
 
 St, Augustine School 
 
 Lincoln Academy 
 
 Arkansas Industrial University. 
 
 Herea (.'ollego 
 
 Colored Industrial School 
 
 Bishop College 
 
 Brewer Normal School 
 
 Ilearnc! Academy 
 
 Shorter Univeisity 
 
 Knox Inslitule 
 
 Walker Baptist Instllule 
 
 Cliandli-r Normal S(-hool 
 
 VVasliliurn Si-minary 
 
 State Col'd Nor. and Ind. School 
 Cookman Inslllute 
 
 .Atlanta, Ga. 
 Kiileigh, N. C. 
 Harper's Kerry, \V. V 
 Hamptou, Va. 
 Clinton, Miss. 
 Southland, Ark. 
 Princess Anne, Md. 
 Huntsville, Ala. 
 Knoxville, Teun. 
 Frogmore, S. C. 
 Salisbury, N. C. 
 Columbia, S. C. 
 Tuskegee, Ala. 
 Tougaloo, Miss. 
 Kranklinlon, N. C. 
 Atlanta, Ga. 
 Macon, Ga. 
 Concord, N. C. 
 -Nashville, Tenn. 
 Hichmoud, \'a. 
 Charlotte, N. C. 
 Nashville, Tenn. 
 Nashville, Tenn. 
 Waco. Tex. 
 Norfolk, Va. 
 Washington, I). C. 
 .Jacks(uivillc, Fla. 
 New Orleans, La. 
 Wilberforce, Ohio. 
 Crockett, Tex. 
 Petersburg, Va. 
 Aiken, S. ('. 
 Philadelphia, Penn. 
 Selma, Ala. 
 Ocal.i, Fla. 
 Talliihassee, Fla. 
 Frankfort, Ky. 
 New Orleans, La. 
 West Side, Miss. 
 (Joldsboro, N. C. 
 Kintr's Mount'n, N. (' 
 Kalcigh. N, (.'. 
 .letlerson Cilv. Mo. 
 Pine Blufi; Ark 
 Berea, Ky. 
 Borileeito'wn, N. J. 
 Marshall, Tex. 
 
 ■enwood, S, C. 
 Hciirne. Tex. 
 Arkadelphia, Ark. 
 Athens, Ga. 
 A\lgusta, (ia. 
 Lexington, Ky. 
 Beaufort, N. C. 
 Normal, Ala. 
 Jacksonville, Fla. 
 
 Grade ot 
 
 Academic 
 
 Work 
 
 Grammar 
 
 Collegiate 
 
 High 
 
 (iram. and High 
 
 High 
 
 Primary to Coll. 
 
 High 
 
 High 
 
 Gram, and High 
 
 High 
 
 (iram. and High 
 
 Primary to Coll. 
 
 Gram, and High 
 
 Primary to Coll. 
 
 High 
 
 (!ram. and High 
 
 Gram, and II igli 
 
 Gram, and High 
 
 m. to Coll. 
 High 
 
 Gram, to Coll. 
 (iram. and High 
 High and Coll. 
 High 
 
 a! — 
 
 
 Prim, to (!ram. 
 
 High 
 
 Gram, and High 
 
 (J ram. and High 
 
 High 
 
 Grammar 
 
 High anil Norm. 
 
 (i ram mar 
 
 Gram, and High 
 
 High 
 
 High 
 
 Gram, to Coll. 
 
 (;:)llegiale 
 
 High 
 
 (I'ram. and High 
 
 (!ram. to Coll. 
 
 High 
 
 High 
 
 High and (^nll 
 
 Gram, aixl High 
 
 Gram an<l High 
 
 Gram, and High 
 
 High 
 
 Gram, and High 
 
 Gram, and High 
 
 High 
 
 Gram, anil High 
 
 Gnim. and High 
 
 High 
 
 High 
 
 IStif. 
 1865 
 18G7 
 1808 
 1875 
 187C 
 1878 
 1879 
 1879 
 1880 
 1881 
 1881 
 1882 
 1882 
 1882 
 1883 
 1883 
 1883 
 1884 
 1884 
 188,') 
 188.') 
 188r) 
 188.5 
 1880 
 1887 
 1887 
 1887 
 1888 
 1888 
 1888 
 1889 
 1S89 
 1S9(I 
 1S9(I 
 1S9() 
 1890 
 1890 
 1890 
 1890 
 1800 
 1890 
 1891 
 1892 
 1892 
 1892 
 1892 
 1893 
 1893 
 1894 
 1 894 
 1894 
 1894 
 1894
 
 APPENDIX 
 
 397 
 
 MANUAL TRAIXIXG IN SCHOOLS FOR THE COLORED RACE- 
 
 Concluded. 
 
 Name of Ixstitition' 
 
 LOCATIO.V 
 
 Grade oi' 
 
 Academic 
 
 Work 
 
 bo 
 a 
 
 ll 
 
 he 
 
 o c 
 
 aj 2 
 
 he 
 bea 
 
 irt. 
 
 'H. 3 
 
 - c 
 
 e-j3 
 
 
 
 Gram, and High 
 
 High 
 
 High and Coll. 
 
 
 
 7 
 2 
 
 "i 
 
 20 
 
 1 
 i 
 
 H5 
 
 Allen Industrial School 
 
 Thornasville, Ga. 
 
 80 
 
 
 
 
 Mississi|ipi State Normal School 
 State Colored Normal School. . . 
 riyiiioiith Suae Normal School. 
 
 Rankin-Richards InsliUile 
 
 Slater Training School 
 
 Holly Springs, Miss. 
 Klizabeth City, N. C. 
 I'lymouth, N. C. 
 Drangeburg, S. C. 
 Knoxville, Teuu. 
 .Austin, Tex. 
 
 High 
 
 High 
 
 High 
 
 Gram, and High 
 
 Gram, and High 
 
 * ' 
 
 85 
 
 454 
 25 
 55 
 
 
 .Mobile, Ala. 
 
 Gram, and High 
 
 
 
 
 
 
 
 327 
 
 10 332 
 
 
 
 
 
 
 * The d.ite given is that of establishment of school. 
 Training was not ascertained in these instances. 
 
 Pate of establishment of .Manual 
 
 PRIVATE MANUAL TRAINING SCHOOLS 
 
 
 
 
 
 io 
 
 
 
 
 
 P 
 
 ^.9 
 
 
 
 
 Grade ot 
 
 m a 
 
 o a 
 
 SS. 
 
 Name of Instititiox 
 
 Location 
 
 Academic 
 
 — c 
 
 ^^ 
 
 — 
 
 
 
 Work 
 
 
 
 
 Massachusetts Inst of Technology * 
 
 Boston, .Mass. 
 
 High 
 
 1876 
 
 
 
 Penn. School of Industrial Arts 
 
 Philadelphia, I'enu. 
 
 High 
 
 1876 
 
 
 
 Working men's School 
 
 New York. N. Y. 
 
 Grammar 
 
 1878 
 
 19 
 
 363 
 
 Miller .Manu.il labor School 
 
 Crozet, Va. 
 
 High 
 
 1878 
 
 
 198 
 
 Washiuglon I'nivcrsity M. T. School 
 
 St. Louis, Mo. 
 
 High 
 
 1879 
 
 ii 
 
 300 
 
 Girai d College 
 
 Philadelphia. Penn. (iram. and High 
 
 1882 
 
 11 
 
 650 
 
 Chicago Manual training School ... 
 
 Chicago, 111. 
 
 High 
 
 1893 
 
 13 
 
 263 
 
 Hebrew Techniciil Institute 
 
 New York, N. Y. 
 
 Grammar 
 
 1883 
 
 11 
 
 254 
 
 M. T. School of Tulaiie University. . 
 
 New Orleans, La. 
 
 High 
 
 1884 
 
 6 
 
 114 
 
 H. Mann School and Tea.hers" Coll. 
 
 New York, N. Y. 
 
 Primary to Coll. 
 
 1884 
 
 12 
 
 25V 
 
 Haish .Manual-training School 
 
 
 
 1886 
 
 '>, 
 
 II 
 
 Brooklyn, N. Y. 
 
 High 
 
 1887 
 
 
 125 
 
 H. S. Newconi Memorial College 
 
 New Orleans. La. 
 
 High and Coll. 
 
 18«7 
 
 
 
 SloyU Manual training School 
 
 Boston, Mass. 
 
 Normal 
 
 1889 
 
 3 
 
 ioi 
 
 
 Providence, R. I. 
 Chicago, 111 
 
 Gram, and High 
 Prim.andGram. 
 
 1890 
 1890 
 
 6 
 27 
 
 330 
 
 Jewish Tra.ning School 
 
 700 
 
 
 Chicago, 111. 
 
 
 1890 
 
 5 
 
 500 
 
 
 
 * The Massachusetts Institute of Technology was established in 1865 ; but in 1876 it 
 adopted Manual Training as a system into all its grades, and thus became the first dis- 
 tinctive .Manual-training School' without prejudice to its high standing as an Institute 
 of Technology.
 
 398 
 
 APPENDIX 
 
 PRIVATE MANUAL-TRAINING SCEOOLS— Concluded. 
 
 Name of Ixstitutiox 
 
 Miss Sayet's School 
 
 Swedenborgiiiii School 
 
 Thorp I'olyleulinic Institute 
 
 Kriends" Select School 
 
 ProvidenreTiiiiiiing School forSloyd 
 
 I'laillficld Academy 
 
 CaliforniaSchool of Mechanical Arts 
 
 St. Anilrew's 
 
 Lewis Iiisliliite 
 
 Free Indiislrial Scliool 
 
 Coiniiious Mauiial-lni'iiiiig School. . 
 Hull House Manual-lrain;iig School. 
 
 Hlmwood School 
 
 Kiankliii School 
 
 Fiasell Seminary 
 
 Talladega ('ollcge 
 
 Kenihvorth Academy 
 
 V. M. ('. A Manuallniiuing Dep't. . 
 
 Clark I'liiversity 
 
 Private Manual-training Class 
 
 Location 
 
 Newport, R. I. 
 Wallham, Mass. 
 I'asiidcna, Cal. 
 l'liiladelphia,Penn. 
 Providence. K. I. 
 Plaintield, N. .). 
 San Kraucisco, Cal. 
 Rochester, N. Y, 
 Chicago, 111. 
 San Diego. Cal. 
 Chicago, 111. 
 Chicago. 111. 
 Buiralo, N. Y. 
 Bulliilo, N. Y. 
 Aubnnidale, Mas.s. 
 'I'allaclega, Ala. 
 KeniKvortli. III. 
 Harlt'ord, Conn. 
 Atlanta, Ca. 
 Wiunetka, HI. 
 
 Grade of 
 
 Academic 
 
 Work 
 
 Cram, aud High 
 (irammar 
 (iram. U> Coll. 
 High 
 Normal 
 'rim. to High 
 High 
 High 
 
 High and Coll. 
 Gram, and High 
 Grammar 
 Gram, and High 
 
 1891 
 
 18S»1 
 1.S92 
 189'2 
 189:! 
 1893 
 1895 
 1895 
 18M6 
 1896 
 1896 
 1897 
 
 — — . 0) % 
 
 20 
 60 
 
 300 
 
 123 
 49 
 25 
 
 310 
 60 
 
 200 
 80 
 40 
 70 
 
 MANUAL TRAINING IN PUBLIC NORMAL SCHOOLS 
 
 Namk op School 
 
 Santeo Normal Training School Santee Agency, Neli 
 
 Cook County Normal Scliool* Chicago, III 
 
 State Normal School Whitewater, Wis .. . 
 
 Stale Normal Training School New liritain, Conn , 
 
 Industrial Institute and College llciluiiihus, Miss. . . . 
 
 West Chester State Normal Scliool West Chester, Penn 
 
 State Normal School Sim JosCJ, Cal 
 
 Georgia Normal and Industrial College Milledgeville, Cu. . . 
 
 State Normal and Modcd School Trenton, N. J 
 
 State Female Normal S(diool Karmville, Va 
 
 Normal College of Ni!W York New York, N. Y 
 
 Normal Vnd Industrial School <;i('ciisl)oro, N. C. . . 
 
 Keystone State Normal School Kulzlown, Penn . . . 
 
 State Normal School i Kriiiiiiigham, Mass, 
 
 WestllcM Nnniial .School jWc^sdlcId, Mass 
 
 Stale Normal School Los Angeles, Cal 
 
 Alahuma Normal College for Girls Livingston, Ala 
 
 • The Cook County (Illinois) Normal School was originally estahlished as a private 
 school It is now the public training school lor teachers in the piibllo schools. • 
 
 bo 
 
 a _ 
 
 Oo 
 
 (-■■= 
 ~ « 
 
 3 to 
 
 to 
 ° .5 
 
 1870 
 
 12 
 
 1883 
 
 
 1883 
 
 2 
 
 1884 
 
 r> 
 
 188.') 
 
 1 
 
 1889 
 
 2 
 
 1890 
 
 3 
 
 1891 
 
 15 
 
 1891 
 
 1 
 
 1891 
 
 2 
 
 1892 
 
 12 
 
 1892 
 
 5 
 
 1892 
 
 2 
 
 1893 
 
 1 
 
 1893 
 
 5 
 
 1894 
 
 2 
 
 
 1 
 
 60 a
 
 APPENDIX 
 
 399 
 
 PRIVATE TRADE SCHOOLS AND INSTITUTES OF TECHNOLOGY 
 
 Name of I^^stitction 
 
 Rensselaer Polytechnic Inslitute 
 
 Oliio Mochnnics' Inslitute 
 
 Massacliiisells luslilule of Technology ^ 
 
 Cornell University 
 
 Worcester Polyleilini<: Institiile 1 
 
 Stevens Institute ol'Teclinology 
 
 Lowell Sclioul of Practical Designing 
 
 Rhode Ishuul School of Design 
 
 Chicago College of lloroliigy 
 
 Case School of Ap|iliecl Sciences 
 
 School of Inil. Art anil Tech Design for Women 
 
 New York Trade School ' 
 
 Rose Polytechnic Inslitute 
 
 ♦Textile Schools 
 
 Milwaukee Cooking School 
 
 Newark Technical School 
 
 Technical School of Cincinnati 
 
 Technical Drawing School 
 
 Cogswell Polytechnic School 
 
 Institute for Arlisans 
 
 Watilimakers' Trade School 
 
 Institute for Colored Youth 
 
 Master- Builders' Mechanical School of I'hil'a. 
 Lawrence Scienlilic School of Harvard Univ'ty 
 
 Baron de Hirscli Trade Si hool 
 
 tUnivcrsity of Cincinnati 
 
 Leiand Stanford Un versity 
 
 Williamson hree School of Mechanical Trades 
 
 Springlicld Industrial Institute 
 
 Drexel Institute 
 
 Armour Institute 
 
 Mechanics' Institute 
 
 Private School of Car|)entry 
 
 Fiafayette College 
 
 Vanderhilt University 
 
 Boston Normal School of Cookerv 
 
 Troy, N. Y. 
 Cincinnati, Ohio. 
 Boston, Mass. 
 Ithaca, N. Y. 
 Worcester, Mass. 
 Hoboken, N. J. 
 Boston, Mass. 
 Providence, R. I. 
 Ch'cago, III. 
 Cleveland, Ohio. 
 New York, N. Y. 
 New York, N. Y. 
 Terre Haute, Ind. 
 Philadelphia, Penn. 
 Milwaukee, Wis. 
 Newark, N. J. 
 Cincinnati, Ohio. 
 Providence. K. I. 
 San Francisco, Cal. 
 Now York, N. Y. 
 I.a Pone. Ind. 
 PhiUulelph a, Penn. 
 Philadelphia, Penn. 
 Cambridge. Mass. 
 New York, N. Y. 
 Cincinnati, Ohio. 
 Palo Alto, Cal. 
 Williamson Schools, Pa. 
 S|iringfielil, Mass. 
 Philadelphia, Penn. 
 Chicago. III. 
 Hochester, N. Y. 
 R-icine, Wis. 
 Kaslon. Penn. 
 Nashville, Tenn. 
 Boston, Mass. 
 
 J3 
 
 to c 
 
 2 
 
 c — 
 
 a 
 
 1" 
 
 '" 
 
 1824 
 
 18 
 
 18-28 
 
 
 1«65 
 
 6 
 
 1805 
 
 36 
 
 iH6y 
 
 
 1871 
 
 22 
 
 1872 
 
 
 18T8 
 
 
 1880 
 
 
 1881 
 
 11 
 
 1881 
 
 
 1881 
 
 26 
 
 1883 
 
 
 1883 
 
 
 1884 
 
 
 1885 
 
 
 1886 
 
 
 1887 
 
 
 1888 
 
 
 1888 
 
 
 1888 
 
 
 1889 
 
 9 
 
 1890 
 
 6 
 
 1891 
 
 3 
 
 189] 
 
 
 1891 
 
 
 1891 
 
 
 1891 
 
 io 
 
 1891 
 
 5 
 
 1892 
 
 38 
 
 1893 
 
 15 
 
 1893 
 
 15 
 
 1896 
 
 1 
 
 720 
 222 
 699 
 
 256 
 
 65 
 
 341 
 
 556 
 
 65 
 
 250 
 
 259 
 67 
 64 
 
 160 
 105 
 
 300 
 972 
 30 
 
 NoTK. — Private trade schools for teaching watch-making, some fifteen in nutnber, are 
 united, because no data was secured. Private cooking .scliools, dressmaking schools, 
 barber schools, etc., have within the last five years sprung up in various parts of the 
 country. Some of these are of considerable importance, but most are small, and no effort 
 has been made to secure reports from them. 
 
 * These schools are supported by both legislative appropriations and private endow- 
 ments. They are not public schools in the usual sense of the term. 
 
 t The University of Cincinnati is supported by both public funds and private endovv- 
 ments It is unique in this, that, although a university in its grade of work, it is 
 essentially apart of the public-school system. The city collects a one-tenth mill tax 
 annually "for its beiielit ; and the university, including its technical and Manual 
 training course, is free to residents of the city. The necessary expenses, such as 
 laboratory fees, are kept to the lowest possible limit ; and every family in the munic'i 
 pality is entitled to educate its children in this thoroughly equi|iped university, prac- 
 tically without cost.
 
 400 
 
 APPENDIX 
 
 TECHNOLOGY IN PUBLIC EDUCATIONAL INSTITUTIONS OF COL- 
 LEGIATE GRADE— EXCLUSIVE OF PURELY AGRICULTURAL 
 COLLEGES 
 
 United States Naval Acailemy 
 
 State Agricultural College 
 
 Maine State College 
 
 University of Vermont 
 
 Illinois University 
 
 University of Minnesota 
 
 University of Tennessee 
 
 University of Iowa 
 
 Kansas State Agricultural College 
 
 Ohio State University 
 
 University of California 
 
 *rurilue University 
 
 Agricultural and Mecdianical College 
 
 State AgiiiMiltiiral College 
 
 Agricultural and .Mechanical College 
 
 Agricultural :u)d Mechanical College 
 
 MochanicHl College ol' State University 
 
 Storrs Agricultural College 
 
 Agricultural and Mechanical College 
 
 Arkansas Industrial University 
 
 Michigan Mining School 
 
 Agricultural College of South Dakota 
 
 Florida Agricultural College 
 
 Oregon Slate Agricultural C(dlege 
 
 Agricultural Odiege of Utah 
 
 New Mexico (;ollege of Mechanical Arts 
 
 University of Michigan 
 
 Del.iwiinr College 
 
 Agricniiural and Mechanical Coll. of Iventucky 
 
 Stale University 
 
 College of Mining 
 
 University of Nebraska 
 
 Nevada State University 
 
 University of Wyoming 
 
 North Dakota Agricidtural (,'ollegc 
 
 West Virginia University 
 
 Clemson Agricultural College 
 
 Annapolis. Md. 
 Agricultural College, Mich. 
 Orono. Me. 
 liurlington, Vt. 
 ( ibana, III. 
 .Minnesota, Minn. 
 Kno.wille, Tenn. 
 Ames, Iowa. 
 Manhattan, Kan. 
 (;<iluinbus, Ohio. 
 Berkeley, Cal. 
 Lafayette, Ind. 
 College Staliiui, Tex. 
 Fort Collins, ('(d. 
 Agricui I til ral College, Miss. 
 IJIacksburg, Va. 
 Itatdii Rouge, ha. 
 Storrs, Conn. 
 Auburn, Ala. 
 Fayettevillc, Ark. 
 Houghton, Miidi. 
 lirookings, S. D. 
 Lake Citv, Fla. 
 Corvallis, Ore. 
 I.ogan, Utah. 
 Me.ssilla Park. N. M. 
 Ann Arbor, Mich. 
 Newark, Del. 
 l,e.\ington, Ky. 
 Columbia, Mo. 
 Holla. Mo. 
 Mncoln, Neb. 
 Kei:o, Nev. 
 Uaramie, \Vv. 
 Fargo, N. D". 
 Morgantown, W. Va. 
 Cloinson College, S. C. 
 
 a 
 5 -a 
 
 si 
 1 
 
 0) 
 
 J3 
 
 1845 
 
 
 1857 
 
 14 
 
 1861 
 
 13 
 
 1805 
 
 11 
 
 1868 
 
 
 1869 
 
 9 
 
 1869 
 
 6 
 
 1869 
 
 9 
 
 1873 
 
 20 
 
 1873 
 
 9 
 
 1874 
 
 3 
 
 1874 
 
 10 
 
 1876 
 
 16 
 
 1879 
 
 2 
 
 1880 
 
 3 
 
 1880 
 
 18 
 
 1880 
 
 1 
 
 1881 
 
 4 
 
 1885 
 
 4 
 
 1885 
 
 7 
 
 1886 
 
 11 
 
 1887 
 
 11 
 
 1888 
 
 2 
 
 1888 
 
 9 
 
 1889 
 
 7 
 
 1890 
 
 
 1890 
 
 5 
 
 1891 
 
 3 
 
 1891 
 
 3 
 
 1891 
 
 2 
 
 1891 
 
 7 
 
 1891 
 
 3 
 
 1891 
 
 1 
 
 1S91 
 
 4 
 
 1892 
 
 2 
 
 1892 
 
 5 
 
 1893 
 
 9 
 
 332 
 191 
 119 
 
 159 
 
 150 
 284 
 630 
 373 
 84 
 280 
 313 
 137 
 
 190 
 
 56 
 
 146 
 
 200 
 
 150 
 
 82 
 
 160 
 
 62 
 
 237 
 
 119 
 
 23 
 
 31 
 
 145 
 
 225 
 
 210 
 
 106 
 
 60 
 
 24 
 
 79 
 
 635 
 
 * I'urduo University is partially supported by endowment, but as it secures regular 
 appropriations, it is hero classiQed as a State University.
 
 APPENDIX 
 
 401 
 
 INDUSTRIAL TRAINING IN CHARITY SCHOOLS* 
 
 Name of School 
 
 Baltimore Manual-labor School Arbutus, Md. 
 
 Wilson Industrial School for Girls jNew York, N. Y. 
 
 Industrial Home School Washington, D C. 
 
 McDonough School McDonough, Md. 
 
 South Knd Industrial School Roxbury, Mass. 
 
 Five Points House of Industry Now York, >f. Y. 
 
 Indiana Soldiers' Orphans' Home | Kingstown. Ind. 
 
 Skyland Institute Blowing Rock, N. C. 
 
 Siimuel Ready School for Female Orphans I Baltimore, Md. 
 
 (yliicago Waifs' Mission and Training School. 
 
 Industrial School Association 
 
 Kalamazoo Industrial School 
 
 Industrial School of Rochester 
 
 Industrial School for Boys 
 
 Jewish Orphan Asylum 
 
 St. George's Boys' Industrial Trade School. 
 
 Boys' Club in Carpentry 
 
 Polish Orphans' Home 
 
 Unity Church Manual-training School 
 
 Iowa Orphans' Home 
 
 Chicago, III. 
 Brooklyn, N. Y. 
 Kalamazoo. Mich. 
 Rochester, N. Y. 
 Glenwood, 111. 
 Cleveland, Ohio. 
 New York, N. Y. 
 I.ynn, Mass. 
 Chicago, III. 
 Chicago, III. 
 Davenport, Iowa. 
 
 — .0 
 
 '5 
 
 |i 
 
 ^1 
 
 1841 
 
 2 
 
 1853 
 
 3 
 
 1867 
 
 6 
 
 1873 
 
 5 
 
 1884 
 
 21 
 
 1885 
 
 9 
 
 1885 
 
 7 
 
 1886 
 
 
 1887 
 
 3 
 
 1888 
 
 3 
 
 1888 
 
 8 
 
 1889 
 
 18 
 
 1890 
 
 5 
 
 1890 
 
 
 1891 
 
 8 
 
 1892 
 
 6 
 
 1895 
 
 1 
 
 60 
 100 
 
 60 
 140 
 313 
 331 
 
 80 
 
 60 
 
 30 
 
 80 
 
 224 
 
 120 
 
 400 
 
 157 
 
 259 
 
 25 
 
 * Industrial Training, rather than M;inual Trnining. characterizes the Charity Schools, 
 the central idea being to prepare the child for some occupation by which it can become 
 self supporting. As will be seen by the table, this idea found very early expression in 
 the Manual labor School at Arbutus, Maryland. The co-education of mind and hand, 
 because of its equal, or greater, educational value, was not thought of in these charity 
 institutions until recently, and cannot be said to obtain in any of them even now. 
 
 26
 
 402 
 
 APPENDIX 
 
 PROGRESS OF MANUAL TRAINING BY YEARS, IN CITIES 
 
 Tlie following table shows growth by years, as represented by 
 cities establishing Manual Training or Kindergartens in Public 
 Schools. The number refers to cities adopting this feature of edu- 
 cation in the janirs named. 
 
 High Schools 
 
 Grammar 
 
 Grades 
 
 Primary 
 
 Gradks 
 
 Kindergartens 
 
 
 Number 
 
 
 Number 
 
 
 Number 
 
 
 Number 
 
 Year 
 
 of 
 
 Year 
 
 of 
 
 Year 
 
 of 
 
 Year 
 
 of 
 
 
 Cities 
 
 
 Cities 
 
 
 Cities 
 
 
 Cities 
 
 
 
 
 
 
 1873 
 
 1 
 
 
 
 
 
 
 
 1880 
 
 1 
 
 
 
 
 
 
 
 1881 
 
 1 
 
 
 
 188-2 
 
 
 i88'2 
 
 -2 
 
 1882 
 
 1 
 
 1883 
 
 •2 
 
 i88;i 
 
 
 1883 
 
 
 
 1883 
 
 2 
 
 1884 
 
 1 
 
 1884 
 
 3 
 
 1884 
 
 1 
 
 1884 
 
 3 
 
 1885 
 
 .5 
 
 1H85 
 
 3 
 
 1885 
 
 
 
 1885 
 
 2 
 
 1886 
 
 5 
 
 188() 
 
 . 5 
 
 1880 
 
 3 
 
 1886 
 
 
 
 1887 
 
 4 
 
 1887 
 
 1 
 
 1887 
 
 
 
 1887 
 
 5 
 
 1888 
 
 r, 
 
 1888 
 
 8 
 
 1888 
 
 5 
 
 1888 
 
 4 
 
 1889 
 
 8 
 
 1889 
 
 4 
 
 1889 
 
 3 
 
 1889 
 
 7 
 
 ]8<.I0 
 
 7 
 
 1890 
 
 8 
 
 1890 
 
 '2 
 
 1890 
 
 7 
 
 1891 
 
 10 
 
 1891 
 
 fi 
 
 1891 
 
 4 
 
 1891 
 
 9 
 
 189-2 
 
 7 
 
 1H9-2 
 
 () 
 
 189-2 
 
 4 
 
 1892 
 
 10 
 
 189U 
 
 .5 
 
 lH9:t 
 
 11 
 
 1893 
 
 6 
 
 1893 
 
 15 
 
 1894 
 
 
 1 894 
 
 7 
 
 1894 
 
 4 
 
 1894 
 
 20 
 
 189.'> 
 
 8 
 
 1H95 
 
 8 
 
 1895 
 
 1 
 
 1895 
 
 7 
 
 1890 
 
 15 
 
 189() 
 
 i:} 
 
 I89r, 
 
 5 
 
 189G 
 
 12 
 
 1897 
 
 8 
 
 1.H97 
 
 13 
 
 1897 
 
 5 
 
 1897 
 
 7 
 
 1898 
 
 ■2 
 
 1898 
 
 4 
 
 1898 
 
 1 
 
 1898 
 
 4 
 
 * 
 
 6 
 
 * 
 
 18 
 
 ♦ 
 
 8 
 
 * 
 
 28 
 
 * Not reportod.
 
 APPENDIX. 403 
 
 NOTE ON STATE LAWS IN RELATION TO 
 MANUAL TRAINING. 
 
 Connecticut, in 1888, aiuiiorized and empowered school 
 boards to introduce Manual Traininu^ in public scliools. 
 
 Congress appropriated $8000 to Manual Training- equip- 
 ment in the District of Columbia in 1896. 
 
 In 1885 the State of Georgia passed a law authorizing 
 and recommending school boards to introduce Manual Train- 
 ing in the public schools of the state. The law was simply 
 a moral indorsement, and had little practical effect. 
 
 Indiana has a law authorizing the introduction of Manual 
 Training into the public schools of all cities of 100,000 in- 
 habitants or over. 
 
 Massachusetts passed an authorizing act in 1884, and on 
 April 14, 1894, a law was adopted, section one of which is 
 as follows : 
 
 "After the tirst day of September in the year eighteen hundred 
 and ninety live, every city of twenty thousiuid or more iiiliubitauts 
 siiall maintain as part of its high-school system tlie teacliingof Manual 
 Training. Tlie conrse to be pursued in said instniclion shall be sub- 
 ject to the approval of the state board of education." 
 
 In 1887 ^ew Jersey passed a law to encourage the intro- 
 duction of Manual Training in public schools. The chief 
 provision of the act was, that whenever any school district 
 should raise by taxation, subscription, or both, a sum of 
 money not less than $1000, for the establishment of Manual 
 Training in such school district, the state should appropriate 
 a sum equal to that raised by the district, to aid in the 
 establishment of such school ; provided that no one district 
 should receive over $5000 in any one year from state 
 funds. In 1888 this law was amended so as to include 
 districts that should raise not to exceed |500, the state agree- 
 ing to duplicate the sum raised. The effect of this law was 
 very mai'ked in 1890, resulting in the establishment of a 
 larire number of schools.
 
 404 APPENDIX. 
 
 In 1888 New York passed a law authorizing local school 
 boards to establish Manual Training within their respective 
 jurisdictions. Tlie same law makes the teaching of Manual 
 Training compulsory in normal schools, subject, however, to 
 recommendations of the state superintendent of public in- 
 struction, wiiicli provision lias practically nullified it. 
 
 Ohio has a law authorizing a tax levy of fV of ^ "^'" for 
 cities of a certain size, and ^ of a mill for certain other 
 cities, in excess of other taxes ; the sums so raised to be 
 used for the purpose of introducing Manual Training into 
 the public schools. 
 
 In 1895 Wyoming authorized school boards to establish 
 Manual Training in the public schools. 
 
 In 1895 Wisconsin authorized the establishment of Manual 
 Training in its public schools providing state aid for the 
 same, but limiting the number to receive state aid to ten 
 high-schools to be selected by the state superintendent of 
 schools. 
 
 The best of existing state-aid laws is that of Maryland, 
 enacted April 7, 1898. It is very liberal and will doubtless 
 greatly stimulate the progress of the new education in that 
 state. The Wisconsin law gives $250 to each of its schools 
 per year, and the New Jersey law duplicates whatever the 
 school board raises for that purpose. But the Maryland 
 law gives |1500 to each school the first year, and |50 per 
 pupil per year thereafter, up to the limit of $1500 per school 
 per year — enough, probabl}', to pay the entire expense of 
 the system. Following is the text of the statute : 
 
 "Whereas, The esUil»lislinioiit of well -coiiducled and liberally 
 supported schools, or depaitmeiits, in one of the large giaded schools 
 or liigh-sehools in eueh count}' of the suite, for the development and 
 training of tiie rnainial ahility of pupils, must tend to supply a grow- 
 ing want in each coimty of the state ; and 
 
 WluredH, II is especially the duty of the state to alYord the best 
 educational facilities to its youth in those technical studies which are 
 direelly associated with the niatcuial i)rosperiiy of its jictople ; and 
 
 WkercdK, It is for the hcst interests of this stale that the colored 
 population of each county shall have an opportunity for the establish- 
 ment of separate industrial schools ; therefore, 
 
 Sec. 1. Be it enacted by the General Assembly of Maryland, Tliat
 
 APPENDIX. 405 
 
 it shall be tlie duty of tlic bounl of count}' school commissiouers, when 
 a suitable Iniikling, or room or rooms connecled with one of the large 
 graded schools or liigh-scliools sliull be provided b}^ the county, or 
 money sufficient for the erection of sucii building, or room or rooms, 
 to accept tlie same (if, in the judgment of the board, tliere is any 
 necessity therefor), and thereafter to provide for the maintenance of 
 a Manual Training school, or Manual Traiinug department, for said 
 county, and the salaries of teaeliersand Manual Training instructors, 
 out of the general school fund and the state aid hereinafter provided. 
 
 Sec. 2. Andbe it enacted. That wlienever a >[anual Tiuiinngschool, 
 or Manual Training department, is opened in any county, the presi- 
 dent and secretary of the l)oard of county school commissioners of 
 said county shall report to the secretary of the state board of edu- 
 cation, and the state board of education shall, without delay, proceed 
 to appoint the principal of the state normal school, or one of the 
 teachers in said school, well qualified for siicli service, to visit the 
 school and give a certificate of approval of its condition and tlie plan 
 upon which it is conducted; and thereafter the president and secretary 
 of the board of county school commissioners shall report to the comp- 
 troller the condition of the school, the number of instructors, and the 
 number of pupils enrolled, on or before the twentieth day of January 
 in each year. 
 
 Sec. 3. Ami be it enacted. That the comptroller of the treasury, 
 after receiving the certiticate of approval concerning the county 
 Manual Training school, or Manual Training department, according to 
 the provi.-iions of the second section of this act, is liereby authorized 
 and directed to issue liis warrant upon ilie treasurer of the slate for 
 the sum of fifteen hundred dollars, paj^ible to the order of the treas- 
 urer of the board of county school commissioners of tlie county tiling 
 the certiticate of approval aforesaid, out of any moneys in the state 
 treasury not otherwise appropriated, on the first day of October in 
 each year, for the support of said Manual Training school, or .Manual 
 Training department. 
 
 Sec. 4. And be it enacted, That the count)' Manual Training school, 
 or the Manual Training department and the school to which it is 
 attached, shall be under the management and control of the board of 
 county school commissioners. 
 
 Sec. 5. And be it enacted. That it shall be the duty of the b(^rd of 
 county school comnds^ioners nf each county in this slate, whenever 
 a suitable building, or room or rooms connected with one of the colored 
 schools of said county, shall be provided l)y tiie count}' to accept the 
 same, if in the juduinent of the said board there is any necessity there- 
 for, and thereafter to provide for the maintenance of such member 
 [nunil)er] of separate colored industrial sciiools as in their judgment 
 may be needed, and the salaries of such teachers as may be required
 
 406 APPENDIX. 
 
 for tliat purpose shall be paid out of the general fund and tiie state 
 aid hereinafter provided. 
 
 Sec. 6. And be it enacted, That whenever any such separate colored 
 industrial school or schools are opened in any county, the president and 
 secretary of the board of countj^ school commissioners of said county 
 shall report the fact to the secretar}' of the stale board of education, 
 and the state board of education shall without delay proceed to appoint 
 a proper person well qualified for such service, to visit the said school 
 or schools and give a certificate of approval of its condition and the 
 plan upon which it is conducted, and thereafter the president and 
 secretary of the said board shall report to the comptroller of this state 
 the condition of said school or schools, the number of instructors and 
 the number of pupils enrolled during the school year last ended, on 
 or before the 20th day of August in each year. 
 
 Sec. 7. And be it enacted. That the comptroller of the treasury upon 
 receiving the certificate of approval concerning the county colored in- 
 dustrial school or schools, as aforesaid, according to the provisions of 
 the .sixth section of this act, is hereby authorized and directed to issue 
 his warrant upon the treasurer of the state for the sum of fifteen 
 hundred dollars, jiayable to the order [of the] treasurer of the board 
 of county school commissioners of the county, upon the filing of the 
 certificates of approval aforesaid, out of any moneys in the state 
 treasury not otherwise appropriated, on the first day of October in each 
 year, for the support of said colored iiulusirial school or schools, and 
 thereafter the said industrial school or schools shall be under the man- 
 agement and control of the said board of county school commissioners. 
 
 Sec. 8. And be it enacted. That no entire appropriation for the 
 benefit of any Manual Training school, provided for under this act, 
 shall be paid as authorized, after the first annual api)roprialion, un- 
 less said school have had an average daily altendaiu;e of thirty scholars 
 for the i)recediMg year ; and in case said attendance shall fall short of 
 said number, then there shall only be paid towards the maintenance 
 of said school at the rate of fifty ($50.00) dollars for each scholar of 
 its daily average annual attendance, to be determined by the report 
 hereinbefore required to be made to the c;omptroller. 
 
 Sec. 9. And be it enacted, That no appropriation for the benefit 
 of the colored industrial schools of any county, provided for under 
 this act, sliall be paid after the first annual a])propiialion, unless the 
 average daily attendance at such school or schools shall have been, 
 for the preceding year, at least thirty .scholars ; and in case said 
 attendance shall fnll short of said number, then there siiall be paid 
 to the ireasurcjr of the county school eommissioiici.s maintaining said 
 school or schools, only at the; rate of fifty ($50.00) dolhirs a scholar, 
 for the daily average animal attendance at the same, to be determined 
 by the report licrcinbcfnrc refjuircd to be made to the comptroller. 
 ' Ai)proved April 7, liSiJb."
 
 APPENDIX. 4U7 
 
 The report ot the state superintendent of public instruc- 
 tion for Michigan, for the year 1897, shows tliat Kinder- 
 gartens exist in the public schools of the following cities 
 and towns : Cities of over 4000 population as shown by 
 state census of 1894 — Albion, Big Rapids, Cadillac, Calu- 
 met, Detroit, Escanaba, Grand Haven, Gi'and Rapids, Hol- 
 land, Ionia, Ironwood, Ishpeming, Jackson, Menoniinee, 
 Mt. Clemens, Muskegon, Negainee, Niles, St. Joseph, Trav- 
 erse City, West Bay City, Wyandotte — twenty-two cities 
 of over 4000 population. The twenty -four cities and 
 towns with less than 4000 population as shown by state 
 census of 1894, and having Kindergartens in their public 
 schools, are: Algouac, Alma, Au Sable, Caro, Crystal 
 Falls, Dowagiac, Fremont, Greenville, Hartford, Hough- 
 ton, Ithaca, Lake Linden, Lake View, Mancelona, Manis- 
 tique, Montague, Morenci, Nashville, Pentwatcr, Reed 
 City, Sand Beach, Stanton, Union City, Vassar. Such of 
 these cities and towns as furnished reports will be found 
 in the accompanying tables ; from the others no data was 
 received. 
 
 Two thoroughly equipped Manual Training schools are 
 projected : one, to be in Pullman, Illinois, is to result from a 
 bequest in the will of the late Mr. George M. Pullman, who 
 left a large sum for its construction, and an annuity of 
 $25,000 for its maintenance ; the other school is to be built 
 by the Calumet and Hecla Mining Company, at Calumet, 
 Michigan. Both these schools will be free, and will prob- 
 ably become a part of the public-school system of their 
 respective towns. 
 
 The legislature of Massachusetts in 1898 passed an act 
 establishing a trade-school for weavers, to be located at 
 Lowell, Massachusetts, provided the city would raise half 
 the money necessary for its construction, the state to pay 
 the other half. This is the first well-defined movement in 
 this country to establish public trade-schools to teach the 
 trades prevailing in the locality of the school. Europe has 
 many such schools.
 
 408 APPENDIX. 
 
 Manual Tkaimng in Russia. 
 
 There is, as yet, no established national school system 
 in Russia. Tlie school systems of Finland and other Rus- 
 sian dependcncii's are provincial and local. An imperial 
 decree of March 7, 1888, however, contained an elaborate 
 plan for elementary national education, in which Manual 
 Training, Technical, and Trade education Avere given not 
 only prominence but precedence. The doctrine of state 
 aid to educational institutions is, however, fully and liber- 
 ally recognized. Manual Training was founded in Russia 
 in 1868, as mentioned in the first edition of this work, by 
 M.Victor Delia Vos, and revived and extended in 1884 by 
 the then Minister of Finance, who sent two teachers to 
 Naas, Sweden, to take a six weeks' course of instruction, 
 and a workshop for boys' hand labor was the same 3'^ear 
 established in coiniection with the Teachers' Institute in 
 St. Petersburg. In 1885 this was made a ])ermanent feature 
 of Teachers' Institute work, and an annual grant of 3000 
 rubles (11659) was voted ; and in 1887 a course in metal 
 work was added to this school. In 1888 three normal 
 courses for instructing teachers in Manual Training were 
 instituted and subsidized by the imperial government. 
 One of these at Novaia Ladoga trains both city and country 
 school-teachers; at Riga, city teachers only, while at Kiev 
 only country teachers are trained. The instruction of 
 teachers in Manual Training was also made part of the 
 teachers' institutes at Glookhov, Vilna, and Orenboorg in 
 1889. Besides these there wvw in 1890 eleven vacation 
 institutes, training two hundred and fifl.y teachers for the 
 work of imparting manual instruction. These teachers' 
 institutes, vacation and permanent (or nornval schools), 
 have increased rapidly and received rich subsidies from the 
 imperial treasury. In 1891 the Russian Minister of War 
 introduced Manual '^Fraining into all the cadet schools. 
 The most recent available data indicate the introduction 
 of Manual Training into one hundred and sixteen estaldish- 
 ments, as follows : four teachers' irjstitutcs, fourteen teach-
 
 APPENDIX. 409 
 
 ers' seminaries, four intermediate schools, forty-four higher 
 public schools, and thirty-four elementary common schools. 
 A more recent report — which, however, is not at hand — is 
 said to show remarkable developments in Manual Training 
 in common and rural schools. A brief survey of technical 
 and trade schools in Russia follows. 
 
 The technical schools at Moscow and St. Petersburg are 
 imperial schools of university grade, richly endowed, and 
 reputed to be the best equipped schools in Europe. The 
 oldest and best technical school in Moscow below university 
 rank, and making no attempt to teach trades, is the Ko- 
 misarof Technical School, founded in 1865 by two railroad 
 contractors. It now receives government aid, and has about 
 four hundred pupils. The Society for the Promotion of 
 Technical Education in 1873 founded a school called the 
 "Mechanical Handicraft School of Moscow." The govern- 
 ment contributes llOOO per year to this school. There are 
 five technical schools having a grade of academic work 
 comparable with our high schools — the Komisarof Tech- 
 nical School of Moscow, mentioned above, founded in 1865; 
 the Lodz, in 1869; Irkootsk, 1873; Kungursk, 1877; and the 
 Omsk, in 1882. The live schools had 1052 students at date 
 of latest available report. Trade-schools of grammar grade, 
 twenty-three in number, had 2474 pupils. Of these schools 
 three were established in 1868; one in 1871; two in 1872; one 
 in 1873; one in 1874; one in 1875; two in 1877; one in 1878; 
 two in 1879; one in 1880; two in 1883; two in 1885; three 
 in 1886; one in 1887. Trade-schoolsof primary grade, sixty- 
 three in number, with 2562 pupils. One was established 
 in 1865; one in 1866; two in 1867; one in 1870; one in 1871; 
 three in 1872; two in 1873; five in 1874; six in 1875; one in 
 1876; six in 1877; four in 1878; three in 1879; two in 1880; 
 two in 1881; four in 1882; five in 1883; five in 1884; one in 
 1885; one in 1886; four in 1887; two in 1888; one in 188-9. 
 
 Manual Training in Finland. 
 Finland was the birthplace of the man who first devised 
 and practised that method of education known as Sloyd — 
 a form of Manual Training.
 
 410 APPENDIX. 
 
 Otto Cj^giieans, ol' Helsingfors 'I'eachers' Seminary, after 
 a thorough study of Froebel and Pestalozzi (to whom he 
 gives ainple credit), originated in 1858 a system for carrying 
 the education of the hand beyond the kindergarten into all 
 grades of schools. To Finland also belongs the credit of 
 being the first country to officially recognize the value of 
 such education. Since 1866 (sometimes stated 1868) Manual 
 Training (Sloj^d) has been compulsory in all the elemental 
 and normal schools of Finland. In 1896 there were four 
 normal schools with 569 students, and 75,712 pupils taking 
 Manual Training in the elementary schools of the cities. 
 Statistics of rural schools are not obtainable. In addition 
 to these, there were in 1896 forty-two separate and distinc- 
 tively Manual -training high - schools, with 1030 pupils, 
 besides eight industrial schools, with 56 teachers and 380 
 pupils. All are public schools. There are technical and 
 trade schools of all grades, from the Polytechnic School at 
 Helsingfors to the elementary trade and weaving schools. 
 There are seven schools where navigation is taught, twelve 
 weaving, dyeing, and sewing schools, sup])orted wholly or 
 in part by the government, fourteen elementary technical 
 schools, five higli -grade technical schools, and ten trade- 
 schools other than weaving and navigation. Government 
 aid IS granted to all of these schools. 
 
 Manual Training in England. 
 The activity of Germany along the line of trade and 
 technical sc^hools, immediately following the CVuitennial 
 Ex|)ositi()n at Philadelphia, alarmed the jieople of England, 
 producing in 1882 what has been termed a "Technical 
 education scare." The friends of Manual Training, acting 
 upon tins popular and commercial anxiety, secured the 
 passage of the "Technical Instruction Act of 18S9." By 
 the terms of this act the schools organized under it were 
 not to be trade-schools ; and the construction put upon tlie 
 expression "Manual Tnslruction " makes the term ])rac- 
 tically synonymous wilii our term Manual Training. The 
 followintr table shows the growth of these schools. Thi!
 
 APPENDIX. 
 
 411 
 
 growth of cooking schools is also statistically represented 
 in the table. 
 
 Date 
 
 Manual I 
 
 NUMBEIi < 
 
 s'STItUCTIO.N 
 
 F Schools 
 
 .SCHOOt.S OP COOKKRY AND 
 
 DoMKSTic Science 
 
 Yeah 
 
 Number of 
 
 Srlioofe 
 Existing in 
 Year Named 
 
 Nmnbcr of 
 
 Schools 
 Rslahlished 
 
 During 
 Year Named 
 
 Number of 
 
 Scliools 
 Existing in 
 Year Named 
 
 Number of 
 
 Scbools 
 Established 
 During Year 
 
 Nuntiber of 
 Pupils 
 
 1876 
 
 30 
 145 
 
 285 
 430 
 
 077 
 949* 
 
 30 
 115 
 140 
 143 
 247 
 272 
 
 29 
 
 125 
 
 178 
 
 223 
 
 276 
 
 299 
 
 347 
 
 420 
 
 541 
 
 715 
 
 812 
 
 921 
 
 1,086 
 
 1,355 
 
 1,.554 
 
 1,796 
 
 2,113 
 
 2,419 
 
 2,634 
 
 2,775 
 
 29 
 
 96 
 
 53 
 
 45 
 
 53 
 
 23 
 
 48 
 
 73 
 
 121 
 
 174 
 
 97 
 
 109 
 
 165 
 
 269 
 
 199 
 
 242 
 
 317 
 
 306 
 
 215 
 
 141 
 
 
 1877 
 
 1878 
 
 1879 
 
 
 1880 
 
 
 1881 
 
 
 1882 
 
 
 IHS'ii 
 
 1,251 
 
 1884 
 
 7,.')97 
 
 1885 . 
 
 17,754 
 
 1886 
 
 24,526 
 
 1887 
 
 30.431 
 
 1888 
 
 42,159 
 
 1889 
 
 57,539 
 
 1890 
 
 66,820 
 
 1891 
 
 1892 
 
 68,291 
 90,794 
 
 1893. 
 
 108. 192 
 
 1894 
 
 122,325 
 
 1895 
 
 134,930 
 
 
 
 * The number of pupils (aking Maiii;al Training cannot be given; as an indication, 
 however, it may bo said that tlin London School Board reports that in 1895, 30,508 boys 
 were instructed iu wood-work in London schools alone. 
 
 Governmental aid to drawing and Manual Training, when 
 incorporated in the curriculum of day grammar-grade 
 schools, evening " continuation schools," and teachers' train- 
 ing colleges, is bestowed through the executive department, 
 styled " The Science and Art Department." Special atten- 
 tion is paid to training teachers in the teachers' colleges, so 
 that they will be able to give instruction in Manual Training. 
 This is specially true to grammar-grade teachers. In 1894 
 56 teachers' colleges were giving Manual Training to 4,434 
 teacher-pupils, the government granting 113,290 in aid of 
 such training. In 1895, the science and art department, 
 upon examinations aided 910 elementary Manual-training 
 schools, giving instruction to 67,470 pupils ; the amount of 
 aid granted was $81,537. 
 
 In 1890 a law was passed empowering county councils to 
 use the surplus from duties on liquor to aid Manual-ti'ain-
 
 412 APPENDIX. 
 
 ing and technical scliools. Many districts use the "liquor 
 money " to establish purely Manual-training schools, attach- 
 ing them to municipal technical schools. Generally, how- 
 ever, the " liquor money " goes to technical and art schools. 
 The report for 1895 shows $5,099,046 applied by local author- 
 ities to technical instruction undei- the "liquor money" law. 
 Scotland secured in 1887 a law empowering local authorities 
 to levy a tax of a penny in the pound for the support of 
 technical schools. In 1889 a similar law was passed for 
 England. The Welsh law of 1889 organizing intermediate 
 schools, recognizes and defines Manual Training. These acts 
 led up to the "liquor money" law referred to. 
 
 The City and Guilds of London Institute, organized in 
 1876, is the principal private promoter of technical education 
 in England. This organization has founded three schools 
 of its own, besides aiding liberall}'^ similar schools in all 
 parts of the kingdom. With the exception of the well- 
 known South-Kensington school, the Manchester school, and 
 the Birmingham schools, the technical schools of England, 
 as well as its IManual-training schools and kindergartens, are 
 of recent origin. Huddersfield Technical School, founded 
 a» a mechanics' in; titute in 1841, is another exceptionally 
 old and especially good school of its class. 
 
 JNIanual Tuaining in Switzerland. 
 
 As each canton regulates its own school system, the 
 federal constitution requiring only that education must be 
 obligator}' and free, the same diversity of conditions exists 
 in the cantons of Switzerland that is found in the states of 
 our own Union • — 
 
 Thus in the canton of (Jeneva, kindergartens and Manual- 
 training schools are a part of the ])ublic-school system, 
 entirely supported by public funds, and Manual Training is 
 cotnpulsoi-y for all male ]>M|)ils, in all grades of the public 
 schools. The gradual advance froni kindergarten work to 
 primary, graniniar, and high-school, makes a complete course 
 in Manual Training in the schools of (Geneva — perhaps the 
 most complete to be found in any single public-school system. 
 Ill other cantons, however, kindergartens exist generally as
 
 APPENDIX. 
 
 413 
 
 private institutions, aided by jiuhlii; funds and contributions 
 from societies and individuals. The growtli of kindergar- 
 tens in Switzerland by years cannot be shown from any 
 data at hand; the following table, however, shows the status 
 at the date of most recent available data; 
 
 PUPILS AND TEACHERS IN KINDERGARTENS OF SWITZERLAND 
 
 Canton 
 
 Zurich 
 
 Berne 
 
 Lucerne 
 
 Uri 
 
 Schwytz 
 
 UnterwaWen 
 
 Zug 
 
 Freyburg 
 
 Soleiire 
 
 Basel Town 
 
 Basel I,and 
 
 Appenzell Outer Rhodes 
 Appenzell Inner Rhodes 
 
 Grisons 
 
 Aargaii 
 
 Ticino 
 
 Valid 
 
 Valais 
 
 Neuchatel 
 
 Geneva 
 
 Total 
 
 Number of 
 
 Separate 
 
 Kindergartens 
 
 61 
 
 3.532 
 
 79 
 
 62 
 
 2,550 
 
 63 
 
 3 
 
 260 
 
 6 
 
 1 
 
 
 
 i 
 
 91 
 
 4 
 
 2 
 
 85 
 
 2 
 
 5 
 
 188 
 
 6 
 
 10 
 
 912 
 
 10 
 
 8 
 
 
 
 32 
 
 2,117 
 
 46 
 
 8 
 
 452 
 
 8 
 
 16 
 
 8i3 
 
 19 
 
 1 
 
 60 
 
 2 
 
 2 
 
 80 
 
 4 
 
 13 
 
 
 13 
 
 23 
 
 1,351 
 
 43 
 
 160 
 
 4,000 
 
 160 
 
 3 
 
 249 
 
 3 
 
 36 
 
 997 
 
 36 
 
 65 
 
 3,872 
 
 85 
 
 Number of 
 Teachers 
 
 Manual Training for boys was introduced into the 
 Switzerland schools in 1884 by M. Rudin, who in that 
 year instructed a class of forty teachers ; in 1891 over one 
 liundrod teachers were taking a Manual-training course un- 
 <:ler his instruction. The following table shows the growth 
 of Manual Training to 1889, or five years after its introduc- 
 tion. More recent data are unfortunately not available. 
 
 MANUAL-TRAINING CLASSES IN SWITZERLAND 
 
 Canton 
 
 Number of 
 Classes 
 
 Numbei- of 
 Pupils 
 
 Xuriiber of 
 Teachers 
 
 
 19 
 32 
 6 
 2 
 2 
 2 
 
 i 
 
 305 
 558 
 122 
 120 
 48 
 46 
 40 
 
 175 
 
 13 
 
 Basel 
 
 19 
 
 Saint Gull 
 
 8 
 
 
 2 
 
 
 2 
 
 
 1 
 
 
 1 
 
 
 1 
 
 
 5 ■ 
 

 
 414 APPENDIX. 
 
 Classes in Manual Training are reported from the can- 
 tons of Vaud, Neuchatel, Appenzell, Freyburg, and Glariis; 
 but statistics are not given. Manual Ti-aining for girls has 
 been an integral part of the public schools of Switzerland 
 for many years, and in practically all of the cantons this 
 instruction is obligator^^ The instruction consists in knit- 
 ting, sewing, mending, cutting, and fitting, with lectures on 
 house-keeping, and was introduced into the schools rather 
 for its industrial use than in recognition of its educational 
 value. Switzerland early recognized the importance of 
 technical instruction and the development of artisan skill. 
 The Municipal School of Art at Geneva was founded in 
 1V51, and is intended as a school for working-men. It is 
 the oldest in Switzerland. The working-man's school at 
 Berne was founded in 1829, and, though a private insti- 
 tution, it is subsidized by the federal government. The 
 Polytechnic School at Zurich was founded by the federal 
 government in 1854, The Industrial School in that city, 
 founded in ISI'A liy a society, is subsidized by the city, 
 canton, and federal government. "The Tecknikum" of 
 Winterthur, probably the most complete of its class of 
 schools, was founded as a cantonal institution in 1873. 
 The most extensive are the technical institutions for the 
 education of working-men. The government began the 
 estaldishnient of these at the beginning of this century. 
 By 1865, ninety-one had been established ; in 1889, eleven 
 hundred and eighty-four of these schools, having 26",716 
 pupils, were re))Oite(l. Trade - schools have si)rung u]) 
 everywhere, adapting themselves to local industries and 
 common needs. The School of Watchmaking, at Fleurier, 
 was founded as a private institution in 1850, but has been 
 municipal ])roperty since 1875. Municipal Siihools of 
 Watchmaking exist at Chaux-de-Konds, I8G5; St. Imier, 
 1806; Lode, 1808; Neuchatel, 1 871 ; Biennc, 1872; Poren- 
 truy, 188.3, is a municipal and stale school, as is also that 
 at Soleure, 1884. The Trade School for Women is a private 
 institution of Basel, founded in 1879; that, of Berne, in 1888. 
 These schools are founded by Societies for the Advancement
 
 APPENDIX. 416 
 
 of Public Utility, and teach women the millinery and dress- 
 making trades, and give instruction in household work, and 
 all the means by which women can become self-supporting. 
 The societies have also founded numerous House-keeping 
 Schools, and Schools for Domestic Servants. 
 
 No attempt is hei'e made to give a complete list of 
 Switzerland's trade-schools, or the efforts being made to 
 advance the skill of her artisans. It is but proper, however, 
 to mention the latest efforts to overcome the difBcwlties 
 growing out of the decline in apprenticeship. In 1884 the 
 Mannheim Trade Unions asked for a committee of inves- 
 tigation into the condition of the small trades. The com- 
 mittee reported, recommending the adoption of a suggestion 
 received from the Karlsruhe Trades Union. It was in effect, 
 that master-workmen who are willing to train apprentices 
 systematically, according to regulations prescribed by 
 school authorities, shall be aided by the state treasury. 
 In 1888 Baden appropriated 5000 marks per annum for 
 this purpose, and in 1892 twenty-two trades, or one hundred 
 and twenty-two workshops, having one hundred and eighty 
 apprentices, were subsidized. Iti 1895 the appropiiation 
 was increased. In 1898 the federal government of Switzer- 
 land adopted the plan and purposes to greatly extend it. 
 The result of this is, practically, that every skilled master- 
 workman who desires may become to a certain extent a 
 public-school teacher, and every factory or workshop is, or 
 may become, a school-house. 
 
 Manual Training in Germany. 
 The officials of the regular school systems of German v, 
 while for some years past active in advancing trade-schools, 
 have never recognized Manual Training as worthy a place 
 in the public schools, except as regards female handiwoik, 
 which is everywhere a part of the course in grammar and 
 high schools for girls. Individuals, and "societies for the 
 promotion of practical education," must therefore take the 
 initiative in Manual Training, and this results either in 
 private schools, or in persuading municipal or state author-
 
 416 
 
 APPENDIX. 
 
 ities to annex a Manual-training department to some public 
 school. 
 
 Of the 328 Manual-training schools for boys existing in 
 1892, 126 were independent schools, and 202 were annexes 
 attached to other educational institutions of various kinds. 
 Special societies maintain 50 schools and 72 annexes, of the 
 above total, while municipal authorities maintain 70 schools 
 and state authorities 66 annexes. The growth by years 
 since 1878 is shown in the following table : 
 
 Established 
 
 Independent 
 Schools 
 
 Annexes to 
 Oilier Schools 
 
 ESTABLISHKD 
 
 Independent 
 Schools 
 
 Annexes to 
 Other Schools 
 
 Prior to 1878. . 
 
 i 
 
 3 
 
 26 
 
 i 
 6 
 3 
 6 
 10 
 
 1885 
 
 2 
 1 
 8 
 13 
 19 
 21 
 27 
 9 
 
 11 
 
 1878 
 
 1886 
 
 9 
 
 1879 
 
 1887 
 
 11 
 
 1880 
 
 4 
 
 1888 
 
 11 
 
 1881 
 
 9 
 4 
 2 
 3 
 
 1889 
 
 23 
 
 1882 
 
 1890 
 
 1891 
 
 30 
 
 1883 
 
 36 
 
 1884 
 
 1892 
 
 16 
 
 
 
 
 
 
 
 Total 
 
 126 
 
 202 
 
 In 1892 there were 285 teachers and 7374 pupils in the 
 independent schools; 363 teachers and 6841 [)upils in the 
 annexes, or 648 teachers and 14,235 pupils in both. While 
 something had been done in Germany in the way of trade- 
 schools ])iior to that date, the general interest and official 
 zeal was created by the Centennial Exhibition at Philadel- 
 phia in 1876, when Professor lieuleaux cabled to Bismarck, 
 "Our goods are cheap but wretched." The various states 
 began to inaugurate the educational system that had made 
 the manufactures of France so superior to tiiose of her com- 
 petitor, and from 1879 to 1890 over 50 trade-schools were 
 established in Prussia. 
 
 Some of the German states, not ably Saxon}'- and Wiirtem- 
 berg, had early established trade-schools. In 1 837 three royal 
 labor-schools were established by the state of Saxony; one 
 in 1838, and two in 1840. S|)ecial schools for instruction 
 in weaving, embroidery, and lace-making were established; 
 one in 1835, one in 1857, one in 1861, onc^ in 1366, and one 
 in 1881. Of the 32 trade-schools in Saxony seven have been
 
 APPENDIX. 417 
 
 established since 1886. In tlie 20 '■'■ Kleinstaaten'''' or so- 
 called small states of Germany there were, in 1895, 218 
 trade-schools having 2047 pupils. Practically all of these 
 have been established since 1879. The city of Berlin in 
 1895 reported 21 trade-schools witli 8992 pupils, 332 teachers, 
 and expenditures (exclusive of state aid) for these schools 
 of $129,102; besides $80,339 spent for trade education in 
 so-called ''continuation" schools. In February, 1897, the 
 number of students attending these schools in Berlin was 
 14,750, or 1 per cent, of the population. 
 
 It will be interesting, in view of the antagonistic attitude 
 of the school authorities to the introduction of Manual- 
 training metliods in public schools from kindergartens up, 
 to note how long Germany will follow the trade-school ex- 
 periment of France, wathout learning, as did France, to tit 
 her boys for the trade-schools by putting their little hands 
 to school in the kindergarten, the primary school, and so 
 on through grammar and high school; so that by the time 
 the trade-school comes in to differentiate and accentuate 
 special skill, the boy will have learned equally the use and 
 control of muscle and of mind. 
 
 The highest results of trade-schools upon a nation's manu- 
 factures, and therefore upon its exports and its wealth, cannot 
 be realized until the Manual-training school has furnished 
 the educated hand as raw material for the trade-school to 
 work upon. The nation that begins with the trade-school 
 first will have a long and expensive lesson to learn. France 
 learned it. Will Germany require as long and expensive a 
 tuition ? Germany has, however, the advantage, in that many 
 of her private citizens, and "societies for practical educa- 
 tion," are, as usual, far more intelligent than her school 
 authorities. 
 
 Manual Tkaining in France. 
 
 The thorough reorganization of the public scliools of 
 France by the law of June 16, 1881, renders any reference 
 to the prior system unnecessary here. 
 
 By this law primary education was rendered absolutely 
 
 27
 
 418 APPENDIX. 
 
 free; and by the law of March 28, 1882, compulsory educa- 
 tion for all children between the ages of 6 and and 13 years 
 was established. The law of October 30, 1886, systematized 
 the public schools, classifying and grading them, and fixing 
 a curriculum. Kindergartens admitting pupils from the 
 ages of 2 to 6 years were made general by this law, and in 
 1886-87 there were 3597 kindergartens with 543,839 pupils. 
 In 1895 this number had grown to 4734 kindergartens, 
 714,734 pupils, and 9199 teachers, all Avomen. 
 
 The government programme contemplates that Manual 
 Training proper shall begin where its elements in the kin- 
 dergarten leave off, and be continued throughout the four 
 grades of primary instruction. But the full purpose of the 
 law seems slow of realization, for in 1890, four years after 
 the passage of the law, only 400 shop-schools of primary 
 grade had been established, 101 of these in Paris. Manual 
 Training has been compulsory in all public high-schools of 
 France since 1886. These may be either independent schools 
 or classes annexed to an elementary school. In the latter 
 case they are called cours complementaires. In 1886 there 
 were 16,217 boys and 5150 girls in public high-schools; in 
 1895 there were 21,996 boys and 8660 girls, a rise of 35 per 
 cent, for boys and of 68 per cent, for girls in the ten years. 
 
 In the cours complementaires there were 11,518 boys and 
 5223 girls in 1895, an increase of 37 per cent, for boys 
 and 26 per cent, for girls over the figures for 1886. This 
 result was not, however, accomplished at once. There had 
 been the usual struggle for Manual-training schools before 
 the law of 1886 made them universal and compulsor3\ 
 The school authorities of Paris introduced sewing into the 
 public schools in 1867, and in 1873 M. Salicis began the 
 introduction of Manual Training into what we would term 
 grammar-schools. Siiops were annexed to the boys' school 
 in the Rue Tournefort in 1873. From that time until the 
 general law of 1886 the growth was gradual. There are in 
 France a large number of Manual Apprenticeship schools. 
 They are a kind of primary trade-school. . Prior to 1880 
 various eities, as Paris, Havre, Rheiras, etc., had founded
 
 APPENDIX. 419 
 
 apprenticeship schools. Pi-ivate schools of the same char- 
 acter had been established by individuals and industrial 
 associations. The law of 1880 organized these efforts, as- 
 similated all these institutions, and brought tliem under 
 the control of the public. Tlie tendency to bring all indus- 
 trial institutions, whether classical, manual, trade, or tech- 
 nical, under control of the state has been very marked since 
 1880 in France, and still more so since the law of 1886. 
 Of the six industrial and house-keeping schools for girls in 
 Paris four were founded by the city; the others were private 
 institutions absorbed by the city — one in 1884, the other in 
 1886. They are of high-school grade, and, in addition to 
 general domestic economy, teach special trades to women, 
 such as millinery and artificial flower work. The nation 
 maintains high -class trade and technical schools in all 
 industries important to her commerce. And there can be 
 no doubt that the excellence of her manufactures has its 
 origin in the large number, variety, and excellence of her 
 free schools. The National School of Watch-makers was 
 founded in 1848 by the government of Savoy, and reorgan- 
 ized by the French government in 1890. The National 
 Schools of Arts and Trades, four in number, are the oldest 
 and most important of the public institutes of technology 
 and trades. The first of these was founded as a private 
 institution in 1780, and became national property during 
 the First Republic. The second of these schools was estab- 
 lished in 1804, the third in 1843, and the fourth completed 
 in 1892. These schools instruct fully in the mechanical 
 arts, the purpose being to educate at public expense thor- 
 oughly equipped superintendents and masters of workshops 
 for industrial establishments. Such, too, is the purpose 
 of the Central School of Arts and Manufactures at Paris, 
 which, founded as a private institution in 1829, became the 
 property of the state in 1857. 
 
 Schools of Mining, such as the one at Houghton, Michigan, 
 are located, one at Paris (National ITigh-school of Mines); 
 one at St. Etienne (School of Mines); and schools for master 
 miners at Alais and at Douai. The National Conservatory
 
 420 APPENDIX. 
 
 of Arts and Trades, founded by the National Convention 
 in 1794, began in 1819, under special ordinance of the gov- 
 ernment, gratuitous courses of instruction upon the appli- 
 cation of the sciences and industrial arts. It is to industrial 
 education what the College of France is to classicism and 
 " pure science" — whatever that may mean. No attempt is 
 here made to give a complete list of the trade and technical 
 schools of France, whether public or private. They are 
 exceedingly numerous, and cover every phase of industry. 
 The purpose here, however, is to call attention to the fact 
 that France began with- trade-schools, and, after a hundred 
 years of experimenting with trade ami technical institutions, 
 she reached the wisdom embodied in the laws of lS8(i and 
 1890, which provide for the training of the hand of the 
 child in the kindergarten and continuously throughout 
 the school age, thus furnishing aptest possible ])upils for 
 her higher trade and technical institutes, and the great- 
 est possible development of skill for her industries. The 
 character of her manufactures shows the importance of the 
 scholar in industry. 
 
 Manual Trainixg in Italy. 
 
 Discussions iti 1882 and 1885 led to an official adoption 
 of Manual Training in normal schools in 1892, when twenty 
 selected teachers were given one month's gratuitous training. 
 In 189;i Sloyd was made obligatory in the practice dej)art- 
 ment of all normal schools. In 1893, 34 men and 34 women 
 teachers were taking the Manual-training bourse at Repa- 
 trausone. The school authorities in Italy acting upon the 
 English idea of teaching Manual 'I'mining to the teachers 
 first, ajid so interest them that they will introduce Sloyd 
 into the elementary schools of theii' districts. 
 
 Heyond the sl;itcment that Manual 'J^raining was I'xpcri- 
 mentally taught to 400 pupils in Genoa in 1892, no data is at 
 present obtainable as to the success of this plan. 'I'here are 
 194 industrial schools, seeking to tench special industrie.s. 
 In 1887 there were 419 technictal stdiools, of more or le.ss 
 importance, and 74 institutes of secondary technology.
 
 APPENDIX. 421 
 
 With the exception of the Aldini-Valeriani institute in Bo- 
 logna, founded in 1834, and the Scuola Professionale at 
 Foggia, established by the state in 1872, the trade and 
 technical schools of Italy seem to be of recent origin. 
 
 Manual Training in Belgium. 
 
 The law of Juh' 1, 1879, reorganizing the public-school 
 system of Belgium, made kindergartens a universal and 
 integral part of the publico schools. Children are admitted at 
 3 years of age, remaining till seven. "At Brussels, Liege, 
 and Verviers, experimental transition classes exist, which 
 prolong kindergarten methods in the primary grades, the 
 Manual-training exercises of Froebel reappearing in the 
 primary schools, and there developing into some simple form 
 of actual hand labor, with paper, pasteboard, or clay. The 
 results have been very satisfactor3^" In 1891 the city of 
 Liege reported 4717 children attending public kindergar- 
 tens. A normal school for training kindergarten teachers 
 is maintained at Liege. In 1890 Belgium maintained 1042 
 kindergartens having 104,760 pupils. The movement to 
 generalize Manual Training in the public schools began in 
 1882, took definite shape three years later, and by 1887 the 
 state made Manual Training obligatory in all state normal 
 schools, sixteen in number. Fifty cities also reported Manual 
 Training established in their public schools in 1888. The 
 more recent reports, while not given much to statistics, 
 show satisfactory growth in the system. Schools of ap- 
 prenticesliip and of trade have received more encourage- 
 ment in Belgium than Manual Training has in the schools 
 of grammar and high-school grades. 
 
 Apprenticeship schools to teach lace-making to the indi- 
 gent peasantry were established by the state as early as 
 1776. With the introduction of machinery, and the ex- 
 pansion of industries, the character of these schools was 
 changed. Abuses grew up. Academic tuition was aban- 
 doned for work, and the schools practically turned over to 
 financial interests of the exploiters of the labor of children. 
 A reoganization occurred in 1890 when the state subsidized
 
 4-22 APPENDIX. 
 
 some forty of these apprenticeship schools, and abolished 
 many others. 
 
 Trade-schools of every variety, from the schools for fish- 
 ermen at Ostend and Blankenberg to the famous trade- 
 schools of Brussels, abound in Belgium. While these 
 schools are for the most part private schools, they are usually 
 subsidized by the city or local government. The industrial 
 school at Ghent is a technical school of importance founded 
 in 1828. That at Tournay was opened in 1841. These are 
 the oldest schools of their type in Belgium. A new impetus 
 was given to these schools in 1885, and from that date many 
 have sprung up in all parts of the country, the local indus- 
 tries determining the character of the trade-schools. The 
 trade-school at Ghent, established in 1890, is the best ex- 
 pression of modern methods, as distinguished from the early 
 ideas represented by Tournay. This school was overcrowded 
 with pupils in 1892. The state grants a subsidy of 6000 
 francs (11158), and the province also aids the school. In 
 1889, 54 industrial schools were reported in Belgium. In 
 1872 a house-keeping school for girls was established by 
 M. Smits, of Couillet, the first of its kind in Belgium. In 
 1890 there were 160, and in 1892, 250 such schools, and 
 classes in house-keeping attached to other schools. Practi- 
 cally all of these were either public schools or free classes 
 in private institutions. 
 
 Manual TuAiNiNii in Austria. 
 
 In Austria no attempt is made to combine in the same 
 institutions the discii)line of shop-woik and the academics 
 ofthepublic schools. The tirstshop-school was established in 
 Vietma by a private association, August 10, 1883. The second 
 followed, February 16, 1887. In 1884 a normal school for 
 the training of ^^allual-tI•aining teachers was established. 
 At Budapest a jNIanual - training school was organized b}'^ 
 private initiative in 1886. 
 
 The municipal statutes almost immediately required one 
 such school to l)c maintained by each school district, and in 
 1889 there were in the twelve districts sixteen such schools.
 
 APPENDIX. 423 
 
 One unimportant trade-school dates back to ISVl; but with 
 the exception of the work done in Vienna and Budapest, and 
 a few so-called "continuation schools" and trade-schools, 
 nothing of importance was done by Austria until 1896. The 
 activity of the empire since tlie latter date has been directed 
 towards the establishment of apprenticeship schools. 
 
 Manual Training in Sweden, Norway, and Denmark. 
 
 From Finland the new educational ideals developed by 
 Otto Cygnaeus spread to Sweden, and thence to the world 
 at large. Dr. Salomon of Naas introduced Manual Training 
 (Sloyd) into his school in 1872, and in 1878 there were 103 
 Sloyd schools in Sweden. In 1879 there were 163; in 1880, 
 234; in 1881, 300; in 1882, 377; in 1883, 463; in 1884, 584; 
 in 1885, 727; in 1886, 872; in 1887, 991; in 1888, 1167; in 
 1890, 1278; in 1891, 1492; in 1892, 1624; in 1893, 1787; in 
 1894, 1887; in 1895, 2483; or an increase of 2380 in 17 
 years. In 1877 parliament voted |4000 per annum to 
 advance Sloyd instruction; in 1891 this was increased to 
 $30,000 per annum, in addition to amounts given by pro- 
 vincial authorities, agricultural and private societies, and 
 parish authorities. The Naas seminary for the in'struction 
 of teachers of Sloyd (Dr. Salomon's school) reports that 
 2627 teachers of Sloyd had been taught between 1875 and 
 1896. In the Sloyd teachers training-school at Stockholm 
 573 women instructors were taught in the years from 1885 
 to 1897, inclusive. There are 32 evening and holiday schools, 
 which in 1895 received a subsidy of |>1 2,060. 
 
 There is no definite data on Manual Training in Norway 
 earlier than 1889, though Sloyd had doubtless been intro- 
 duced from adjacent countries prior to that time. By law, 
 however, Sloyd was made compulsory in all city elementary 
 and intermediate grade schools in 1892, and optional in 
 village schools. In 1891, |5060 was given as a subsidy for 
 teaching Sloyd in 178 schools. The number of students in 
 rural clcnuMitary schools in which Sloyd is optional is given 
 at 236,161; number of students in city schools where Sloyd 
 is compulsory, 58,871.
 
 424 APPENDIX. 
 
 In 1883 the first Danish Sloyd school was established. 
 The Copenhagen Seminaiy for instructing teachers of Sloj'd 
 was establislied in 1885. In 1888, 46 schools reported Sloyd 
 courses with 2000 pupils under instruction; this number in 
 1889 had grown to 59, and in 1896 to 114. Of this latter 
 number 30 are regular Sloyd schools; the others educational 
 institutions having Sloyd as a part of the course. In 1890, 
 $4368 was appropriated to further the introduction of Sloyd 
 into the schools of Denmark. In this connection must be 
 mentioned the "Home Industry" schools of Denmark. Not 
 less than 500 of these scliools exist, generally attached to 
 other schools, and supported by 400 societies for promotion 
 of home industries and by state aid. It was the powerful 
 advocacy of these schools by their champion, Clauson-Kaas, 
 that delayed the introduction of Sloyd into Danish schools 
 until 1883, when the influence of Professor Mikkelsen began 
 to gain the ascendenc3\ Not only was Clauson - Kaas a 
 powerful man in his advocacy of these home industry schools, 
 but equally vociferous and partisan in his opposition to 
 Manual Training or Sloyd as a means of education and 
 intellectual development. In the terrific strife of partisan 
 school-teachers as to what constituted education, the schools 
 of Denmark not only deteriorated but were wellnigh closed. 
 That the home industry schools had their use is witnessed 
 by the fact that practically every Danish housewife is not 
 only an expert needlewoman and house-keeper, but expert 
 in all those arts that go by the name of female handicraft. 
 Grade schools and technical ediicatio!! have not developed 
 greatlv in Scandinavian countries. Sweden has two im- 
 ])ort ant. schools for weaving, the Kskilstuiia school for metal- 
 workers, and fourtechnical scliools. Norway has two schools 
 for teaching th(! wood-carver's trade, two of carpentry, a 
 school for mechanics, three technical schools, and four in- 
 dustrial schools for women. Apart from the numerous 
 schools of home itidustries, diflicult if not impossible to 
 classify, Denmark has a trade-school for shoemakers, and 
 one of considerable importance for watch-makers.
 
 APPENDIX. 425 
 
 Manual Training in the Netherlands, 
 The normal course in the Netherlands includes Manual 
 Traininjj for boys, it being the intention to teach teachers 
 first, and to establish Manual Training' in the schools later. 
 There are a large number of ti'ade and apprenticeship schools, 
 the government taking far more interest in these than in 
 Manual Training. In 1895 there were twenty ^'Ambacht- 
 scholen " (for training tinners, carpenters, and dyers), with 
 2295 students. There are forty-eight industrial schools. 
 
 Manual Training in Argentine Republic. 
 
 January 13, 1896, a commission was appointed to report 
 a plan for the introduction of kindergartens and Manual 
 Training into the public-school system. In 1897 the report 
 was made, and its recommendations were enacted into a 
 law going into effect January 1, 1898. The introduction 
 of Manual Training is to begin with the national colleges, 
 sixteen in number, with 2629 pupils ; the normal schools, 
 thirty-five in number, with 1770 pupils. Ultimately under 
 the law Manual Training will be adopted in the 3749 ele- 
 mentary schools, having 264,294 pupils, though no statistics 
 are at hand showing to what extent this has been already 
 accomplished. The papers presented before the commis- 
 sion which sat through February, 1896, were upon the im- 
 portance of kindergartens as a basis for Manual Training; 
 Manual Training as a means of education; Manual Training 
 from the hygienic standpoint, etc. Some speakers favored 
 industrial rather than Manual -training schools, but the 
 commission reported that the system of Sloyd used at 
 Naas, Sweden, with certain modifications to suit local con- 
 ditions, was the proper one to adopt. The kindergarten 
 system recommended is purely Froebelian. From one of 
 the papers read before the commission it is learned that 
 JNIanual Training is a recognized part of the course of instruc- 
 tion in the national colleges of Uruguay, and to some extent 
 in its elementary schools. Definite data for Uruguay schools 
 are not, however, at hand.
 
 INDEX. 
 
 A. 
 
 Abstract ideas regarded as of more vital importance than things, 185. 
 
 Adam, legend of, and the stick, 157. 
 
 Adams, Charles Francis, Jr., ariaigns the schools of Massachusetts for 
 automatism, 201 ; declares that, in the public schools, children are 
 regarded as automatons, etc., 205. 
 
 Adier, Prof. Felix, declaration of [in note], that manual training promotes 
 rectitude, 142 ; unique educational enterprise of, in New York City, 
 342 ; extracts from report of, as to purposes of the " model school," 
 344, 345. 
 
 Age of force, the, is passing awa}', 303. 
 
 Age of science and art, the, has begun, 303. 
 
 Agricola, noted for the practice of the most austere virtue, 274 ; after great 
 services, was retired, 274. 
 
 Agricultural colleges, manual training in twelve, of the State, 341. 
 
 Agriculture nearly perishes in the Middle Ages — prevalence of famines, 
 281. 
 
 Alabama, Agricultural and Mechanical College of, adopts manual training) 
 355. 
 
 Alcibiades kept not his patriotism when he was being wronged, 255. 
 
 Alison, his theory of the cause of the decline of Rome, 63. 
 
 Altruism, stability of government depends upon, 135. 
 
 America, discovery of, the crowning act of man's emancipation from the 
 gloom of the Dark Ages, 286 ; gives wings to hope, 287 ; startles the 
 people of Europe from the deep sleep of a thousand years, 287 ; a great 
 blow to prevailing dogmatisms, 307; completes the figure of the earth, 
 rendering it susceptible of intelligent study, 307. 
 
 America, early immigration to, consisted of Puritans and Cavaliers, Germans, 
 Frenchmen, and Irishmen, 306 ; destined to become the home of an old 
 civilization, 306; the manner in which the colonists of, treated the natives 
 showed the Roman taint of savagery, 306 ; European social abuses exag- 
 gerated in, 323 ; the eyes of mankind rest upon, alone with hope, 323. 
 
 Americans, are transplanted Europeans contiolled by European mental and 
 moral habitudes, 323 ; will not vote away their right to vote, 324, 325.
 
 428 INDEX. 
 
 Anaxagoras, his characterization of man as the wisest of animals because 
 he has hands, 152. 
 
 Ancients, reverence due them for their art triumplis, 73; temples of, re- 
 mained long as instructois of succeeding generations, 73 ; educational 
 theory of, contrasted with that of moderns, 123; igiioi'unce of, on the 
 subject of physiology, 153 ; speculative philosophy the only resource of, 
 153; slow growth of, in morals due to tiie fact of their neglect of the 
 education of woman, 366; contempt of, for children, 367. 
 
 Anossoff, a Russian general, experiments of, in the effort to produce Damas- 
 cus steel, 72. 
 
 Antwerp, Flemish silk-weavers of, flee to England upon the sacking of, 34. 
 
 Apollo, bronze statue of, at Riiodes, 47. 
 
 Apprentice system, the, gives skilled mechanics to England, 181. 
 
 Apprentices better educated than school and college graduates, 239. 
 
 Aicliitectme, limit of, attained in Greece and Rome, 73. 
 
 Aristocracy, alliance of, with tiie kings, 290. 
 
 Arithmetic, automatism in teaching it in the schools of the United States, 
 as shown by the Walton report, 197; Colonel Parker's declaration in 
 regard to the defective methods of instruction in, 206, 207. 
 
 Arnold, John, inventor of the chronometer, 86; his ingenious watch, of the 
 size of twopence and weight of sLxpence, 86. 
 
 Art, its cosmopolitan character, 12; the product of a sequential series of 
 steps, 73; the preservation of a record of each step essential to prog- 
 ress, 73 ; printing makes every invention in, the heritage of all the ages, 
 286; triumphs due to the laborer, 294; ignored in educational systems, 
 326. 
 
 Artisan, the, embodies the discoveries of science in things, 13 ; more deserv- 
 ing of veneration tlian the artist, 74; regarded with disdain by states- 
 men, lawyers, Hf/erafew.i, poets, and aitists, 185; education of, more 
 scientific than that of merchants, lawyers, judges, etc., 227 ; training 
 of, is objective, 231 ; intuitively shrinks from the false, and struggles to 
 find the truth, 231 ; always in the advance, 242. 
 
 Artists more highly esteemed than engineeis, machinists, and artisans, 185. 
 
 Arts, the fine, not so fine as the u.seful, 74; can exist legitimately only as 
 tlie natural outgrowth of the useful arts, 279 ; the so-called fine aits 
 must wait for the expansion and perfection of tii(> useful arts, 388; 
 civilization and the, are one, 384. 
 
 Arts, tlie useful, finer than tlie so-called fine arts — their processes more 
 intricate, 74 ; no limit to theii' development except the exhaustion of the 
 forces of nature, 74 ; neglect of, by all the governments of the world is 
 amazing, 176; Plato's contempt of, 176; no instruction is given in the 
 public schools, 181; slavery's brand of shame still upon, 190; no such 
 failure of the, as there is of justice, 227; tlie ti'iic measine of civiliza- 
 tion, 247 ; depend upon labor, 278 ; precede the fine arts, 279 ; unknown 
 in the Middle Ages, 281 ; stagnation in, is the death of civilization, 283.
 
 INDEX. 439 
 
 Athenians and Spartans as thieves, 265. 
 
 Atkinson, Edward, declares that the perfection of our almost automatic 
 mechanism is achieved at tlie cost not onlv of the manual but of the 
 mental development of our men, 201. 
 
 Attention — the equivalent of genius, 380. 
 
 Aurelius, Marcus, sublime moral teachings of, 138. 
 
 Austria, Emperor of, has a suit of clothes made from the fleece in eleven 
 hours, 87 ; increases her debt each year, 296. 
 
 Authority, in the Middle Ages, chilled courage, 284. 
 
 Automata, of the ancients — hint of modern automatic tools in, 8; of the 
 moderns, triumphs of mechanical genius, 86. 
 
 Automatism, of mind and body, 191 ; of mind promoted by the environ- 
 ment of modern life, 192; promotion of, by the schools, 193; in the 
 schools of Norfolk County, Mass., as shown by the Walton report, 196 ; 
 as shown in the Walton report in grammnr, in arithmetic, in reading, in 
 penmanship, in spelling, and in composition, 197, 198, 199; a final and 
 conclusive test of the prevalence of, in the schools, 204. 
 
 B. 
 
 Babylon, the hundred brazen gates of, 55 ; influence of ideas of, in full force 
 in the United States down to tlie time of tlie emancipation proclamation 
 of President Lincoln, 190. 
 
 Bacon, Lord, the school he wished for, 2 ; his aphorism, 4 ; his apothegm 
 on the sciences, 13; condemns the old system of education, 126; his 
 opinion of tlie universities, 127 ; his proposal that a college be estab- 
 lished for the discovery of new truth, 185; his proposal to bring the 
 mind into accord with things, 245 ; foresees the kindergarten and the 
 manual training school, 245 ; celebrated aphorism of, has had but little 
 influence upon the methods of our public schools, 325 ; the basis of his 
 philosophy of things, 374. 
 
 Bacon, Roger, his daring prediction of mechanical wonders, 98. 
 
 Ballot, power of, in the United States, 324. 
 
 Baltimore, Md., manual training in, 342. 
 
 Bamberger, Mr. G., Principal of the Workingman's School, New York City 
 — extracts from report of, on purposes of the school, 348, 344. 
 
 Barnesville, 0., manual training in, 342. 
 
 Belfield, Dr. Henry H., Director of the Chicago Manual Training School, 
 346 ; his early appreciation of the mental value of manual training, 348 ; 
 extracts from the inaugural address of, 348-351. 
 
 Bell, Sir Charles, his great discovery of the muscular sense, 146; his defi- 
 nition of the office of the sixth sense, 146. 
 
 Bells, that of Pekin, China, 47 ; that of Moscow, 47 ; they show an intimate 
 knowledge of the founder's art, 48. 
 
 Bernot, M , inventor of file-cutting machine, 91.
 
 430 INDEX. 
 
 Bessemer, Sir Henry, his birth and early training, 162 ; his appearance in 
 London, a poor young man — his first invention, 162 ; as young Glad- 
 stone enters the Treasury, he retires an unsuccessful suitor for the just 
 reward of genius and toil, 163; his burning sense of outinge, 163; an- 
 nouncement of his discovery of a new process in steel-making, 164; his 
 declaration that he could make steel at the cost of iron received with in- 
 credulity, 165; his process of steel-making a complete success in 1860, 
 165 ; compared with Mr. Ghidstone, 165, 166 ; description of the process 
 that revolutionized the steel manufacture, 166, 167; value of process of, 
 167; the government of England slow in honoring, 168; comparison 
 between the life and services of, to man and those of Mr. Gladstone 
 and Mr. Disraeli, 168, 169 ; stands for the new education, 169. 
 
 Black-walnut, its natural history studied in the wood-turning laboratory, 36 ; 
 its structure, growth, and uses, 37 ; the poet Bryant's great tree, 37. 
 
 Blatchford, E. W., President of the Chicago Manual Training School As- 
 sociation, 346. 
 
 Blatchford Literary Society, an organization of students of the Chicago 
 Manual Training School, 348. 
 
 Blow, Miss S. E., in formulating the theory of the kindergarten, describes 
 the method equally of the savage and the manual training school, 218, 
 219. 
 
 Board of Trade of Chicago, the speculative trades in futures on, are fifteen 
 times more than the sales of grain and provisions, 822. 
 
 Body, contempt of the, by the ancients, led to contempt of manual labor, 
 155. 
 
 Book-makers, the, writing the lives of the old inventors in the temple of 
 fame, 171. 
 
 Books, the sure promise of universal culture, 287 ; the precursor of the 
 common school, 287. 
 
 Boston, the streets of, in which patriots had struggled for liberty, now 
 echoed the groans of the slave, 311 ; manual training in, 341. 
 
 Bov, the civiliz-cd, is not trained in school for the actual duties of life, 181 ; 
 is taught many theories, but not required to put any of them in prac- 
 tice, 181 ; is in danger of the penitentiary until he learns a trade or 
 profession, 181, 182. 
 
 Boys, ninety-seven in a hundred, who graduate from the public schools and 
 embark in mercantile pursuits, fail, 227. 
 
 Brain, the, its absorbing and expressing powers — diagram illustrating, 193 ;, 
 the healthy education of, consists in giving to the exi)ressing side power 
 equal to that of the absorbing side, 193, 194; tlie functions of the ab- 
 sorbing side extended, while tlio.se of the expressing side are restricted 
 — diagram illustrating, 194; functions of tiie expressing side of, in- 
 creased by adding ilrawing and the manual arts, 195. 
 
 Itramah, Joseph, inventor of automatic tool.'t, 84. 
 
 Hiiighton helps to .solve the steam-power problem, 15.
 
 INDEX. 431 
 
 Bridge, the first iron, across the Severn, one hundred years old, but likely 
 to last for centuries, 241. 
 
 Bridgman, Laura, used the finger alpliabet in her dreams, 150. 
 
 Brindley, James, sketch of tiie life of, 172; a common laborer — a mill- 
 wright's apprentice — a man of honor — an illiterate, but a genius and an 
 originator of great canal enterprises, 172-175 ; the engineer of the Duke 
 of Bridgewater, 173; his "castle in the air" and "river hung in tlie 
 air," 173; his obstinacy, poverty, and poor pay for splendid services of 
 which he was robbed by the duke, 174; his life and career typical of a 
 score of biographies presented in Mr. Smiies's " Lives of the Engineers," 
 175. 
 
 Bronze, castings of, in the ruins of Egypt and Greece, 46. 
 
 Brooklyn Bridge illustraies the necessity of practical training for the civil 
 engineer, 97. 
 
 Brown, Jolin, Captain, in the presence of his exultant but half-terrified 
 captors, 235 ; defying the constitution, the laws, and public sentiment in 
 the interest of the cause of justice, 236. 
 
 Bruno, his fate, cotidemned by the Inquisition and burned as a heretic, 
 178; persecution of, a link in the chain of progress, 287. 
 
 Buckle, Henry Thomas, his testimony to the practical uses of imagination, 
 38 ; his scathing arraignment of English statesmen and legislators, 
 160; his declaration that the best Englisli laws are those by which 
 former laws are repealed, 187; his declaration in regard to tlie obsti- 
 nacy and stupidity of English legislators, 242. 
 
 Budget, tlie European, shows tiiat the standing armies are the overshadow- 
 ing feature of the situation, 290; the portion of, that goes to tlie main- 
 tenance of the standing armies, 291. 
 
 Burgos, manufactures of, destroyed by the expulsion of the Moors from 
 Spain, 283. 
 
 C. 
 
 CfEsar preferred to Cato, whose patriotism was above question, 274 ; com- 
 mentaries of, in all the world's universities, 275. 
 
 Caligula, his pleasure in witnessing the countenances of dying gladiators, 
 138. 
 
 Camillus honored in the early days of Rome, 274. 
 
 Carlyie, his apostrophe to tools, 7. 
 
 Carpenter's laboratory, class of students at the black-board in, discussing 
 the history and nature of certain woods, 21 ; working drawings of the 
 lesson put on the black-boanl by the instructor in, 25 ; parts of the les- 
 son executed by the instructor in, 25; new tools introduced, and their 
 care and use explained, 25 ; the students at their benches in, making 
 things, as busy as bees, 26 ; a call to order and a solution of the main 
 problem of tlie day's lesson, 26 ; a tenon too large for its mortise, 29. 
 
 Caste, a tendency to, disclosed in all history, 248; illustration of, the earli-
 
 432 INDEX. 
 
 est — tlie chief of the brawny iirni, 248; ilkistrations of, in savage and 
 lialf-eivilized communities, 248, 24!t ; in Egypt — in India, 249 ; in the 
 United States, _313. 
 
 Castile, manufactures of, destroyed by tlie expulsion of tlie Moors from 
 Spain, 283. 
 
 Castle of the Middle Ages, the home of music and chivalry, 280. 
 
 Cato a type of Komnii persistence in the path of conqne.-t, 264; patriotism 
 and virtue of, 274. 
 
 Centennial Exposition, exhibit of models of tool- practice in the Imperial 
 Technical School, Moscow, Russia, at the, 331. 
 
 Charcoal, the forests of England swept away to provide it for the smith's 
 and smelter's fires, in the early time, 63. 
 
 Charlemagne, attempt of, to reconstruct a worn-out civilization, 280 ; neg- 
 lect of the education of the people the cause of the failure of, 280. 
 
 Chatham, Lord, declaration of, that the American colonies had no right to 
 make a nail or a horseslioe, 203. 
 
 Chicago, comparison of, with ancient Rome, 138. 
 
 Chicago Mat\ual Training School, description of i)uilding, 1 ; its main pur- 
 pose intellectual development, 3 ; theory of, 4 ; engine-room of, 14 ; en- 
 gine of, doing duty as a school-master, 14 ; an epitome of, in the engine- 
 room, 15; its purpose not to make mechanics, but men, 38; conditions 
 of admission to, 106; detail of f|uestions used in examination of candi- 
 dates for the first class in, 106-110; curricuhnn of, 110, 111 ; optional 
 studies of. 111; blending of manual and ujcntal instruction in, 111; 
 missionary character of, 111 ; the only independent educational institu- 
 tion of the kind in the world, 345; owes its origin entirely to laymen, 
 345 ; established by an association of merchants, manufacturers, and 
 bankers, 345, 346; incorporated April 11, 1883, 346; corner-stone of, 
 laid September 24, 1883, 346; ojjened Fcbruiry 4, 1884, 340; ollicers 
 and trustees of association of, 346 ; object of, mental ami manual cult- 
 ure, 347 ; equipment of, 341; library of, 347; Dr. Henry H. Belfiehl 
 director of, 348. 
 
 Chicago Tiihniu, criticism of the methods of the pul)lic schools by the, 
 346; columns of, opened to the author, 346; effect of advocacy of 
 manual triiining by the, 346. 
 
 Child, the, becomes father of tlie man, in the cradle, the nursery, and at the 
 fireside, 365 ; contempt of, by the ancients, 367. 
 
 Chipping, filing, and fitting laboratory, 88 ; course in the, 88 ; the ante-room 
 to the machine-tool lai)oratory, 88. 
 
 Christian religion, the, its failure to savi; Rome, 140. 
 
 (!icero, his doctrine of the universal brotherhood of man, 139; forecasts 
 the doom of the Roman Republic, but has no remedy for the public ills 
 to propose, 272 ; without monil courage, 273. 
 
 Cincinnatus found at the plough, 268. 
 
 Cities, rapid concentration of population in, 137; plague-spots on the body
 
 INDEX. 433 
 
 politic, 137; dominated by seltisliness, 137; statistics of increase of 
 population in, 313, 314 ; tlie cliief sources of society disturbances, 314. 
 
 Gity, the modern, the despair of tlie political economist, 137 ; the centre of 
 vice, 137; pen-picture of its vices and crimes, 140; picture of vice in, 
 314. 
 
 City of New York, College of, manual training in, 352; first report of the 
 industrial educational association of, gives a list of thirty-one schools in, 
 where industrial education is furnished {note), 352. 
 
 Civil engineer, the modern, must be familiar witli all the processes of the 
 machine-tool shop, 97 ; his works may be amended, but never repealed, 
 187; more competent than the railway president, the lawyer, the judge, 
 or the legislator, 225 ; trained in things, 225. 
 
 Civilization, progress of, depends upon progress in invention and discovery, 
 65; a growth from the state of savagery, 131 ; evils of, flow from men- 
 tal development wanting the element of rectitude, 132; contrast pre- 
 sented by that of Italy in the fifteenth century, and tliat of America in 
 the nineteenth, 234 ; difference between, and barbarism, 244 ; the useful 
 arts the true measure of, 247; the product of education, 248; of Greece 
 sprang from mythology and ended in anai'chy, 254; languishes in an 
 atmosphere of injustice, 278 ; the trinity upon which it rests is justice, 
 the useful arts, and labor, 278 ; American, has not borne new social 
 fruits, 323. 
 
 Clark, John S., his elaborate exposition of the defects of existing educa- 
 tional methods, 193, 194, 195. 
 
 Claudius, under the favor of, Seneca amassed a vast fortune, 273. 
 
 Clement, Joseph, great English inventor of the eighteenth century, 84; his 
 two improvements in the slide - rest, and the medals he received for 
 them, 92. 
 
 Cleveland, 0., manual training in, 342. 
 
 Coal, subject of production, cost, demand, and supply discussed in forging 
 laboratory, 62 ; history of applicatioo of, to useful arts, 63 ; prejudice 
 against use of ndneral, in the beginning of the seventeenth century, 64; 
 smelting with mineral, successfully introduced in England in 1766, 66. 
 
 Coalbrookdale Iron-works, mineral coal first used at, for smelting purposes, 
 65, 66. 
 
 Columbus, in proving that the world is round, frees mankind, 286 ; sounds 
 the death-knell of intellectual slavery, 286, 287. 
 
 Comenius, the school he struggled in vain to establish, 2 ; his theory of 
 learning by doing, 13; condemns the old system of education, 126; his 
 definition of education, 127 ; foresees the kindergarten and the manual 
 training school, 245. 
 
 Commerce, early, of America, so insignificant that in 1784 eight bales of 
 cotton shipped from South Carolina were seized by the custom authori- 
 ties of England on the ground that so large a quantity could not have 
 been produced in the United States, 203. 
 
 28
 
 434 INDEX. 
 
 Commercial Club, the, founds the Chicago Manual Training School, 2; guar- 
 antees $100,000 for its support, 3 ; meeting of, March 25, 1882, 34(5. 
 Common-school s^ystem of the United States, glaring defects of, shown b_v 
 
 the Walton report, 197, 198, 199. 
 Composition, automatism in teaching, in the schools of the United States, 
 
 as shown by the Walton report, 199. 
 Compton, Prof. Alfred G., on the exacting nature of the demands made 
 
 upon instructors by the new education, 352. 
 Concrete, progress can find expression only in the, 151, 152; a lie always 
 
 hideous in the, 224. 
 Connecticut, manual training in State Normal School, 342; legislature of, 
 
 adopts manual training as part of the course of public instruction, 360. 
 Contempt, in the Middle Ages, withered hope, 284. 
 Convent, of the Middle Ages, the home of religion and of art, 280. 
 Cook County Normal School, 111., manual training in, 342. 
 Cooley, Lieut. Mortimer E., letter of, to the author on effects of manual 
 
 training in the University of Micliigan, 363. 
 Cordova the abode of wealth, learning, refinement, and the arts, 282. 
 Corporate power unduly promoted by reckless legislation on tlie subject of 
 
 land in the United States, 320. 
 Corporations, a creation of yesterday, the product of steam, 320 ; ahnost as 
 
 indestructible as landed estates, 320 ; men trained from generation to 
 
 generation to the care of, 320. 
 Cert, Henry, an English inventor of the eighteenth century, 84 ; experiments 
 
 of, with a view to the improvement of English iron, 115. 
 Cotton-gin, the, trebled the value of the cotton-fields of the South, 160. 
 Cotton Exchange of New York, speculative trades in futures on, thirty times 
 
 more than the actual cotton sales, 322. 
 Crane, R. T., Vice-President of the Chicago Manual Training School Asso- 
 ciation, 346. 
 Cranege, the Brothers, inventors of the rcverberatory furnace, 66. 
 Crerar, John, Trustee of the Chicago Manual Training School Association, 
 
 346. 
 Crusaders, their astonishment at the s[)lend()is of Constantinople, 285 ; they 
 
 expected to meet with treachery and ciuelly — tiicy found chivalry and 
 
 high culture, 285; they returned to Europe relieved of many illusions, 
 
 285, 286. 
 Crusades, the, pitiful and prolific of horrors as tlicy were, shed a great 
 
 light upon Europe, 285 ; brought the men of the West face to face with 
 
 a progressive civilization, 285. 
 
 D. 
 
 Daedalus, invention of turning ascril)cd to, by the Greeks, 33. 
 
 DamaHfus l)lades, the most sigiuil triumph uf the art of the smelter and the
 
 INDEX. 435 
 
 smith, 72 ; the material of which they were made, and tlieir temper, 72 • 
 first encountered by Europeans during the Cru.sacies , 72 ; triumphs of 
 genius not less pronounced than the Athena of Phidias, 74. 
 
 Dark Ages, tlie shame of, caused by the neglect of the useful arts, 64 ; 
 maxims of Machiavelli exphiin the fact of the existence of, 284; gloom 
 of, dispelled by the discovery of America, 286. 
 
 Darwin, Charles, declares that a complex train of thought cannot be carried 
 on without the aid of words, 149 ; law of reversion of, in operation dur- 
 ing the decay of the Roman civilization, 275. 
 
 Da Vinci, Leonardo, took up the work of Archimedes, and the science of 
 mechanics made progress, 287. 
 
 De Caus helps to solve the steam-power problem, 15. 
 ^^ella Vos, M. Victor, Director of the Imperial Technical School, Moscow, 
 121 ; testimony of, as to value of manual training, 121 ; author of the 
 laboratory process of tool instruction, 331. 
 
 Democratic idea, the, not new when adopted in America, 309. 
 
 Democratic principle in the United States Government does not prevent 
 class distinctions, 313. 
 
 Denmark appropriates money for teaching hand-cunning in the schools, 368. 
 
 Denver (Col.) University, manual training in, 355. 
 
 Dickens, Charles, his pen-picture of " Tom AU-alone's " — philosophy of, 315. 
 
 Dinwiddle, Prof. H. H., his account of the manner in which the Agricultural 
 and Mechanical College of Texas was revolutionized in the interest of 
 manual training, 359. 
 
 Disasters, mercantile and other, show that business is done by the " rule 
 of thumb," 214. 
 
 Disraeli (Lord Beaconsfield), his tribute to the value of the imagination as 
 a useful quality, 38 ; his alternations of political power with Mr. Gladstone 
 — from Liberalism to Toryism an easy transition, 164 ; England heaps 
 honors upon him while it neglects Mr. Bessemer, 168; comparison be- 
 tween the life services of, to man and those of Sir Henry Bessemer, 
 169. 
 
 Doane, John W., Trustee of the Chicago Manual Training School Associa- 
 tion, 346. 
 
 Dogmatist, the, no place for, in the modern order of things, 124. 
 
 Domestic economy made a department of the Iowa Agricultural College, 
 360; part of the curriculum of the Le Moyne Normal Institute, 362. 
 
 Draper, Dr. John W., profound observation by, 377 ; drudgery and humil- 
 ity, the value of, 374. 
 
 Drawing, thoroughness of training in, 16 ; definition of, 16 ; sketches of cer- 
 tain geometric forms, 17 ; woiking drawings, pictorial drawings, and de- 
 signs applied to industrial art, 18; its aesthetic element, 18; geometry 
 its basis, examples of, 18 ; from objects in the school laboratories, 19; 
 value of, as an educational agency, 19; language of, common to all 
 draughtsmen — pen-picture of class in, 20; first step of expression, 208.
 
 436 INDEX. 
 
 Drayton, W. Heyward, liii^torical skotcli of origin of manual training in 
 Girard College by, 353-355. 
 
 Dudley, Dud, inventor of niaeliinery foi- the application of mineral coal to 
 smelting purposes, 64; sketch of career of, G4, 65; combinations 
 against, by the charcoal iron-masters, 64, 65 ; furnaces of, destroyed by 
 mobs, and their owner reduced to beggary and driven to prison, 64, 65. 
 
 Dun, R. G., & Co., statistics of, in relation to commercial failures, 211. 
 
 E. 
 
 Ear not a more important organ than the hand because situated nearer the 
 brain, 154. 
 
 Eau Claire, Wis., mamial training in, 342. 
 
 Edict of Nantes, revocation of, drove artisans to Engl:ind, 34. 
 
 Education, the philosopher's stone in, 2 ; laying the foundation of, in labor, 
 3 ; the power to do some useful thing the last analysis of, 12 ; definition 
 of, 12; confined to abstractions in the past, 13; the new — claims made 
 in its behalf, 105; universal, a modern idea, 123; difference in systems 
 of, constitutes difference between ancient and modern civilizations, 123, 
 124; every child entitled to receive, 124; certiiin fundamentals of, upon 
 which all are agreed, 125; Rousseau's definition of, 125; begins at birth 
 and continues to the end of life, 126 ; Fi'oebel's definition of, 126; old 
 system of, condemned by Bacon, Comenius, Rousseau, Pestalozzi, and 
 Froebel, 126 ; of woman more imjjortant than that of man, 128 ; develops 
 innate mental qualities and foi'ins character, 130; all, is both mental 
 and moral, 133 ; any system' of, t,hat does not produce altruism is vicious, 
 136 ; first sti-p in, to eliminate selfishness and put rectitude in its place, 
 136; a system of, consisting exclusively of mental exercises, promotes 
 selfishness, 141 ; methods of, controlled by the Classicism of the Re- 
 naissance, 154; of the hands as well as the brain necessary, 172; the 
 old, designed to make lawyers, doctors, priests, statesmen, litterateurs, 
 and poets, 179 ; that is not practical, in the Age of Steel, is nothing, 179 ; 
 not broad enough on the expressing side of the brain, 194 ; illustrations 
 of defects of, shown by the Walton report, 196, 197, 198, 199; in ex- 
 isting systems of, the memory is cultivated while the reason is allowed 
 to slumber, 200; defective methods of, result in vast mercantile and 
 railway disasters, 215 ; defective morally, since the trutli is to be foimd 
 only in tilings, 224 ; the New England system of, very defective, but to 
 it the country owes the qiuility of its civilization, 235 ; iti South Caro- 
 lina the monopoly of a class, 235 ; a scientific ,'<ystcm of, would have 
 averted tlu; Wiir of Rebellion in the United States, and kept down the 
 debt of Englanil, 237 ; why popular, is provided for by the State, 237; 
 the sole bulwark of the State, 238; the best is the cl.eapest, 239; of 
 New Englaml does not produce great lawyers, great judges, or great 
 legislators, 239 ; exclusively mental, stops far short of the objective
 
 INDEX. 437 
 
 point of true, 243 ; the last analysis of, is art, 243 ; any system of, 
 which separates ideas and things, is radically defective, 244 ; the object 
 of, is the generation of power, 244; tlie system of, which does not 
 teach the application of facts to tilings, is unscientific, 245 ; among the 
 ancients, was confined to a small class, and consisted of selfish maxims 
 for the government of the many, 253; of the Greeks responsible for 
 the destruction of Greek civilization, 256; defects of the Roman, 265; 
 Roman, deified selfishness and so realized its last analysis — total de- 
 pravity, 267: a false system of, wrecks the Roman civilization, 277; 
 scientific, essential to the salvation of the trinity upon which civiliza- 
 tion rests, 278 ; how to make it universal in Europe, 292, 293; possible 
 only in Europe through the disbandment of the standing armies, 295 ; 
 ill Germany, lias taught the people to hate standing armies, 298, 299; 
 is causing the emigration of Germany's best citizens, 302 ; is the 
 arch-revolutionist wiiose march is irresistible, 302; the new, will come 
 in as the standing armies go out, 304; had made little progress at 
 the time of the organization of civil society in America, 309; the sys- 
 tem of, under which the kings and ruling classes of Europe had been 
 trained to selfishness, cruelty, and injustice, put into the New England 
 common schools, 309 ; sordid view of, generally held in the rural dis- 
 tricts of New England, 310; Herbert Spencer's view of the prevailing 
 methods of, 310; positive ill effects of the prevailing methods of, 310, 
 311; a false system of, in the United States, led to political incongrui- 
 ties of the grossest character, 311; complete failure of, to promote recti- 
 tude, 311 ; defects of system of, in the United States, shown by the ig- 
 norance and crimes of legislators, 317; may be made imiversal through 
 the ballot, 324; all property may be taken for, by the ballot, 324; 
 American, is scant in quantity and poor in quality, 325; no radical 
 change in methods of, for 3000 years, 325; a complete revolution in, 
 essential to social reform, 327 ; must begin with the child and be di- 
 rected by the mother, 366 ; the new, becomes one aggressive force, 
 372; the new, confided to the teachers of the old regime, 372; the first 
 of human considerations, 373 ; its professors should be the most 
 learned of human beings, 373 ; the new, maxims of, 375 ; what form and 
 character shall our education take ? 377 ; the old, was designed to make 
 masters, the new to make men, 378 ; universality and equality of, the 
 first and last essential, 384. 
 
 Edward III. of England uses the smiths at the siege of Berwick, 72. 
 
 Egypt, how the castes of, arose, 249 ; progress of the civilization of, 249 ; 
 civilization of, the product of education, 250 ; selfishness the basis of the 
 system of education of, 250 ; wealth, commerce, and military and naval 
 power of, 250 ; learning of, 251 ; luxury of, 251 ; conquered by Persia, 
 251, 252 ; no provision in, for the training of woman, 366. 
 
 Electricity must be "harnessed" at the forge and in the shop to enable it 
 to do its work, 170.
 
 438 INDEX. 
 
 Elizabeth, Queen, use of iron by, to defeat tlie Spaiiisli AriDiuia, 61. 
 
 Emerson, his dechiration that Napoleon was typical of the modern man, 
 134; his observation that during the Crusades "the banker with liis 
 seven per cent, drove the earl out of his castle," 286. 
 
 Emigrant, the, withdraws his support from the fatherland, 290. 
 
 Emigration, social questions cannot much longer be settled by, 299. 
 
 Empire, art of mechanism greatest of modern tin)es, 61. 
 
 England, history of the early iron manufacture of, 63 ; decline of the iron 
 industry of, during the seventeenth century, 65; the people of, impoit 
 theii' pots and kettles, 6.5 ; workshops of, originate great inventions 
 during the period 1740-1840, 11.5; apprentices of, become learned men, 
 115; material condition of, 250 years ago, 158, 159; civilization and 
 tran.<formation of — how accomplished, 159; studded with workshops, 
 filled with automatic machines through the apprentice system, 181; 
 debt of, to the French and Flemish immigrants, 185; constitution of, 
 grew out of the feudal system, 190 ; safer to shoot a man than a hare 
 in, 190; school system of, indescribably poor, 224; a scientific system 
 of education in, would have averted wars and kept down the national 
 debt of, 237: criminal laws of, 241 ; draws from her people a larger 
 per capita revenue than any nation of Europe, 297 ; has nearly reached 
 the limit of the power of her people to pay taxes, 297; land system of 
 — its terrible effect upon the English, Scotch, and Irish, 317. 
 
 English history, the great names in — the names without which there would 
 have been no English history, 175. 
 
 Enterprise, in the Middle Ages, the slave of superstition and ignorance, 277. 
 
 Epictetus, lofty patriotism of, 139. 
 
 Equality, social and educational, es.sential to an ideal civilization, 375. 
 
 Europe, face of, atid civilization of, changed during the Crusades, 286 ; 
 growth of the middle class of, 286; the artisiin became a factor in the 
 social problem of, 286; art treasures of, destined to follow in the track 
 of her fleeing population, 294 ; may restore to productive employments 
 three millions of men, 302 ; may place at the disposal of her educators 
 seven hundred million dollars per annum, instead of seventy million 
 dollars, as at present, 302; may extinguish her national debts in fifty- 
 four years, .303 ; progress in, previous to the discovery of America, 307, 
 308. " 
 
 Ewing, Mrs. Emma P., Dean of the Domestic Economy Department of the 
 Iowa Agricultural College, 361; on the importance of the study of 
 domestic economy, 361, 362. 
 
 Expression, power of, quite as important as that of absorption, 208; sus- 
 ceptible of Ijeing made clear only in things, 208. 
 
 Eye, not a more important organ than tiie hand, because it Is situated 
 nearer the brain, 154.
 
 INDEX. 439 
 
 Fairbank, N. K., Trustee of the Chicago Manual Training School Associa- 
 tion, 346. 
 
 Faneuil Hall, slavery justified in, 311. 
 
 Feudalism emasculated human energy, 281 ; the ruin of, set thousands of 
 serfs free, 290. 
 
 Field, Marshall, Treasurer of the Chicago Manual Training School Associa- 
 tion, 346. 
 
 File, the, older than history, dating back to the Greek mythological period, 
 91 ; of the Swiss watch-makers, 91 ; dexterity of the hand-working cut- 
 ter of, 91; invention of file-cutting machine in 1859, 91. 
 
 Finland, all the schools of, give instruction in hand-cunning, 368. 
 
 Fire, legend in regard to its discovery, 62. 
 
 Foley, Thomas, on the excellence of the laboratory methods of instruction, 
 217, 218. 
 
 Force, new elements of, to be discovered and applied to the needs of man, 
 180. 
 
 Forging, laboratory of, 58; pen-picture of a class of students in, 61; story 
 of the origin of the Turkish Empire related by the instructor in, 61; 
 the management of the forge fires in, 62; lessons in, on the black-board 
 and at the forges, in detail, 66 ; the instructor in, at the forge, 69 ; 
 questions by the students \u, 69; the schoolroom converted into a 
 smithy which resounds with the clang of sledges, 69, 70 ; healthful 
 effects of the exercise — the anvil chorus, 70 ; the tests of merit in, 
 applied, 75; the instructor in, gives a lecture on the steam-hammer, 
 75 ; extent of the course in, 77. 
 
 Founding, laboratory of, 45 ; history of the art of, 46 ; first applied to 
 bronze, 46 ; lesson of the day, casting a pulley, 48 ; the process in 
 detail, 51 ; pen-picture of the students pouring the steaming metal into 
 moulds, 52. 
 
 France, permanently weakened by the increase of her national debt, 296 ; 
 debt, statement of — what the war with Germany cost her, 296 ; cannot 
 double her debt again and make her people pay interest on it, 297; a 
 law of, makes manual training obligatory, 368 ; supports a school for 
 training teachers of manual training, 368; Prof. G. Solicis the chief 
 supporter of manual training in, 368. 
 
 Franklin, the famous selfish maxims of, 311. 
 
 Froebel, the school he struggled in vain to establish, 2 ; first applies Rous- 
 seau's idens to school life, 126; his definition of education, 126; con- 
 demns the old system of education, 126; a character of, 127; his dis- 
 covery of the superior fitness of woman for the office of teacher, 127, 
 128 ; foresees the manual training school, 245 ; it was reserved for him 
 to rescue woman from the scorn of the ages, 367.
 
 440 INDEX. 
 
 Fuller, William A., Secretary of the Chicago Manual Training School Asso- 
 ciation, 346. 
 Fulton, Robert, an American inventor, 84. 
 
 G. 
 
 Galileo, persecution of, for his great discovery, 177, 178; persecutors of, 
 believed and trembled, 287. 
 
 Gallon, Francis, declaration of, that brain without heart is insufficient to 
 achieve eminence, 134; his testimony to the great value of artisan 
 immigration, and the worthless character of poliiical refugees, 186; 
 his neglect of the artisan class in his speculations on the subject of 
 the science of life, 186, 187; reason of his neglect of the artisan class 
 stated by Horace Mann — the influence of slavery, 188. 
 
 George III. an expert woo(i - turner, 34; gives Joim Arnold five hundred 
 guineas for a miniature watch, 86. 
 
 Germanicus noted for the highest public virtue, 274 ; after great services, 
 is exiled and poisoned, 274. 
 
 Germany, Emperor of, experience of, in a needle factory, illustrative of the 
 delicacy of mechanical operations, 240. 
 
 Germany, foundation of her educational .'system, 295, 296; superior training 
 of her people enabled lier to humiliate France, 296; freedom from debt 
 of, the significant feature of the European situation, 296 ; low rate of 
 taxation in, 296 ; weakness of, through emigration, 297; the educated 
 subject of, has become a thoughtful citizen, who rebels ngainst the 
 standing army, and flees from it, 297, 298 ; high value of citizenship of, 
 298 ; citizenship fieely abandoned, bi^cause the educated German revolts 
 at the standing army, 298 ; the military records of, show the cause of 
 German emigration to be disgust of the policy of international hate, 
 299; increase in the number of military delinquents in, is the measure 
 of the growth of German intelligence, 300 ; the chief power of, becomes 
 her chief weakness, 300 ; cannot recoup her losses to America through 
 gains from neighboring countries, on account of the jiolicy of interna- 
 tional hate, 300, 301 ; losing the flower of her population — the strong — 
 the weaklings, the paupers, the aged, and tiic infirm remain, 301 ; is 
 growing weaker each year, 301 ; agitation on the subject of manual 
 training in, 368. 
 
 Gibbon on the wealth of the Saracens in Spain, 283. 
 
 Girard College, manual training in, 353; Dr. Runkle's influence in promot- 
 ing the adoptio7i of manual training in, 354. 
 
 Gladiatorial games, atrocities of, in Rome, contrasted with the sublime pre- 
 cepts of Seneca, Plutarch, and Marcus Aurelius, 138; extent of slaugh- 
 ter of animals at their celebration, 138. 
 
 Gladstone, William Ewart, political power and popularity of, 161; enters 
 upon his long official career as young Henry Bessemer retires from the 
 Stamp-oflice without his ju.st reward, 163; a great orator, and a great
 
 INDEX. 441 
 
 financier, a talker, a maker of laws aud treaties, constantly in the pub- 
 lic e3'e, 168 ; in office anil out of office, 163, 164; fiom Toryism to Lib- 
 eralism — an easy transition, 164; compared with Sir Henry Bessemer, 
 165, 166; England heaps honors upon him while she neglects Mr. Bes- 
 semer, 168; comparison of the life and services of, to man, with those 
 of Mr. Besseraei', 169; stands for the old system of education, 169; ad- 
 mission of, that the great mechanics of England iiad no aid from the 
 government, 175. 
 
 Gold, once the king of metals, surrenders its sceptre to iron, 124. 
 
 Goss, William F. M., his exposition of the methods of the manual training 
 school in detail, 219, 220, 221, 222; pronounced success of the Manual 
 Training Department of Purdue University, under directorship of, 341. 
 
 Grammar, automatism in teaching, in the common schools of the United 
 States, as shown in the Walton report, 197 ; criticism of Colonel Par- 
 ker on methods of instiuction in, 206. 
 
 Great Powers of Europe all hampered by great debts, 296. 
 
 Greece, Egypt tiie University of, 251; every intellectual Greek made a voy- 
 age to Egypt, 251 ; the destiny of, was controlled by renegades — there 
 was disloyalty in every camp, a traitor in every army, and a band of 
 traitors in every besieged city, 254 ; the orators of, never refused bribes, 
 and oratory ruled in, 255 ; philosophy and education of, responsible for 
 decay of the civilization of, 256; ruined by metaphysics and rhetoric, 
 256 ; no schools in, for girls, 366. 
 
 Greeks, the people of youth, 254 ; religion and patriotism of, 254 ; were 
 treacherous, cruel, and their sense of honor dull, 254 ; they enslaved 
 women and robbed the bodies of the slain on the battle-field, 254 ; dec- 
 laration of Thucydides that there was neither promise that could be de- 
 pended upon, nor oath that struck them with fear, 255 ; in the Pantheon 
 the highest niche was reserved for the God of Gain, 255 ; the early, were 
 pirates, and some sold themselves into slavery, so great was their lust 
 of gold, 255 ; armies of the, bribed by Persia, 255 ; young, taught the 
 arts of sophistry in the schools of rhetoric, 256 ; never emerged from 
 the savage state, 256. 
 
 Guttenberg and the printing-press, 152. 
 
 H. 
 
 Habit, all reforms must encounter the stolid resistance of, 191. 
 
 Hand, it is through the, alone, that the mind impresses itself upon matter, 
 141 ; the skilled, confers benefits upon man, 141 ; and the mind are 
 natural allies, 144; tests the speculations of the mind by the law of 
 practical application, 144; explodes the errors of the mind, 144; finds 
 the truth, 145; if it works falsely, publishes its own guilt in the false 
 thing it makes, 145; Dr. Wilson's graphic picture of the versatility of 
 the, 145 ; not less the guide than the agent of the mind, 145 ; influences 
 the mind through the muscular sense, 148 ; how its habit of labor leads
 
 442 INDEX. 
 
 to tlie discovery of the truth and the exposure of the false, 149 ; the 
 preserver of the power of speech through the endless succession of ob- 
 jects it presents to tiie mind, 151 ; the, ceasing to labor in the arts, to 
 plant and to gather, speech would degenerate into a mere iteration of 
 the wants of savages subsisting on fruits, 151 ; the most potent agency 
 in the work of civilization, 152 ; mobility of, multiplies its powers in a 
 geometrical ratio, 154; contempt of, an inlieritauce from the speculative 
 philosophy of the Middle Ages, 155 ; the works of, comprise all the 
 visible results of civilization, 155; marvels wrought by the, 155, 15(5; 
 James MacAlister on the power and versatility of the [no/e], 156 ; wields 
 the mechanical powers — its works, 158; the wise counsel of the practi- 
 cal, steadies the mind, 225 ; not a nicer instrument than the mind, 240; 
 the, stands for use, for service, and for integrity, 376; its drill and 
 discipline more highly educative than any exclusively academic course, 
 376; through it alone man impresses himself upon Nature, 378; is re- 
 fined and spiritualized by the sense of touch, 379; the multitudinous 
 works of the, 379, 380. 
 
 Hand-work, difficulties of, illustrated, 86 ; educative value of, 376. 
 
 Hargreaves, James, inventor of the " spiniung-jenny," 84. 
 
 Herbert, the famous selfish maxim of, 311. 
 
 Hero, of Alexandria, the inventor of the steam-engine, 14. 
 
 Hero, the, is an honest man, 233 ; the, in education, 385. 
 
 Herodotus, his description of the hundred brazen gates of Babylon, 55 ; his 
 contempt for the artisan, 56. 
 
 Heroes, the thin ranks of, constitute the measure of the poverty of the sys- 
 tems of education that have prevailed among inanl<ind, 234; are nor- 
 mally developed men who honor the truth everywhere, 234; the fact 
 that they are honored after death evidence of progress, 234. 
 
 Heroism rendered grand by contrast with the debased standards of public 
 judgment, 233. 
 
 Herophilus opens the way to an intelligent study of the mind, 153. 
 
 Hippocrates opens the way to an intelligent study of the mind, 153. 
 
 Holtzapffels, speculation of, as to the origin of the invention of the lathe, 83. 
 
 Honesty, only another name for heroism, 233; scientific education will make 
 it universal, 233. 
 
 Hood, Tom, his song of the shirt, 87. 
 
 Huntsman, Benjamin, an English inventor of the eighteenth century, 84 ; 
 sketch of the career of, 116 ; his invention of cast-ateel, and its effect 
 upon the Sheffield cutlery market, 116; how his secret was stolon, 117; 
 declines a ineml)ership of the Royal Society, 117 ; how resplendent his 
 name is now, 171. 
 
 I. 
 
 Ideas are mere vain speculations till embodied in things, 243 ; and things 
 arc indissolubly connected, 244.
 
 INDEX. 443 
 
 Ignorance, illustration of, in the opposition of a Roman Emperor to tlie use 
 of improved machinery, 178 ; reverences the past, never doubts, is sus- 
 picious, an enemy of ail progress, 179 ; in the sciiools of Norfolii County, 
 Mass., 197. 
 
 Illinois Penitentiary, statistics of show that four out of five of tlie inmates 
 of have no handicraft, 182. 
 
 Imagination, Buckle's tribute to the, 38 ; Disraeli on Sir Robert Peel's want 
 of, 38 ; Disraeli's career an illustration of the value of, 39 ; the discovery 
 of America appealed powerfully to tlie, 287 ; blazes the path to glorious 
 achievements, 287. 
 
 Imperial Technical School, Moscow, manual training adopted as part of 
 curriculum of the, in 1868, 331; sketch of the history of manual train- 
 ing in, by Director Delia Vos, 331-333. 
 
 India, how the castes of, arose, 249. 
 
 Injustice, civilization languishes in an atmosphere of, 278. 
 
 Inquisition, the, its persecution of Galileo, 177, 178. 
 
 Instructors, lack of competent, in the new education, 352, 353. 
 
 Intelligence, the basis of morality, 113. 
 
 Inventions, a growth, 14 ; each step of constitutes a link in the chain of 
 progress, 187 ; contain the germs of imperishable truth, 243. 
 
 Inventive genius, to the, mankind owes more than to the philosophers, lit- 
 terateurs, professors, and statesmen of all time, 84. 
 
 Inventor, the, produces a machine that will make a thousand things in the 
 time required by the hand-worker to make one, 86 ; helps on the cause 
 of progress, 160; rules the world, 161 ; his works are never repealed, 
 187; is always in the advance, 242. 
 
 Iowa, Agricultural College of, makes domestic economy a part of its cur- 
 riculum, 360 ; faculty and course of study in the department of domestic 
 economy of, 360, 361. 
 
 Iron, Locke's famous apothegm on the value of, 45 ; the most potent in- 
 strument of power, 61 ; use of by Queen Elizabeth to defeat the Spanish 
 Armada, 61 ; the equivalent of civilization, 62 ; is king, and the smelter 
 and smith are his chief ministers, 62 ; to make a ton of, required hun- 
 dreds of cords of wood before the introduction of " pit " coal for smelt- 
 ing purposes, 63 ; the foundation of every useful art, 81. 
 
 Italy, government of, during the Middle Ages, consisted of a menace and a 
 sneer, 284. 
 
 Jacobson, Col. Augustus, on the demand for a more comprehensive system 
 of education, 180 ; on the proper equipment of the boy upon leaving 
 school, 209. 
 
 Jerusalem, when conquered, its smiths and other craftsmen were carried 
 away as captives by the Babylonians, 70.
 
 444 INDEX. 
 
 Jews, learning of, exerted an ameliorating influence upon the daricness of 
 the Middle Ages, 286. 
 
 Judges, ti'aining of, is exclusively subjective, 230; rendered selfish by sub- 
 jective processes of thought, 231 ; venerate the past, 242. 
 
 Justice assumes the place of selfishness in the mind of the hero, 233 ; cause 
 of the failure of, 242. 
 
 K. 
 
 Keith, Edson, Trustee of Chicago Manual Training School Association, 340. 
 
 Kindergarten, the, fatlter of the manual training school, 5 ; fills a place un- 
 occupied until the time of Froebel, 126 ; educational principles of, sus- 
 ceptible of universal application, 126; analysis of, 128; leads logically 
 to the manual training schoo), 129 ; method of, is scientific, 20Y; method 
 of, is the expression of ideas in things, 245 ; realizes the dream of Bacon, 
 Comenius, and Pestalozzi, 245 ; exliibits of work of, at the meeting of 
 the National Educational Association in 1884, 342; endorsed by the 
 National Educational Association, 363 ; the growth of, prevented by 
 prejudice and indifl'erence, 367. 
 
 Kings, alliance of, with the aristocracy, 286. 
 
 L. 
 
 Labor class, the real flower of a population, 293 ; all other classes depend 
 upon the, 294; a drain upon the, is a drain upon the most vital resource 
 of the State, 294; where the flower of gathers, wealth most abounds, 294. 
 
 Labor, manual, scorn of, among the ancients, 56 ; its slow recovery of inde- 
 ])endehce, its destined dignity through scientific and art culture, 57; 
 repugnance to, has multiplied dishonest practices, 155; respect for, 
 would be increased by the adoption in the public schools of a compre- 
 hensive system of mechanical training, 182; cause of the scorn of — the 
 slavery of the laborer, 188; of to-day alone maintains the value of 
 property, 252; of men ciicaper than that of cattle, in Rome, 266; the 
 useful arts depend upon, 278 ; the foundation of national ])rosperitj', 
 293 ; essential to triumphs in literature, music, and the fine arts, 293 ; 
 not gold anil silver, is the source of wealth, 294; draws to itself the art 
 treasures of the world, 294, 295 ; contempt of, inculcated by educational 
 systems, 326. 
 
 Laborer, the, degraded through slavery, 10; contempt of, ingrained in the 
 jmblic mind, 177; contempt of, leads inevitably to social disintegration, 
 247; tlie battles' of antirjuity were contests for the possession of, 253; 
 reduced to slavery in Rome, 265 ; spurned in Rome, 266 ; tlie useful arts 
 decline if he is degraded, 278, and advance if he is honored, 278; the 
 standing armies of Europe have cost him all his noble ambitions, 295; 
 surplus of, goes to the tax-gatherer, 295; forced to sacrificis liis desire 
 for education, his love of the beautiful, of dignity, and of a homo adorned 
 by art, 295.
 
 INDEX. 445 
 
 Laborers thrown into the arena in Rome to be scraml)led for, 269. 
 
 Landed estates, effect of concentration of, in a few liands, 320 ; vast, con- 
 ferred upon a few corporations in the United States — double the area of 
 that owned by tlie lords of England, Scotl.md, and L'eland, 32L 
 
 Language, tliought impos.-;ible without, 150; changes in, arise out of new 
 discoveries in science and new inventions in art, 151; stagnates when 
 the State ceases to advance, 151 ; invention of, 248; when nations shall 
 dwell togetlipr in unity there will be but one, 299 [«o/e]. 
 
 Lawyers more highly esteemed than civil engineers, machinists, and arti- 
 sans, 185; training of, is exclusively subjective, 230; rendered selfish 
 by subjective processes of thought, 231 ; look for precedents in an age 
 whose civilization perished with its language, 242. 
 
 Layard, discoveries of, in the ruins of Nineveh, 46. 
 
 Learning, the revival of exahed abstractions and debased things, 374. 
 
 Legislation, restrictive, in England, to prevent the conversion of timber into 
 charcoal for smelting purposes, 63 ; the best, in England, is that by 
 which former statutes were repealed, 226 ; of the United States no better 
 than that of Engliind, 226 ; cause of failure of, 242 ; reckless, in the 
 United States, on the subject of the public domain, 319; of the States 
 of the Union vicious and corrupt, 322. 
 
 Legislators, not the authors of English progress, 159 ; Buckle's scathing 
 arraignment of, 160; wiser in the statutes tliey repeal than in those they 
 enact, 226, 22Y ; training of, is exclusively subjective, 230; rendered 
 selfish by subjective processes of thought, 231 ; become selfish, and 
 venerate the past, 242 ; refuse to grant reforms until awed into sub- 
 mission, 242. 
 
 Le Moyne Normal Institute, manual training and domestic economy in, 356. 
 
 Life Insurance, ethical aspect of, 214. 
 
 Literature, full of maxims in honor of selfishness, 134 ; polite, must rest 
 upon a basis of general culture, or it is valueless, 279. 
 
 Litterateurs more highly esteemed than civil engineers, machinists, and 
 artisans, 185. 
 
 Livy characterizes Valerius as the first man of his time, 264 ; deplores the 
 decay of virtue, 272. 
 
 Lloyd, Henry D., his history of the land system of the United States — sylla- 
 bus of, 317; opening paragraphs of the history of the United States by, 
 318, 319; declaration of, that we must hereafter find freedom in the 
 soci'ety of the good, 326. 
 
 Locke, the school he dreamed of, 2; famous apothegm of, on iron, 45. 
 
 Locomotive, the — stands for the brotherhood of man, 376. 
 
 Locomotives, no such failure of, as there is of legislation, 227. 
 
 Lombardy, five famines in, 281. 
 
 Louis XVI. an expert locksmith, 34. 
 
 Lubbock, Sir John, on the skill of the savage, 216. 
 
 Lucan, his gospel of universal love, 139.
 
 446 INDEX. 
 
 Lucretia, political effects of the tragic fate of, 264. 
 
 Luther, the reformation of, opened the way to the last analysis of dissent 
 in America, 309. 
 
 M. 
 
 MacAlister, James, declaration of, that there has been but little change in 
 the ideas that have controlled our methods of education in four hun- 
 dred years, 154; his graphic description of the power and versatility 
 of the hand [?io/e], 156; observation of, that a skilled hand, to the 
 majority of men, is quite as important as a well-tilled head, 208 ; has 
 revolutionized the public schools of Philadelphia in two years, 355; one 
 of the most accomplished as well as sternly practical educators in the 
 United States, 357; opinion of, that every child should receive manual 
 training, 358 ; opinion of, that the great principles which underlie the 
 system mean nothing less than a revolution in education [no<e], 358, 
 364. 
 
 Macaulay's, Lord, analysis of the Baconian philosophy, 37*7. 
 
 Machiavelli, philosophy formulated by, 284 ; political maxims of, not in- 
 vented by him, 284 ; maxims of, atrocious character of, 284, 285 ; max- 
 ims of, promote barbarism, 285. 
 
 Machines, automatic, nails, screws, pins, and needles flying from the fingers 
 of, by the thousand million, 82 ; more powerful to be constructed in the 
 future, ISO. 
 
 Machine - tool laboratory, the students of, enter upon a most important 
 inquiry, 82 ; the study of minute and ponderous tools in, 83 ; delicacy 
 of the processes of, 91 ; the poverty of words as compared with things 
 asserted in, 91 ; silence of, how eloquent, 91, 92; a screw-engine lathe 
 taken to pieces in, 92; improvements in the lathe explained in, 92; 
 'fundamental and auxiliary tools of, explained, 93; course of training 
 in, orderly, 93 ; students work from their own drawings in, 94 ; why 
 skill is required to handle steam-driven tools of the, 94; aspect of the, 
 when in repose, 97; aspect of the, when steam is on, 98; pen picture 
 of students of, 99; students of, at work on graduating i)rojects in, 100; 
 dream of instructor in, 100-103; completing graduating projects in, 
 103, 104. 
 
 Machine-tool shop, the modern, an aggregation of hand-tools made auto- 
 matic, and driven by steam, 8; revolution in the useful arts caused l)y 
 the, 78; what this cr(!ation of modern times, a huge autom.\toii with 
 steam coursing through its veins, does, 78-81 ; its arms, its hands, its 
 brain, its food, ami its jn'oducts, 81; lines of modern development con- 
 verge in the, 81 ; hiimati pursuits widely diversified by, 82. 
 
 Macoinber, A. E.,on the Toledo Manual Training School, 365, 
 
 Madrid, people of, threatened with starvation, 283; lost half its population 
 in the seventeenth century, 283. 
 
 Maine, Sir Henry — his tribute to things, 379.
 
 INDEX. 447 
 
 Man, the two states of — with and without tools — contrasted,?; the gulf 
 between the civilized and savage, spanned by the seven-hand-tools, 8 ; 
 the wisest of animals because he has hands, 152; the most powerful of 
 animals because he has hands, 157; powers o increased b_v steam, 
 161; the most highly civilized, familiar with all the arts, 278; in the 
 Middle Ages, shrunk into a state of moral cowardice and intellectual 
 lethargy, 284. 
 
 Mann, Horace, cause of the degradation of labor stated by, 5 ; reason for 
 the scorn of lal)or given by, tn exfevso, 188. 
 
 Manual training, promotes rectitude, 132 ; promotes altruism because it is 
 objective, 141 ; its effects relate to the human race, 141 ; Prof. Felix 
 Adler in support of its tendency to promote rectitude, 142 ; idea of, 
 grasped by the Ionic pliilosopher, 153; exactly what it is, 200; is nat- 
 ural and hence elicient, 218; required to render mental operations 
 more true, 225 ; possible in Europe only through the disbandment of 
 the standing armies, 295 ; in all the technical schools of Russia, 333 ; 
 theory of, by Dr. John D. Runkle, 338 ; in the Massachusetts Institute 
 of Technology, 383, 334; in the St. Louis school, 338, 339; in twelve 
 of the State agricultural colleges, 341; in Purdue University, 341; in 
 Boston and Milford, Mass., New Haven, and the State Normal School, 
 Conn., Omaha, Neb., Eau Claire, Wis., Moline, Peru, and the Cook 
 County Normal School, Normal Park, III., Montclair, N. J., Cleveland 
 and Barnesville, 0., San Francisco, Cal., and Baltimore, Md., 342 ; ex- 
 hi';its of work of, at the meeting of the National Educational Associa- 
 tion in 1884, 342; in Prof. Felix Adler's Workingman's School, 342; 
 in Chicago, 345 ; Dr. Belfield on the mental effect of, 350 ; in the Penn- 
 sylvania State College, 351; Prof. Louis E. Reber in support of, 351, 
 352 ; in the College of the City of New York, 352 ; in thirty-one schools 
 in the city of New York [«o<e], 352 ; in the Tulane University, 353 ; in 
 the Miller School at Crozet, Va., 353; in Girard College, 353; in the 
 Alabama Agricultural and Mechatiical College, 355 ; in the Denver 
 (Col.) University, 355 ; in the public schools of Philadelphia, 356 ; in 
 twenty-four of the States of the Union, 359; in the Agricultural and 
 Mechanical College of Texas, 359 ; part of the course of pnblic instruc- 
 tion by Massachusetts and Connecticut, 360; in tiie Le Moyne Normal 
 Institute, 362 ; in the University of Michigan, 363 ; laid on the table 
 by the National Educational Association, 363, 364 ; in the State Univer- 
 sity, Cleveland, and Toledo, 0., 364 ; is leading captive the imagination 
 of the American people, 367 ; the purpose of, in the schools of Europe, 
 368 ; progress of — its extent greater than its quality, 372 ; acquisition 
 by the hand of the arts through which man expresses himself in things, 
 380; a series of educational generalizations in things, 380. 
 
 Manual training school the child of the kindergarten, 5 ; destined to unite 
 science and art, 5; its highest text-books tools, 7 ; must be made part 
 of the public system of education, 112 ; gain of the pupil of, 122 ; pupil
 
 448 INDEX. 
 
 of, constructs a machine, breatlies into it tlie brcatli of life, and with it 
 moves mountains, 201 ; methods of, twenty times more valuable than 
 the unscientific methods of the tradesiiop, 219; pupil of, is an investi- 
 gator, his reasoning opens new fields of tliought witii every stroke of 
 the chisel, 220; pupil of, gets as much again intellectual benefit from 
 the laboratory as he would if the laboratory equivalent in time were 
 given to ijook-study, 221 ; laboratory exercises of, a great strain upon 
 the mental constitution, and hence highly educational, 222 ; pupils of, 
 love it — an incident, 223 ; method of the, is the expression of ideas in 
 things, 245 ; realizes tlie idea of Bacon, Comenius, Pesialozzi, and Froe- 
 bel, 245. 
 
 Massachusetts Institute of Technology, its models of mechanical manipula- 
 tion presented by the Emperor of Russia, 66; first institution of learn- 
 ing in the United States to ado[)t manual training, 333; manual training 
 adopted by, in 1876, 334 ; resolution of thanks for a series of models, 
 presented by the Emperor of Russia, adopted by, 334, 335. 
 
 Massachusetts, legislature of, adopts manual training as part of the public 
 school couise of, 360. 
 
 Maudslay, Henry, his improvement of the lathe made it the king of the 
 machine-tool shop, 33; without his slide-rest Watt's engine could not 
 have been made, 35 ; through his slide-rest alone the mechanic is able 
 to make two things exactly alike, 92 ; slide-rest of, an automaton truer 
 than the human eye, more cunning than the human hand, 200, 201. 
 
 Maudsley, Dr. Henry, on the contribution of the muscular sense to mental 
 operations, 147; on the impossibility of thinking without physical ex- 
 pression, 149. 
 
 Mechanic, the, who makes a machine that multiplies products is in the front 
 rank of the civilizers of the race, 160; prospects of the skilled, in life, 
 170; did more to hasten the world's progi'css from 1740 to 1840 than 
 all the statesmen of previous ages, 171 ; splendid career which this age 
 opens to the educated, 182; tremendous power wielded by, 183; has 
 wrought an industrial revolution, 185; works of, reflect honor upon, 
 187; stands the test of scrutiny better than the merchant, 225; trained 
 in things, 225. 
 
 Mechanics, skilled, the use of automatic tools increases rather than dimin- 
 ishes the demand for, 94 ; of the early time had none of the advantages 
 of the mamuil training school, 172; their sufferings and misfortunes, 
 172; no such failure of, as there is of merchants, 227 ; thorougimess of 
 training of, 239. 
 
 Mediaeval period, the spccuiati\(' philosophy of, still proji'i-is its baleful in- 
 fluence over our iu>titutioiis of li-arning, 185; grapiiic pictuie of society 
 in, by Winwood Rcade, 280, 281 ; the art of war only flourished in, 281 ; 
 precaiious condition of the serfs in — fate of — to be killed in l)attle or 
 die of starvation, 281 ; causes of the moral and intellectual darkness of 
 the, 281, 282; causes of the moral and intellectual torpor of the people
 
 INDEX. 449 
 
 of, 2?4 ; conferred upon man two great blessings, and left a legacy of 
 evil, 289 ; degradation of woman in the, 366. 
 
 Memory cultivated at the expense of the reason, 200. 
 
 Men sold for sixpence apiece in Asia, 269. 
 
 Meiiander, lofty moral precepts of, 139. 
 
 Mental acquirement, a, is a theorem — something to be proved, 144. 
 
 Mental development, law of, 131; which is most conducive to, doing things, 
 or memorizing words, 376. 
 
 Mental training, exclusively, does not produce a symmetrical character, 244- 
 
 Merchants, percentage of failure of, in Chicago from 1870 to 1881, 211; 
 three per cent, of, only, succeed, 211 ; ninety-seven per cent, of, go to the 
 wall, 212; cost of failures of, borne by the public, 212; ninety-seven 
 per cent, of, mistake tiieir avocation, 212 ; failure of, made too easy, 213 ; 
 honor of, in France [««/«], 213 ; ninety-seven in one hundred fail, 225 ; 
 cause of failures of, 229 ; selfishness of — do not seek for justice, or to 
 find truth, 230; who compromise with their creditors, and subsequently 
 accumulate fortunes, rarely repay the forgiven debt, 230 ; cause of fail- 
 ure of, 242. 
 
 Mercury, bronze statue of, at the Museum of Naples, 47. 
 
 Michigan, University of, manual training in, as described by Instructor 
 Lieut. M. E. Cooley, 363. 
 
 Microscope, the work of the hand, 156. 
 
 Milford, Mass., manual training in, 342. 
 
 Miller Manual Training School, the, of Crozet, Va., 353. 
 
 Mind, the, mental laws of, 132, 133 ; moral laws of, 133 ; and the hand are 
 natural allies, 144 ; indulges in false logic without instant detection, 145 ; 
 the hand its moral rudder, its balance-wheel, 145 ; influenced by the 
 hand through the muscular sense, 148; steadied by the wise counsel of 
 the practical hand, 225 ; steadied and balanced by the study of things, 
 225 ; devises a watch, and the hand makes it, 240; fails when it at- 
 tempts to execute its devices, 240 ; succeeds when the hand executes its 
 plans, but fails in meichandiziug, law, and justice, 240; should not be 
 stored with facts unless they are to be applied to things, 245; how it 
 began to assert its empire over matter, 249. 
 
 Moline, 111., manual training in, 342. 
 
 Montclair, N. J., manual training in, 342. 
 
 Moors, the, in Spain in the Middle Ages constituted a glowing exception to 
 the general prevalence of superstition and ignorance, 282 ; skilled in all 
 the arts, 282. 
 
 Morality, spiings from intelligence, 113 ; is not a mere sentiment, a barren 
 ideality, 142; of Christ and Paul, 142; is a vital principle whose ex- 
 em|)lificalion consists in doing justice, 142 ; cannot be acquired by mem- 
 orizing a seiies of maxims, 143; of a community is in the ratio of its 
 intelligence, 238. 
 
 Morrissey, John, his brief autobiography, 314, 315.
 
 450 INDEX. 
 
 Mother, the, in the arms of, the infant mind rapidly unfolds, 365. 
 
 Moulding, the oldest of human discoveries, 46. 
 
 Murray, Matt, inventor of tiax machinery, 84. 
 
 Muscular sense, the, its discovery by Sir Charles Bell, 146 ; its power over 
 
 the movements of the frame — walking, etc., 146 ; Dr. Henry Maudsley 
 
 on the, 147 ; actions of essential elements m mental operations, 147 ; 
 
 sharpened to marvellous fineness by constant use, 148; if trained in the 
 
 direction of truth, it will react in the direction of rectitude, on the mind, 
 
 148, 149. 
 Mushet, David, an English inventor and author, 84; his discovery of the 
 
 value of black band iron-stone, 117 ; Ids papers on iron and steel, 117 ; 
 
 sprung from the labor class, 117. 
 Mythology, the highest place in its Pantheon given to Vulcan, the God of 
 
 Fire, 70. 
 
 N. 
 
 Napoleon, the incarnation of selfishness, 134, 135; the infamous, plundered 
 the conquered capitals of Europe, 294. 
 
 Nasmyth, James, invented the steam-hammer in 1837, and api)lied tlie 
 principle of it to the pile-driver in 1845, 76. 
 
 Nation, the, that degrades labor is ripe for destruction, 253 ; that loses its 
 population by emigration is in its decadence, 294. 
 
 National debts of Europe, amount of, thirty years ago, 286; doubled since 
 1850, 290; cause of the rapid increase of, 290; represent a series of 
 colossal crimes against the people, 291 ; with relauon to them, the peo- 
 ple are divided into two classes — one class owns them, the other class 
 pays interest on them, 291 ; in one class they are a vested right, in tlie 
 other a vested wrong, 291 ; how they can be paid, and education pro- 
 moted at the same tmie, 292; can be paid only by disbanding the stand- 
 ing armies, 295; will reduce their governments to bankruptcy unless 
 standing armies are disbanded, 296. 
 
 National Eldiicational Association, manual training exhibits at, 1884, meet- 
 ing of, 342; meeting of 1885 adopts a resolution endorsing tiie kinder- 
 garten, 363; illogical action of, in laying upon the tal)lc a resolution 
 endorsing manual training, 363, 364. 
 
 Nations, the rise, progress, and decay of, 252, 253 ; sink as the column of 
 del)t rises, 297. 
 
 Neilson, James B., inventor of the hot-blast, 84 ; revolutionizes the processes 
 of iron manufacture, 117; sprang from the labor class, and is made a 
 member of the Royal Society, 117. 
 
 New England, system of education of, moulded the character of the civil- 
 ization of .the United States, 235; difference between the civilization 
 of, and that of South Carolina, measured by the difference in their 
 respective educational systems, 235 ; educational system of, is unacieu- 
 tific, 239.
 
 INDEX. 451 
 
 New Haven, Conn., manual training in, 342. 
 
 Newcomen helps to solve the steam-power problem, 15. 
 
 Nineveh, bronze castings recovered from the ruins of, 46. 
 
 Nobility above price in the eleventh century, for sale in the thirteenth, and 
 
 soon afterwards offered as a gift, 28t>. 
 Norway appropriates money for teaching liand-cunning in the schools, 368. 
 
 0. 
 
 Object teaching, example of, 4 ; the corner-stone of the kindergarten and 
 the manual training school, 129; an analysis of, with examples, 200. 
 
 Observation, the power of, resides chiefly in the hand, 380. 
 
 Oiiio, high rank of, industrially, 364 ; making great strides towards a more 
 practical system of education, 364; State University of, manual train- 
 ing in, 364 ; prosperity of the Case School of Applied Science in, 364; 
 manual training schools of Cleveland and Toledo, in, 364. 
 
 Omaha, Neb., manual training in, 342. 
 
 P. 
 
 Palissy, Bernard, sketch of his career, 231, 232, 233 ; burns the furnituie 
 of his house in the cause of art, 232 ; is cast into prison for heresy — 
 his defiance of King Henry III., 232 ; dies in the Bastile, 233 ; was 
 right, and his devotion to art rendered him immortal, 233, 234: struggle 
 of, over the furnace in the cause of art, was mentally and morally nor- 
 mal, while the opposition he encountered was abnormal, 234; mind of, 
 was developed normally, while the minds of the millions of men who 
 permitted him to die unfriended were developed abnormally, 234 ; will- 
 ing to starve for his art, and ready to die for his faith, 234. 
 
 Papin helps to solve the steam-power problem, 15. 
 
 Paris Exposition, exhibit of models of tool practice in the Imperial Technical 
 School, Moscow, Russia, at the, 331. 
 
 Parker, Col. Fnincis W., declares tliat the application of science to methods 
 of instruction would produce a radical change in all school work, 205 ; 
 his forcible exposition of the defects of prevailing methods of instruction, 
 205, 206, 20*7 ; asserts tliat teachers are faithful, honest, and earnest, 
 but ignorant of the history and science of education, 207, 364. 
 
 Patriotism can be indulged with good reason only in the United States, 323. 
 
 Penmanship, automatism in teaching, in the schools of the United States, 
 as shown by the Walton report, 198. 
 
 Pennsylvania State College, manual training in the, 351. 
 
 Pennsylvania State Prison, statistics — five-sixths of the inmates of, had 
 attended public schools, and the same number were without trades, 182. 
 
 Pericles boasted that he could not be bribed, but robbed all Greece to em- 
 bellish Athens, and was convicted of peculation and fined, 255.
 
 453 INDEX. 
 
 Pi'isia, DO provision in, for either the mental or moral training of womaji, 
 366; tlie boy in, exchnied from the presence of liis futlier till the fifth 
 year, 367. 
 
 Peru, 111., manual training in, 342. 
 
 Pestalozzi, the school he struggled in vain to establish, 2; his definition of 
 education, 12; his condemnation of the old svsteni of education, 126; 
 foresaw the kindergarten and the manual training school, 245. 
 
 Phidias familiar with the turning lathe, 33. 
 
 Philadelphia, mainial training made part of the public school system of, 
 353 ; rules of the public schools of, 355, 356 ; report of a committee of 
 the Board of Education of, in regard to manual tialning, 356,357 ; hand- 
 training introduced into the public schools of, 358. 
 
 Philosophers, the, little time to speculate with, 180. 
 
 Philosophy establisiied on a scientific basis — the study of natural phenom- 
 ena, 153 ; of the Greeks scorned both science and art, 257. 
 
 Physical developiment, law of, 131. 
 
 Pile-driver, the steam-hammer principle applied to the, 76; power of 
 the, 76. 
 
 Pilgrims, the product of the progress of all the ages, 308. 
 
 Pine, in the forest and in lumber, 21 ; description of the tree by the son of 
 a lumberman, 21; uses of, commerce in, supply of, 22; sources of in- 
 formation of students in regard to — newspapers and encyclopedias, 25. 
 
 Plato, his theory of the divine origin of caste, 123 ; t)linded by half-truths, 
 124; how he was controlled by his environment, 124: his theory of the 
 importance of early training, 125; his contempt for the useful ai'ts, 176, 
 177, 369; regarded the soul's residence in the body as an evil, 256; 
 opinion of, that the majoiity is always dull and always wrong, 280; 
 the creation of his Divine Dialogues de[)ended upon the useful arts, 383. 
 
 Pliny, affection of, for his slaves, 139. 
 
 Plutarch, sublime moral teachings of, 138; on the death of his daughter, 
 139. 
 
 Poets, the, little time to sentimentalize with, 180; more highly esteemed 
 than civil engineers, niachinisls, and artisans, 185. 
 
 Poole, Dr. William F., courtesy of, to the students of the Ciiicago Manual 
 Training School, 348. 
 
 Poverty, its final abolition depends upon tin' multiplication of the useful 
 arts, 383. 
 
 Power, generation of, the object of education, 211 ; to generate and stort; 
 up either mental or physical, not to l)e exerted, is a waste of energy, 
 245. 
 
 Piinting, the art of, essential lo progress in the useful arts, 73; not so nec- 
 essary to progress in the so-called fine arts, 73 ; removes the seal from 
 the lips of learning, 286 ; inakes every discovery in science ami every 
 invention in art the lieritagc of all the ages, 286; the invention of, par- 
 alyzed authority, 287.
 
 INDEX. 453 
 
 Progress, if Guttenberg had rested content with an idea, there would have 
 been no printing-press, 152; if Watt, Stephenson, and Fulton had 
 stopped at words, there would have been neither railways nor steam- 
 ships, 152; dates from the beginning of the seventeenth century, 153; 
 slow until within one hundred years, 153; due not to the men who 
 make laws, but to the men who make things, 160 ; of tlie world towards 
 a higher appreciation of the value of the useful arts, 172; of moral 
 ideas shown by the honors lavished upon the memory of heroes, 234 ; 
 can find expression only in things, 243 ; the path of, a rugged road, 381 ; 
 its steps consist of improvements in the useful and beautiful arts, 382 ; 
 the lines on wliich educational, is to be sought, 385. 
 
 Property, no security for, in a community devoid of education, 237; intelli- 
 gence alone confers a sacred character upon, 237 ; niay be protected by 
 a hired soldiery, or by public sentiment enlightened by education, 238 ; 
 the main purpose of governments is to protect, but nearly all the gov- 
 ernments of history have been destroyed in the effort to fulfil this func- 
 tion of their existence, 238; in slaves, failure of the United States to 
 protect, 238 ; rights of, in English land, about to be disturbed, 238; not 
 sacred unless honestly acquired mid honestly held, 238 ; all in the United 
 States may be devoted to education by the ballot, 324. 
 
 Prudence, extreme, consistent with rectitude, 136 ; selfi.-ihness deified under 
 the name of, 311. 
 
 Public lands of the United States squandered by Congress, 317; history of 
 waste of, by Henry D. Lloyd, in the Chicago 'J'ribnne, 317, 318, 319. 
 
 Public schools of New Englaml, 309; the old system of education put into 
 the, 303; popular idea of the, 310; neither science nor art taught in 
 the, 310; revived the Gieco-Roman subjective system, 310. 
 
 Puijlic schools of the United States, attendance in, not compulsory — some 
 children enter them, and some do not, 316; leave out that which most 
 nearly concerns the business of life, 325. 
 
 Pugilist, how John Morrissey became a, 314, 315. 
 
 Pullman, George M., Trustee of the Chicago Manual Training School Asso- 
 ciation, 346. 
 
 Purdue University, pronounced success achieved in manual training in, un- 
 der the directorship of Piofessor Goss, 341. 
 
 R. 
 
 Railroad, the, influence of, upon the destinies of mankind, 170; taxes to the 
 utmost nearly every department of the useful arts, 171; incompetency 
 of management of, as shown by shrinkage in values of stocks of, 210; 
 in the proprietor of, the two great elements of modern power, land and 
 steam, are united, 321; proprietor of the, is a king, 321; monstrous 
 claims of the proprietor of, 315. 
 
 Reading, automatism of teaching, in the schools of the United States, as 
 shown by the Walton report, 197; Colonel Parker declares that pre-
 
 454 INDEX. 
 
 vailing methods of instruction in, are " utterly opposed to a mental law 
 about which there can be no dispute," 206. 
 
 Reason, in existing systems of education, allowed to slumber, 200. 
 
 Reber, Prof. Louis E., in support of manual training, 352. 
 
 Reform — demand for, 371. 
 
 Revolution — educational, 1883-4, 371. 
 
 Richard I. presents King Arthur's sword Excalibar to Tancred, 71. 
 
 Right, of the poor child to equal education sacred, 376. 
 
 Roberts, Richard, a great English inventor of the eighteenth century, 84. 
 
 " RocUet," the, George Stephenson's first locomotive, 118. 
 
 Roebuck, Dr. John, a patron of Watt, 84. 
 
 Roman aristocrats, were refined and accomplished, 276, 277 ; savage con- 
 test for supremacy among the, 277. 
 
 Roman civilization the product of all that had gone before, 260. 
 
 Roman literature, possessed no saving quality, 275; did not represent the 
 Roman people, 275. 
 
 Roman State, the, slavery the cornerstone of, 266. 
 
 Romans, the, had no peer either in courage or fortitude, 264 ; vices of, 
 shown in the character of Appius, the Decemvir, 264; virtues of, shown 
 in the character of Virgiriius, 265; sense of justice of, swallowed up in 
 lust of power, 266 ; early triumphs of industrial, 268 ; indebted to slaves 
 for all the arts, 269 ; philosoiiliy of, so shallow as to render them callous 
 to the great crimes upon which the State rested, 272; debasing influ- 
 ence of the Greek philosophy upon, 274; under the Empire rewarded 
 vice and punished virtue, 274; preferred Ctcsar, Caligula, and Nero to 
 Cato, Germanicus, and Agricola, 274; retrograded towards a state of 
 savagery under the Empire, 275 ; became absolutely selfish, and hence 
 totally depraved, 276. 
 
 Rome, the decline of, caused by the failure of the fuel supply, and by her 
 neglect of the useful arts, 63, 64 ; had she possessed great mechanics 
 her fall might have been averted, 64; her civilization culminated at the 
 limit of the application of iron to the useful arts, 83 ; a pen-picture of 
 the decline of, 83; her splendors and her degradation, 138; fall of, 
 stopped the study of physiology, 153 ; the dominion of, logical — vigorous 
 but pitiless, 263; all the great races mingled in, 264 ; laws of, show the 
 stamina of her people, 265 ; su[)piy of laborers for, maintained by de- 
 populating conquered countries, 266 ; in the train of the legions return- 
 ing to, were men, women, and children destined to slavery, 265 ; laws of, 
 in regard to slaves, terrible, 265 ; for the free citizen of, to labor with his 
 hands was more disgraceful than to die of starvation, 266 ; free citizen 
 paupers of, crying " bread and circuses," 266 ; education in, confined to 
 politics and war, 266 ; became the great robber nation of the world, 
 266 ; was on the land what Greece had been on the sea — a pirate, 266 ; 
 the spoil of coiKiucred countries used to bribe courts, senators, and the 
 populace, 207 ; nothing safe in, from the hand of rapacity, 267 ; grew
 
 INDEX. 455 
 
 rich through plunder, and poor in public and private virtue, 267 ; bribery 
 in, 268 ; great social change in, after tlie fall of Greece and Carthage and 
 the reduction of Asia, 268 ; summary of the causes of tiie fall of, 268; 
 scenes immediately preceding the fall of, 269, 270 ; the seat of all the 
 world's learning, 270 ; the wise men of, powerless to help their fellow- 
 men, because their philosopliy was false, 270; metaphysical philosophy 
 of, 270, 271 ; the philosophy of, furnished an excuse for slavery, 271 ; 
 suffrage in, the subject of open traffic, 271, 272; noted men of, ignorant 
 of the cause of the disorders which afflicted the body politic, 272 ; in the 
 city of, vice reigned supreme, while in the provinces there was a middle 
 class by whom all the domestic virtues were practised, 314; no culture 
 in, for girls till late in the Empire, 366. 
 
 Romulus and Remus, legend of, 259. 
 
 Rousseau, the school he described, 2 ; his opinion that the poor need no ed- 
 ucation, 124 ; his theory of the vital importance of eaily training, 125 ; 
 his detinition of education, 125; his appreciation of the importance of 
 the education of woman, 125, 126 ; his condemnation of the old system 
 of education, 126 ; declaration of, that education is nothing but habit, 
 245. 
 
 Runkle, Dr. John D., his declaration that public education should touch 
 practical life in a larger number of points, 202 ; the founder of manual 
 training in the United States, 333 ; excerpts from the report of, in 1876, 
 recommending the adoption of manual training by the Massachusetts 
 Institute of Technology, 333, 334; letter of, to the author, containing an 
 exposition of the theory of manual training, with an account of its origin 
 in the mind of, 337, 338 ; assists in introducing manual training into 
 Girard College, 354. 
 
 Ruskin, on finding the truth in things [»io/e], 145 ; on disciplining the fingers 
 in the laboratory of the goldsmiths [ho<«], 148 ; on learning by labor 
 what the lips of man could never teach [«o<e], 162 ; tribute of, to labor 
 [no<e], 161 ; on rogues, a manufactured article [no/e], 237 ; on how na- 
 tional debts bear upon labor [no<e], 291 ; on how standing armies are 
 supported [?(o?e], 293. 
 
 Russia, arbitrary act of, in 1770, in relation to the export of iron, 115; 
 solves the problem of tool instruction by the laboratory process, 331 ; 
 manual training introduced into all the technical schools of, 333. 
 
 Russia, Emperor of, presents one hundred models of mechanical manipula- 
 tions to the Massachusetts Institute of Technology, 69 ; offers Jolin Ar- 
 nold five thousand dollars for a duplicate of his George III. watch, 86, 
 
 S. 
 
 San Francisco, Cal., manual training in, 342. 
 
 Sankey Canal, the, authorized upon condition that boats plying upon it 
 should be drawn by men only, 179.
 
 456 INDEX. 
 
 Saracens, the friends of educ-ation, of science, and art, 282; inventors of 
 cotton-paper, promoters of all the industries, including agriculture, 282, 
 283 ; driven from the soil they had made to blossom like the rose, 283; 
 ameliorating influence of, upon the ignorance and superstition of the 
 Middle Ages, 285. 
 
 Savage, the, how he is trained, 9; helplessness of, 11 ; how he is taught to 
 hunt and fish, 176 ; is taught what he needs to know in his condition, 
 and nothing else, 181 ; if his education were as unscientific as that of 
 the civilized boy, the race woidd perish, 215; ninety-nine times in a 
 himdred he traces the footsteps of his enemy in the forest, 215, 216; 
 education of, is scientific, 216; in the practical character of tiie training 
 of, consists its excellence, 217; mystery wiiicli envelops skill of, solved, 
 219; ignorant, in his primitive state, of all the arts, 278. 
 
 Savonarola, the hater of abuses in the Roniiin Catholic Cluirch, 234 ; at the 
 deatii-bed of Lorenzo de Medici, 235 ; shaking thrones and making proud 
 prelates tremble, 235. 
 
 Savory helps to solve the steam-power problem, 15. 
 
 Saw-mills, opposition to their introduction in England, 178. 
 
 School, of the future, 2; proposed by Ruskin [no/e], 180. 
 
 Scliools, the, have not moved forward witli events, 154; are still dominated 
 by mediteval ideas of speculative philosophy, 154; as an inilustrial 
 agency are a failiu-e, 202 ; were established as a bulwark of liberty, 202; 
 denounced, 371; must be transformed from tiie ornamental type of 
 Greece into laboratories for the development of useful men and women, 
 384; a vast immber of, have been dedicated to the new education — are 
 th(;y to be developed into ideal schools? 385. 
 
 Schoolmaster, the, and the Reformer, 371 ; the old, and the new education, 
 375. 
 
 Schools of England, arraignment of, by Herbert Spencer, 325. 
 
 Schwab, Dr. Erasmus, and "Tiie Work School in the Common School," 368. 
 
 Science, effect of divorce of, from art, 11 ; through printing every discovery 
 in, becomes the heritage of future ages, 286. 
 
 Scientific education, simplicity of, 207, 208; difference hotwocn, and unscien- 
 tific, 217 ; description of, by Miss S. E. Blow, 218, 219 ; is natural educa- 
 tion, 223 ; brightens, stimulates, and develops, while automatic stupefies, 
 223, 224. 
 
 Scientist, tiie, a public benefactor, 160; studies the stars, the earth, and the 
 air ill the light of the flames of persecution, 287. 
 
 Scott. Frank J., contributor to the fund for the founding of the Toledo, 
 Ohio, Manual Training School, 364. 
 
 Scott, Jesu|) \V.,.tlie founder of the Toledo Manual Training School, 358. 
 
 Scott, Maurice, coiuiilmtor to the fund for the f(nmding of the Toledo 
 Manual Training School, 364. 
 
 Scott, William K, contributor to the fund for the founding of the Toledo 
 Manual Training School, 364.
 
 INDEX. 457 
 
 Seulpture, limit of, reached in Greece, 73. 
 
 Scythians, among the, the iron sword was a god, 70. 
 
 Segovia, manufactures of, destroyed by the expulsion of the Moors from 
 Spain, 283. 
 
 Seligman, Mr. Josepli, munificence of, establislied Professor Adler's WorU- 
 ingman's School in New York City on a firm basis, 345. 
 
 Selfishness, the arcii-enemy of virtue, 134; maxims in honor of, 134; Na- 
 poleon a colossal example of the f(illy of, 135 ; in conflict with the true 
 spirit of civilization, 135; causes revolutions and destroys governments, 
 135; is blind of one eye — sees only one side of a cause, 136; let not 
 prudence be confounded with, 136 ; extreme, the synonym of depravity, 
 136; promoted by prevailing systems of education, 136; promoted by 
 a mercantile career, 230; of the lawyer, the judge, and the legislator, 
 230, 231; as it recedes from the mind, justice assumes its appropriate 
 place as the controlling element in human conduct, 233 ; the source of 
 all social evil, 247 ; transformed Roman courage into cruelty, and Roman 
 fortitude into brutal stoicism, 266; transformed the government of 
 Rome from a pure democracy into an oligarchy of wealth, 276 ; van- 
 quishes itself in Rome, 277; the equivalent of savagery, 277; deified 
 under the name of prudence, 311 ; calling it prudence led to confounding 
 right and wrong, 311 ; effects of, in the nineteenth century the same as 
 in the first, 312; the mind charged with, ihrough subjective educational 
 processes, 326 ; ends in a struggle which ends in a revolution, 326. 
 
 Seneca, sublime moral precepts of, contrasted with the horrors of the glad- 
 iatorial games, 138 ; his doctrine of humanity, 139 ; ignores slavery, the 
 slave, the laborer, and the useful art.s, 268 ; morals of, glittering gener- 
 alities, politics of, practical, 269 ; put money in his purse, 269 ; charged 
 with complicity in the Piso conspiracy, and banished for the crime of 
 adultery, 269. 
 
 Serfs of tiie Middle Ages the mercenary troops of the modern State, 290. 
 
 Service — the greatest thing in the moral world, 378. 
 
 Seville, silk industry of, 292 ; looms of, silenced in the seventeenth century, 
 283. 
 
 Sewing-machine, the, its accuracy, 87; it illustrates the interdependence of 
 the practical arts, 87; it multiplies garments beyond the power of figures 
 to express, 87. 
 
 Sheffield, Lord, his estimate of the value of Henry Cort's improvements in 
 iron and the steam-engine of Watt, 115; his declaration of the purpose 
 of the establishment of the American colonies, 202. 
 
 Sheffield, town of, its insignificance in 1715, 116; its manufacturing impor- 
 tance now, 116. 
 
 Skill being prolific of good should be brought to bear upon educational 
 systems, 132. 
 
 Slavery existed in the United States when Horace Mann declared it to be 
 the cause of the degradation of labor and the laborer, 189 ; aided by
 
 458 INDEX. 
 
 England in its struggle for survival, 189; influence of, not yet extinct, 
 189 ; lias l<ept its brand of shame upon the useful arts for thousands of 
 years, 190 ; how the Egyptian was reduced to, 250 ; and labor were 
 synonymous terras in Rome, 265 ; a state of, is a state of war, 265 ; con- 
 founded with freedom in the United States, 311 ; negroes escaping fiom, 
 called fugitives from justice, 311; justified in Faneuil Hall, the cradle 
 of liberty, 311 ; tried only by the test of self-interest, 312 ; in the North 
 it faded away, in the South it flourislied, 312 ; climate conditions, not 
 education, saved tliis continent from the scourge of, 312, 313; question 
 of continuance of, in the United States, settled by violence, as savages 
 settle controversies, 313. 
 
 Slaves, in Rome, laws in relation to, 265 ; a million killed in the course of 
 the servile rebellion in Sicily, 265 ; exposed to wild beasts in the arena 
 for the popular amusement, 265 ; all industrial pursuits in Rome carried 
 on by, 266 ; labor of, in Rome, cheaper than that of cattle, 266 ; con- 
 struct all the great p»iblic works in Rome, 269 ; stiiite for liberty in 
 Rome, and are slaughtered, 271 ; clank of the chains of, in the streets 
 of Boston, 311. 
 
 Sraeaton helps to solve the steam-power problem, 15 ; the best workman of 
 his time, 85. 
 
 Smiles, Samuel, declares that the automata of the Middle Ages led to the 
 useful automatic tools of the eighteenth century, 35 ; his peculiar views 
 about Maudslay's great invention, 36 ; his history of the Dutch and Ger- 
 man mechanics who contributed to the solution of the problem of the 
 application of mineral coal to smelting purposes, 64 ; his grai)hic pict- 
 ure of the versatility of the smith, 71 ; his pen-picture of the steamship 
 Wan-ior " breasting the billows of the North Sea," 85; shows the true 
 springs of English greatness in his " Lives of the Engineers," 172; 
 shows the origin of useful arts in England in his great work on tlie 
 Huguenots, 185. 
 
 Smith, the, gives direction to the course of Empire, 62; a man of great con- 
 se<iuence in England in the early time, 71 ; name of, descends to more 
 families than that of any other profession, 71 ; versatility of, 71, 72; 
 conducts the engineering at the siege of Berwick, 72; ancient, kiu to all 
 the ages through his works, 74. 
 
 Social evils, are the product of defective education, 325. 
 
 Social problems, solution of, to be sought through a radical change in ciiu- 
 cational methods, 248; the railway and factory are new factors in, 321 ; 
 of America cannot be settled as those of Europe are, by emigration, 326. 
 
 Solicis, Prof. G., the chief supporter of manual training in France, 368. 
 
 South Carolina, educaiional system of, confined to a class, as opposed to 
 universal education in New England, 235. 
 
 Spain, ruined by the expulsion of the Moors, 283; destitution in the chief 
 cities of, 283 ; danger that the royal family of, would go hungry to bed, 
 283; is bankrupt, 296.
 
 INDEX. 459 
 
 Speculation, rages on the exchanges of all large American cities, 322 ; af- 
 fects every class in the comiuunity, 322 ; stimulates bad passions, and 
 creates a distaste fur labor, 322. 
 
 Speculative philosophy, only resource of the ancients, 153 ; dominated the 
 world from the fall of Rome to the time of Bacon, 153. 
 
 Speech, must be incarnate in things or it is dead, 141 ; man would lose the 
 power of, if his words should cease to be realized in things, 149; de- 
 pendent upon objects for its existence, 150; has its origin not less in 
 external ohjects than in the mind, 160 ; would be lost if the senses 
 should cease to be impressed by things, 150 ; freedom of, and of thought, 
 catch-penny phrases, 192. 
 
 Spelling, automatism in teaching, in the schools of the United States, as 
 shown by the Walton report, 198, 199. 
 
 Spencer, Herbert, on the defects of the schools of England, 325 ; the con- 
 trast between his views and the dictum of Dr. Dwight of Yale Uni- 
 versity, 374 ; pointed out, the analogy between early metiiods of educa- 
 tion and barbarism, 377. 
 
 Standing armies, a legacy of evil from the Middle Ages, 289; recruited from 
 the ranks of the serf.*, 290; the dominant feature of European public 
 economy, 290; number of, 290 ; collateral evils of, 290; responsible for 
 illiteracy and pauperism, 292; what they cost and wiiat they stand in 
 the way of, 293; how they are supported [note], 293; an assumption of 
 the barbarism of man, 300 ; stand in the way of education and pros- 
 perity, 303; must everywhere soon disappear before the march of edu- 
 cation, 303 ; are as abnormal in Europe as slavery was in the United 
 States, 303, 304 ; are the instruments of tyranny, the last analysis of self- 
 ishness, 304 ; the result of the Greco-Roman methods of education, 304. 
 
 State, a, growth of, depends upon progress in the practical arts, 151 ; ceas- 
 ing to advance, its language ceases to grow, becomes stationary, stag- 
 nates, 151. 
 
 Statesmen, not the authors of English progress, 159 ; Buckle's scathing ar- 
 raignment of, 160; more highly esteemed than civil engineers, machin- 
 ists, and artisans, 185. 
 
 Statutes, that wear out in a year, 241. 
 
 Steam, power of, known to the ancients, 14 ; makes all civilized countries 
 prosperous and great, 161 ; must be harnessed at the forge and in the 
 shop to enable it to do its work, 170; power exerted by, in the manu- 
 factories of Great Britain equal to tlie manual labor of four hundred 
 millions of nien, 184; may be likened to an idea which finds expression 
 through the engine — a thing, 245; the railway and the factory two 
 great products of, 321. 
 
 Steam-hammer, the, in works of Mr. Ciane, Chicago, 75 ; in Pittsburg, Pa., 
 and at Krupp's cast-steel works, Essen, Germany, 75 ; invention of, in 
 1837, its accuracy, power, and delicacy, 76 ; application of the principle 
 of, to the pile-driver in 1845, 76.
 
 460 INDEX. 
 
 Steamship, the, influence of, upon the destinies of mankind, 170. 
 
 Steel, Age of, great enterprises of the, dwarf the merely ornamental branches 
 of learning, 179. 
 
 Steele, Prof. A. J., Principal of the Le Movne Normal Institute — letter of, 
 to the Author, 362. 
 
 Stepliensoii, George, inventor of the locomotive, 84 ; sketch of his remark- 
 able career, 118, 119; declines knighthood and a membership in the 
 Royal Society, 119 ; the founder of the railway system of the world, 119. 
 
 Stephenson, Robert, an English railway engineer, 84. 
 
 Stick, Adam and the, 157; the symbol and instrument of power, 158. 
 
 Stoics and philosophers of Rome, lofty moral sentiments of, in contrast with 
 the Roman vices, 139. 
 
 Suetonius, portrays the cruelties of the Caesars, but hints at no cause there- 
 for inlierent in the social system, 272. 
 
 Suffrage, love of country in the United States is a due appreciation of the 
 right of, 323 ; in the universality of the right of, lies the power of cor- 
 recting all social evils, 324 ; destined to preservation forever in the 
 United States, 324; attempt to limit, in New York accounted for by the 
 prevalence of European ideas, 324 ; the right of, can be taken from the 
 American people only by force, 324 ; standard of, lowered by ignorance 
 and depravity, 325; when l)etter informed it will be more honest, 325; 
 with increased intelligence ii will gain the power to grapple with social 
 abuses, 325. 
 
 Superstition, how it arose through ignoiance and selfishness, 249. 
 
 Sweden, five hundred slojd schools in, in 1882, 368; supports a school for 
 'the training of teachers of slojd schools at Naas, 369. 
 
 Syria, the founders, smiths, and all the artisans of, were slaves, 66. 
 
 Tacitus, his account of the execution of four htmdred slaves for the murder 
 of one man, 265 ; his lament at the decline of public virtue, 267 ; is si- 
 lent on the subject of the infamy of slavery, and on the shame of de- 
 grading labor, 272. 
 
 Tancred the Crusader pays for King Aithnr's swoid Excalibar "four great 
 ships and fifteen galleys," 71. 
 
 Tar(|uin8, the banishment of the, 2t)4. 
 
 Telegraph, the, influence of, upon the destinies of mankind, 170. 
 
 Telephone, the work of the liand, 156. 
 
 Telescope, the work of the hand, 155. 
 
 Texas, Agricultural and Mechanical College of, 359. 
 
 Theodoric, attempt of, lo reconstruct the Roman civilization, 279 ; the order 
 evoked from chaos by, to chaos soon returned, 280. 
 
 Theorem, a, always a question solved, 144. 
 
 Things both the subject and occasion of speech, 151; regarded as of less
 
 INDEX. 461 
 
 vital importance than abstract ideas, 185 ; the false, easily detected in 
 — examples, 2'24 ; tlie study of, steadies and balances the mind, 2'2/) ; 
 tlie truth revealed only in, 243 ; ideas are mere vain speculations till 
 embodied in, 243; the habit of expressing ideas in, should be formed 
 in the schools, 245 ; the truths that are hidden in, 378 ; the integrity of 
 the mind can be maintained only by the submission of its iinmature 
 judgments to the verification of, 379 ; the source of ideas, 379 ; essen- 
 tial to spiritual development, 384. 
 
 Thinking, acting is the complement of, 244. 
 
 Tiiought, must be incarnate in things, or it is dead, 141 ; is not even pres- 
 ent to the thinker until he has set it forth, out of himself, 150; inde- 
 pendent, of all mental processes the most difficult — habit, tradition, and 
 reverence for antiquity unite to forbid it, 192. 
 
 Thoughts must be expressed to have influence, 244 ; may be expressed most 
 forcibly in tilings, 244. 
 
 Thucydides arraigns the Greeks as falsifiers and perjurers, 255. 
 
 Thurston, Robert H., on the tremendous power wielded by the mechanic, 
 183. 
 
 Toledo, 0., Manual Training School, inception of, due to the generosity of 
 the late Jesup W. Scott and his three sons, 364 ; connected with the 
 public higli-school, 3i)4, 365 ; students of, consist of both sexes, 865 ; 
 the course for girls in, 365. 
 
 Toledo, Spain, woollen manufactures of, transferred by the exiled Moors to 
 Tunis, 283. 
 
 "Tom All-alone's" in "Bleak House" — social philosophy of, 315. 
 
 Tool practice, quickens the intellect, 114; engenders a thirst for wisdom, 
 114; history of, in England confirms this view, 114 ; the foundation o*' 
 James Watt's culture, 119; George Stephenson's caieer an illustration 
 of the intellectual effect of, 119; testimony of the Director of the Arti- 
 sans' School at Rotterdam, Holland, as to intellectual effect of, 121 ; 
 testimony of Dr. Woodward, Director of the St. Louis Manual Training 
 School, as to intellectual effect of, 121 ; testimony of M. Victor Delia 
 Vos, Director of the Imperial Technical School of Mo.scow, as to intel- 
 lectual effect of, 121 ; effect of, as shown by the experience of the Me- 
 chanic Art School at Komotan, Bohemia, 122. 
 
 Tools, influence of, upon modern civilization, 9 ; represent the steps of 
 human progress, 10; the great civilizing agency of the world, 11. 
 
 Touch, the master sense, whence all the other senses spring, 380 ; reigns 
 throughout the body, and is the token of life in every part, 381 ; is the 
 fun<iamental sense, the mother-tongue of, language, 381 ; its versatility, 
 381. 
 
 Townships of New England, their establishment logical, 309. 
 
 Tradition, tyranny of, 124. 
 
 Truth, the strngirle after, 238 ; the love of, natural, 233 ; heroes honor it, 
 234; conspicuous tlirough efforts to suppress it, 287.
 
 462 INDEX. 
 
 Tulane, P.aul, founder of the Tulane University of New Orleans, La., 358. 
 Tulane University, manual training a prominent feature in the, 353. 
 Turkish Empire, story of its origin through the art of forging, 61. 
 Tweedism, what made it pos.sible in the city of New York, 315. 
 Types, through the medium of, the voice of genius is destined to reach to 
 the ends of the earth, 286. 
 
 U. 
 
 United States, the, not at the front in the race of nations for industrial 
 supremacy, 203; comparison of imports and exports of, with those of 
 England, 203 ; industrially ill-balanced, 204 ; suffering from a paucity 
 of skilled labor, 204 ; educational system of, very poor, as shown by the 
 statistics of railway and commercial disasters, 224 ; educational system 
 of, as poor morally as mentally, 224 ; neglect of education by, the most 
 astonishing fact in the history of, 235 ; a scientific educational system 
 forced upon the South by, would have averted the war of rebellion, 237 ; 
 could not protect property in slaves, 238 ; social conditions in, similar 
 to those prevailing in Europe, 313 ; illiteracy in, 313 ; increase of illiter- 
 acy in, 313; every sixth man who votes in, is unal)le to write his name, 
 313; land system of, rivals tiiat of England in injustice, 317; history 
 of the land system of, by Henry D. Lloyd, in the Chicago Tribune, 317- 
 319 ; the sentiment of patriotism justifiable only in, 323 ; the soldier of, 
 is a citizen of, 323, 324. 
 
 Universities, the men who have transformed the face of the earth came not 
 from the, 185 ; Bacon's caustic remark in relation to the, 185 ; on Bacon's 
 plan would have united science and art, 185. 
 
 Use — the greatest thing in the material world, 378. 
 
 V. 
 
 Valerius, died so poor that he was buried at the public charge, 268. 
 
 Venus, made the wife of Vulcan, tlie God of Fire, 70. 
 
 Von Kaas, Rittmeister Claussen, lectures on the subject of manual training 
 
 in Germany, 368. 
 Vulcan, the God of Fire, given Venus to wife, the father of Oupid, 70. 
 
 I W. 
 
 Waif, the, description of, by John Morrissey, 314; destined to become an 
 equal citizen, 315; made Tweedism in New York City possible, 315; 
 pollutes the fountains of justice, 315, 316 ; menaces the government with 
 destruction, 316 ; permitted by the hundred thousand to develop into a 
 savage, 316 ; power of, to tax civilized people, 316. 
 
 Walton, George A., report of, in regard to investigation of the schools of 
 Norfolk County, Mass., 196-199.
 
 INDEX. 463 
 
 Wars, modern, of European nations involve no principle, 290. 
 
 Washington University, manual training department of, established in 1878, 
 338, 339; excerpts from the prospectus of, 1882-83, showing the prog- 
 ress of manual training, 339, 340 ; founding of manual training depart- 
 ment of, due to the energy and foresight of Dr. Woodward first, and 
 second, to the donations of private citizens, 340, 341. 
 
 Watch Company, Elgin National, makes a thousand watches a day — all 
 perfect, 8*7 ; makes two hinidred thousand watch-screws in a few min- 
 utes, 87. 
 
 Watt, James, the last link in the chain of steam-engine inventors, 15; 
 Dr. Draper's eulogy of, 15; chief difficulty of, in perfecting the steam- 
 engine, 84, 85 ; Snieaton's opinion that the engine of, could not be made 
 to work with hand made tools, 85 ; sketch of the life and career of, 119, 
 120 ; a dull boy in school, 120 ; tribute of Sir Walter Scott to the great- 
 ness of, 120 ; every incident in the life of, now eagerly sought for, 1*71. 
 
 Weaving Machinery, improved, opposition to introduction of, in England, 
 178. 
 
 Wiiitney, Eli B., inventor of the cotton-gin, 84. 
 
 William the Conqueror, his appreciation of the importance of hmd proprie- 
 torsiiip, 317. 
 
 Williams, Rogei', the champion of absolute freedom of thought and speech, 
 309. 
 
 Wilson, Dr. George, his panegyric on the hand, 145. 
 
 Wisdom, the power of discriminating between what is true and what is 
 false, 152; the hand used as the synonym of, because it is only in the 
 concrete that the false is sure of detection, 152. 
 
 Woman, tremendous influence of, upon the destinies of the human race, 
 125 ; neglect of past ages to educate, a crime, 125; education of, more 
 important than that of man, 128; condition of, in a state of savagery, 
 249 ; reform in education must begin with, 365 ; the education of, more 
 imperative than that of man, 365 ; neglect of the education of, among 
 the ancients, 366; degradation of, in the Middle Ages, 366; contempt 
 of, by Bacon, Swift, Addison, and Johnson, 366 ; Shakespeare's tribute 
 to, 366 ; Ruskin's worship of, 366 ; the purity of the home and the effi- 
 ciency of the school depends upon, 367 ; in the van where the imagi- 
 nation leads, 367; less selfi.'^h than man, 367; intuitions of, truer, ideals 
 higher, sense of justice finer, and of duty stronger than those of man, 
 367 ; the teacher of man from the cradle to the grave, 367. 
 
 Woodward, Dr. C. M., Director of the St. Louis Manual Training School, 
 121 ; statement of, as to intellectual effect of manual training, 121 ; his 
 account of the origin of the St. Louis school, 339. 
 
 Wood-turning laboratory, radical change of, from carpentry — from angles 
 to spherical, cylindrical, and eccentric forms, 30 ; the value in the arts 
 of the lathe, 30; its mythical origin, 33 ; its application and uses among 
 the ancients, 34; fashionable in the sixteenth and seventeenth centuries
 
 464 INDEX. 
 
 in England and France, 34 ; purpose of, is not to make turners, but to 
 educate boys, 39; the macliinery of, in motion, 39 ; pen-pictuie of the 
 students in, 39; the lesson in detail in, 40; tlie students at their lathes 
 in, 43 ; the instructor passes upon the work of the class in, 44. 
 
 Wootz, or IiKiian steel, piodured near Golconda, and used in the fabrica- 
 tion of Damascus blades, 72 ; millions of dollars expended in efforts to 
 produce the equal of, 72. 
 
 Words, we.ikness of, 141 ; cannot attain to definiteness save as living 
 outgrowths of realities, 150; easy to juggle with, and make the worse 
 appear the better reason, 224; educational systems still train in, rather 
 than in things, 325, 326. 
 
 Workingman's School and Free Kindergarten of New York City, the most 
 comprehensive educational institution in the world, 342; scope of, 343; 
 purpose of, identical with that of the manual training school, 343; 
 methods of instruction in the, 343, 344. 
 
 Yarranton, Andrew, according to Patrick Edward Dove, was the founder of 
 English political economy, 175. 
 
 Zenophon, after conducting the retreat of the Ten Thousand, led a detach- 
 ment of Greeks on a pillaging expedition, 255. 
 
 THE END.
 
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