CONTENTS.
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, Comenius, 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 Apostrophe 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; with 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 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.[14]
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 Æsthetic in Art. — The Fundamentals. — Object and Constructive Drawing. — Drawing for the Exercises in the Laboratories. — The Educational Value of Drawing. — The Language of Drawing. — Every Student an expert Draughtsman at the end of the Course.[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 Information. — Working Drawings of the Lesson. — Asking Questions. — The Instructor Executes the Lesson. — Instruction 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.[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 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. — Maudsley’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.[30]
CHAPTER VII.
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 Discoveries. — 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 Picture of the Laboratory. — Thus were the Hundred Gates of Babylon cast. — Neglect of the Practical Arts by Herodotus. — How Slavery has degraded Labor. — How Manual Training is to dignify it.[45]
CHAPTER VIII.
THE FORGING LABORATORY.
Twenty-four manly-looking Boys with Sledge-hammer in Hand — their Muscle and Brawn. — 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 British 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, first 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 should 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.[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 Automatic Tools; their Accuracy. — The Hand-made and the Machine-made Watch. — The Elgin (Illinois) Watch Factory. — The Interdependence 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 Development 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.[105]
CHAPTER XI.
THE INTELLECTUAL EFFECT OF MANUAL TRAINING.
Intelligence is the Basis of Character. — The more Practical the Intelligence 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, Stephenson, 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.[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 Influence 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 her 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 the Arts is always Beneficent — hence Manual Training tends to correct vicious mental Impulses. — Every mental Impression 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 Subjective in Education. — Words without Acts are as dead as Faith without Works.[130]
CHAPTER XIV.
THE MIND AND THE HAND.
The Mind and the 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; they 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 Passive; 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 Language, and Language dependent upon Objects; and all Artificial Objects are the Work of the Hand. — Progress is therefore 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.[144]
CHAPTER XV.
THE POWER OF THE TRAINED HAND.
The Legend of Adam and the Stick with which he subdued the Animals. — 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 Inventor 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 latter’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. — 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 Admission 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.[170]
CHAPTER XVII.
POWER OF STEAM AND CONTEMPT OF ARTISANS.
A few Million People now wield twice as much Industrial Power as all the 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, Littérateurs, 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. Galton 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 Resistance 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 Antiquity forbid it. — The Schools educate Automatically. — A glaring 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.”[191]
CHAPTER XIX.
AUTOMATIC CONTRASTED WITH SCIENTIFIC EDUCATION — Continued.
The Failure of Education in America shown by Statistics of Railway and Mercantile Disasters. — Shrinkage of Railway Values and Failures of Merchants. — Only Three per Cent. of those entering 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 the 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 Exercises. — Demoralizing Effect of Unscientific Training. — The Failure of Justice and Legislation as contrasted with the Success of Civil Engineering and Architecture.[210]
CHAPTER XX.
AUTOMATIC CONTRASTED WITH SCIENTIFIC EDUCATION — Continued.
The Training of the Merchant, the Lawyer, the Judge, and the Legislator contrasted with that of the Artisan. — The Training of the Merchant 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 Property. — The British Government and the Land Question. — The Thoroughness of the Training given by Schools of Mechanic Art and Institutes of Technology as shown in Things. — Story of the Emperor of Germany and the Needle-maker. — The Iron Bridge lasts a Century, the Act of the Legislator wears out in a Year. — The Cause of the Failures of Justice 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]
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 Contempt 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 Slavery below. — Their Education consisted of Selfish Maxims for the Government of the Many by the Few, and Government meant the Appropriation of the Products of Labor. — Analysis of Greek Character — its Savage Characteristics. — Greek Treachery and Cruelty. — Greek Venality. — Her Orators accepted Bribes. — Responsibility of Greek Education and Philosophy for the Ruin of Greek Civilization. — 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.[247]
CHAPTER XXII.
EDUCATION AND THE SOCIAL PROBLEM — HISTORIC.
ROME.
Vigor of the Early Romans — their Virtues and Vices; their Rigorous Laws; their Defective Education; their Contempt of Labor. — Slavery: 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 construct all the great Public Works; they Revolt, and the Legions Slaughter them. — The Gothic Invasion. — Rome Falls. — False Philosophy and Superficial Education promoted Selfishness. — Deification 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.[263]
CHAPTER XXIII.
EDUCATION AND THE SOCIAL PROBLEM — HISTORIC.
THE MIDDLE AGES.
The Trinity upon which Civilization Rests: Justice, the Arts, and Labor; and these Depend upon Scientific Education. — Reason of the Failure of Theodoric and Charlemagne to Reconstruct the Pagan Civilization. — Contempt of Man. — Serfdom. — The Vices of the Time: False Philosophy, an Odious Social Caste, and Ignorance. — 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 Menace and a Sneer. — The work of Regeneration. — The Crusades. — The Destruction of Feudalism. — The Invention of Printing. — The Discovery of America. — Investigation. — Discoveries in Science and Art.[278]
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 Navies 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 Employments 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 Prosperity. — 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. — They must go out when the New Education comes in.[289]
CHAPTER XXV.
EDUCATION AND THE SOCIAL PROBLEM — HISTORIC.
AMERICA.
An Old Civilization in a New Country. — Old Methods in a New System 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 escaping 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 Public 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 Reform depends upon a complete Educational Revolution. [307]
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 Massachusetts 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. — Dr. Woodward, of Washington University, St. Louis, Mo., establishes the second School in this Country. — His Historical Note in the Prospectus of 1882-83. — First Class graduated 1883. — Manual Training in the Agricultural Colleges. — In Boston, in New Haven, in Baltimore, 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. Belfield. — His Inaugural Address. — Manual Training in the Public Schools of Philadelphia. — Manual Training in twenty-four States. — Revolutionizing a Texas College. — Local Option Law in Massachusetts. — Department of Domestic Economy in the Iowa Agricultural College. — Manual Training in Tennessee, in the University of Michigan, in the National Educational Association, in Ohio. — The Toledo School for both Sexes. — The Importance of the Education of Woman. — The Slöjd Schools of Europe.[328]
CHAPTER XXVII.
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, their System as a Mixture of Cram and Smatter. — The Controversy between the School-master of the Old Régime 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 Régime. — 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 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. — 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 Hand. — Robert Seidel on Familiarity with Objects. — Material Progress the basis of Spiritual Growth. — Plato and the Divine Dialogues. — Poverty, Society, and the Useful Arts. — Selfishness must give way to Altruism. — The Struggle of Life. — The Progress of the Arts and the final Regeneration of the Race. — The Arts that make Life sweet and beautiful. — The final Fundamental Educational Ideal is Universality. — Comenius’s definition of Schools — the Workshops of Humanity. — That one Man should die ignorant, who had capacity 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.[370]
APPENDIX[387]
INDEX[427]