Mind and Hand: Manual Training the Chief Factor in Education

by Charles H. Ham

From Finland the new educational ideals developed by Otto Cygnaeus spread to Sweden, and thence to the world at large. Dr. Salomon of Naäs 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 provincial authorities, agricultural and private societies, and parish authorities. The Naäs seminary for the instruction 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 $12,060.

There is no definite data on Manual Training in Norway earlier than 1889, though Sloyd had doubtless been introduced 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 elementary schools in which Sloyd is optional is given at 236,161; number of students in city schools where Sloyd is compulsory, 58,871.

In 1883 the first Danish Sloyd school was established. The Copenhagen Seminary for instructing teachers of Sloyd was established 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 schools 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 ascendency. 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 education have not developed greatly in Scandinavian countries. Sweden has two important schools for weaving, the Eskilstuna school for metal-workers, and four technical schools. Norway has two schools for teaching the wood-carver’s trade, two of carpentry, a school for mechanics, three technical schools, and four industrial schools for women. Apart from the numerous schools of home industries, difficult if not impossible to classify, Denmark has a trade-school for shoemakers, and one of considerable importance for watch-makers.

Manual Training in the Netherlands.

The normal course in the Netherlands includes Manual Training 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 trade and apprenticeship schools, the government taking far more interest in these than in Manual Training. In 1895 there were twenty “Ambachtscholen” (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 elementary 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 commission which sat through February, 1896, were upon the importance 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 Naäs, Sweden, with certain modifications to suit local conditions, 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 Manual Training is a recognized part of the course of instruction 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., arraigns the schools of Massachusetts for automatism, [201]; declares that, in the public schools, children are regarded as automatons, etc., [205].
• Adler, 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 away, [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 exaggerated in, [323]; the eyes of mankind rest upon, alone with hope, [323].
• Americans, are transplanted Europeans controlled by European mental and moral habitudes, [323]; will not vote away their right to vote, [324], [325].
• Anaxagoras, his characterization of man as the wisest of animals because he has hands, [152].
• Ancients, reverence due them for their art triumphs, [73]; temples of, remained long as instructors of succeeding generations, [73]; educational theory of, contrasted with that of moderns, [123]; ignorance of, on the subject of physiology, [153]; speculative philosophy the only resource of, [153]; slow growth of, in morals due to the 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 Damascus steel, [72].
• Antwerp, Flemish silk-weavers of, flee to England upon the sacking of, [34].
• Apollo, bronze statue of, at Rhodes, [47].
• Apprentice system, the, gives skilled mechanics to England, [181].
• Apprentices better educated than school and college graduates, [239].
• Architecture, limit of, attained in Greece and Rome, [73].
• Aristocracy, alliance of, with the 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 sixpence, [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 progress, [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 deserving of veneration than the artist, [74]; regarded with disdain by statesmen, lawyers, littérateurs, poets, and artists, [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 engineers, machinists, and artisans, [185].
• Arts, the fine, not so fine as the useful, [74]; can exist legitimately only as the natural outgrowth of the useful arts, [279]; the so-called fine arts must wait for the expansion and perfection of the useful arts, [383]; civilization and the, are one, [384].
• Arts, the useful, finer than the so-called fine arts—their processes more intricate, [74]; no limit to their 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]; the true measure of civilization, [247]; depend upon labor, [278]; precede the fine arts, [279]; unknown in the Middle Ages, [281]; stagnation in, is the death of civilization, [283].
• Athenians and Spartans as thieves, [255].
• Atkinson, Edward, declares that the perfection of our almost automatic mechanism is achieved at the cost not only 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 environment 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 grammar, 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 the time of the 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 the universities, [127]; his proposal that a college be established 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, [343], [344].
• Barnesville, O., 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 definition 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].
• Bessemer, Sir Henry, his birth and early training, [162]; his appearance in London, a poor young man—his first invention, [162]; as young Gladstone enters the Treasury, he retires an unsuccessful suitor for the just reward of genius and toil, [163]; his burning sense of outrage, [163]; announcement 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 incredulity, [165]; his process of steel-making a complete success in 1860, [165]; compared with Mr. Gladstone, [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 Association, [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, [322].
• 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].
• Boy, the civilized, 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 practice, [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 expressing side power equal to that of the absorbing side, [193], [194]; the functions of the absorbing side extended, while those of the expressing side are restricted—diagram illustrating, [194]; functions of the expressing side of, increased by adding drawing and the manual arts, [195].
• Bramah, Joseph, inventor of automatic tools, [84].
• Breighton helps to solve the steam-power problem, [15].
• Bridge, the first iron, across the Severn, one hundred years old, but likely to last for centuries, [241].
• Bridgman, Laura, used the finger alphabet in her dreams, [150].
• Brindley, James, sketch of the life of, [172]; a common laborer—a millwright’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 the 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. Smiles’s “Lives of the Engineers,” [175].
• Bronze, castings of, in the ruins of Egypt and Greece, [46].
• Brooklyn Bridge illustrates the necessity of practical training for the civil engineer, [97].
• Brown, John, 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, condemned 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 English laws are those by which former laws are repealed, [187]; his declaration in regard to the obstinacy and stupidity of English legislators, [242].
• Budget, the European, shows that the standing armies are the overshadowing feature of the situation, [290]; the portion of, that goes to the maintenance of the standing armies, [291].
• Burgos, manufactures of, destroyed by the expulsion of the Moors from Spain, [283].
• C.
• Cæsar preferred to Cato, whose patriotism was above question, [274]; commentaries 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].
• Carlyle, 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-board by the instructor in, [25]; parts of the lesson 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 the day’s lesson, [26]; a tenon too large for its mortise, [29].
• Caste, a tendency to, disclosed in all history, [248]; illustration of, the earliest—the chief of the brawny arm, [248]; illustrations of, in savage and half-civilized communities, [248], [249]; in Egypt—in India, [249]; in the United States, [313].
• Castile, manufactures of, destroyed by the expulsion of the Moors from Spain, [283].
• Castle of the Middle Ages, the home of music and chivalry, [280].
• Cato a type of Roman persistence in the path of conquest, [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]; neglect 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 horseshoe, [203].
• Chicago, comparison of, with ancient Rome, [138].
• Chicago Manual Training School, description of building, [1]; its main purpose intellectual development, [3]; theory of, [4]; engine-room of, [14]; engine 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 questions used in examination of candidates for the first class in, [106-110]; curriculum of, [110], [111]; optional studies of, [111]; blending of manual and mental instruction in, [111]; missionary character of, [111]; the only independent educational institution 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]; opened February 4, 1884, [340]; officers and trustees of association of, [346]; object of, mental and manual culture, [347]; equipment of, [347]; library of, [347]; Dr. Henry H. Belfield director of, [348].
• Chicago Tribune, criticism of the methods of the public schools by the, [346]; columns of, opened to the author, [346]; effect of advocacy of manual training by the, [346].
• Child, the, becomes father of the 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 laboratory, [88].
• Christian religion, the, its failure to save Rome, [140].
• Cicero, 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 moral courage, [273].
• Cincinnatus found at the plough, [268].
• Cities, rapid concentration of population in, [137]; plague-spots on the body politic, [137]; dominated by selfishness, [137]; statistics of increase of population in, [313], [314]; the chief sources of society disturbances, [314].
• City, the modern, the despair of the 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 with 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 mental development wanting the element of rectitude, [132]; contrast presented by that of Italy in the fifteenth century, and that 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 anarchy, [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 educational 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, O., manual training in, [342].
• Coal, subject of production, cost, demand, and supply discussed in forging laboratory, [62]; history of application of, to useful arts, [63]; prejudice against use of mineral, 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 authorities of England on the ground that so large a quantity could not have been produced in the United States, [203].
• Commercial Club, the, founds the Chicago Manual Training School, [2]; guarantees $100,000 for its support, [3]; meeting of, March 25, 1882, [346].
• Common-school system of the United States, glaring defects of, shown by 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, Ill., manual training in, [342].
• Cooley, Lieut. Mortimer E., letter of, to the author on effects of manual training in the University of Michigan, [363].
• Cordova the abode of wealth, learning, refinement, and the arts, [282].
• Corporate power unduly promoted by reckless legislation on the subject of land in the United States, [320].
• Corporations, a creation of yesterday, the product of steam, [320]; almost as indestructible as landed estates, [320]; men trained from generation to generation to the care of, [320].
• Cort, 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 Association, [346].
• Cranege, the Brothers, inventors of the reverberatory furnace, [66].
• Crerar, John, Trustee of the Chicago Manual Training School Association, [346].
• Crusaders, their astonishment at the splendors of Constantinople, [285]; they expected to meet with treachery and cruelty—they found chivalry and high culture, [285]; they returned to Europe relieved of many illusions, [285], [286].
• Crusades, the, pitiful and prolific of horrors as they were, shed a great light upon Europe, [285]; brought the men of the West face to face with a progressive civilization, [285].
• D.
• Dædalus, invention of turning ascribed to, by the Greeks, [33].
• Damascus blades, the most signal triumph of the art of the smelter and the smith, [72]; the material of which they were made, and their temper, [72]; first encountered by Europeans during the Crusades, [72]; triumphs of genius not less pronounced than the Athena of Phidias, [74].
• Dark Ages, the shame of, caused by the neglect of the useful arts, [64]; maxims of Machiavelli explain 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 during 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].
• Della 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 All-alone’s”—philosophy of, [315].
• Dinwiddie, 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 between the life services of, to man and those of Sir Henry Bessemer, [169].
• Doane, John W., Trustee of the Chicago Manual Training School Association, [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 humility, the value of, [374].
• Drawing, thoroughness of training in, [16]; definition of, [16]; sketches of certain geometric forms, [17]; working drawings, pictorial drawings, and designs applied to industrial art, [18]; its æsthetic 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].
• Drayton, W. Heyward, historical sketch of origin of manual training in Girard College by, [353-355].
• Dudley, Dud, inventor of machinery for the application of mineral coal to smelting purposes, [64]; sketch of career of, [64], [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., manual training in, [342].
• Edict of Nantes, revocation of, drove artisans to England, [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]; certain fundamentals of, upon which all are agreed, [125]; Rousseau’s definition of, [125]; begins at birth and continues to the end of life, [126]; Froebel’s definition of, [126]; old system of, condemned by Bacon, Comenius, Rousseau, Pestalozzi, and Froebel, [126]; of woman more important than that of man, [128]; develops innate mental qualities and forms character, [130]; all, is both mental and moral, [133]; any system of, that does not produce altruism is vicious, [136]; first step 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 Renaissance, [154]; of the hands as well as the brain necessary, [172]; the old, designed to make lawyers, doctors, priests, statesmen, littérateurs, 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 existing 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 truth is to be found only in things, [224]; the New England system of, very defective, but to it the country owes the quality of its civilization, [235]; in South Carolina the monopoly of a class, [235]; a scientific system of, would have averted the War of Rebellion in the United States, and kept down the debt of England, [237]; why popular, is provided for by the State, [237]; the sole bulwark of the State, [238]; the best is the cheapest, [239]; of New England does not produce great lawyers, great judges, or great legislators, [239]; exclusively mental, stops far short of the objective 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]; the system of, which does not teach the application of facts to things, 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 depravity, [267]; a false system of, wrecks the Roman civilization, [277]; scientific, essential to the salvation of the trinity upon which civilization rests, [278]; how to make it universal in Europe, [292], [293]; possible only in Europe through the disbandment of the standing armies, [295]; in Germany, has taught the people to hate standing armies, [298], [299]; is causing the emigration of Germany’s best citizens, [302]; is the arch-revolutionist whose 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 system 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 districts 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 incongruities of the grossest character, [311]; complete failure of, to promote rectitude, [311]; defects of system of, in the United States, shown by the ignorance and crimes of legislators, [317]; may be made universal 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 directed by the mother, [366]; the new, becomes one aggressive force, [372]; the new, confided to the teachers of the old régime, [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].
• Elizabeth, Queen, use of iron by, to defeat the Spanish Armada, [61].
• Emerson, his declaration that Napoleon was typical of the modern man, [134]; his observation that during the Crusades “the banker with his 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 times, [61].
• England, history of the early iron manufacture of, [63]; decline of the iron industry of, during the seventeenth century, [65]; the people of, import their pots and kettles, [65]; workshops of, originate great inventions during the period 1740-1840, [115]; apprentices of, become learned men, [115]; material condition of, [250] years ago, [158], [159]; civilization and transformation 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, essential to an ideal civilization, [375].
• Europe, face of, and civilization of, changed during the Crusades, [286]; growth of the middle class of, [286]; the artisan 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]; susceptible of being made clear only in things, [208].
• Eye, not a more important organ than the hand, because it is situated nearer the brain, [154].
• F.
• Fairbank, N. K., Trustee of the Chicago Manual Training School Association, [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 Association, [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 cutter 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 in, [69]; the school-room 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 be struggled in vain to establish, [2]; first applies Rousseau’s ideas to school life, [126]; his definition of education, [126]; condemns the old system of education, [126]; a character of, [127]; his discovery 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].
• Fuller, William A., Secretary of the Chicago Manual Training School Association, [346].
• Fulton, Robert, an American inventor, [84].
• G.
• Galileo, persecution of, for his great discovery, [177], [178]; persecutors of, believed and trembled, [287].
• Galton, 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 political 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 wood-turner, [34]; gives John 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 her 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 against the standing army, and flees from it, [297], [298]; high value of citizenship of, [298]; citizenship freely abandoned, because 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 policy of international hate, [300], [301]; losing the flower of her population—the strong—the weaklings, the paupers, the aged, and the 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 promoting the adoption of manual training in, [354].
• Gladiatorial games, atrocities of, in Rome, contrasted with the sublime precepts of Seneca, Plutarch, and Marcus Aurelius, [138]; extent of slaughter 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-office without his just reward, [163]; a great orator, and a great financier, a talker, a maker of laws and treaties, constantly in the public eye, [163]; in office and out of office, [163], [164]; from Toryism to Liberalism—an easy transition, [164]; compared with Sir Henry Bessemer, [165], [166]; England heaps honors upon him while she neglects Mr. Bessemer, [168]; comparison of the life and services of, to man, with those of Mr. Bessemer, [169]; stands for the old system of education, [169]; admission of, that the great mechanics of England had 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 Parker on methods of instruction in, [206].
• Great Powers of Europe all hampered by great debts, [296].
• Greece, Egypt the University of, [251]; every intellectual Greek made a voyage 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]; declaration of Thucydides that there was neither promise that could be depended 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 to the discovery of the truth and the exposure of the false, [149]; the preserver of the power of speech through the endless succession of objects it presents to the 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 inheritance 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], [156]; James MacAlister on the power and versatility of the [[note]], [156]; wields the mechanical powers—its works, [158]; the wise counsel of the practical, 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 refined and spiritualized by the sense of touch, [379]; the multitudinous works of the, [379], [380].
• Hand-work, difficulties of, illustrated, [86]; educative value of, [375].
• Hargreaves, James, inventor of the “spinning-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 systems of education that have prevailed among mankind, [234]; are normally 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, [33].
• 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-steel, and its effect upon the Sheffield cutlery market, [116]; how his secret was stolen, [117]; declines a membership 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 are indissolubly connected, [244].
• Ignorance, illustration of, in the opposition of a Roman Emperor to the use of improved machinery, [178]; reverences the past, never doubts, is suspicious, an enemy of all progress, [179]; in the schools of Norfolk County, Mass., [197].
• Illinois Penitentiary, statistics of show that four out of five of the 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 the, [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 training in, by Director Della 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, littérateurs, 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 curriculum, [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 instrument 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 hundreds of cords of wood before the introduction of “pit” coal for smelting purposes, [63]; the foundation of every useful art, [81].
• Italy, government of, during the Middle Ages, consisted of a menace and a sneer, [284].
• J.
• 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].
• Jews, learning of, exerted an ameliorating influence upon the darkness of the Middle Ages, [285].
• Judges, training of, is exclusively subjective, [230]; rendered selfish by subjective 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, father of the manual training school, [5]; fills a place unoccupied until the time of Froebel, [126]; educational principles of, susceptible of universal application, [126]; analysis of, [128]; leads logically to the manual training school, [129]; method of, is scientific, [207]; method of, is the expression of ideas in things, [245]; realizes the dream of Bacon, Comenius, and Pestalozzi, [245]; exhibits 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 indifference, [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 independence, 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 comprehensive 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 cheaper than that of cattle, in Rome, [266]; the useful arts depend upon, [278]; the foundation of national prosperity, [293]; essential to triumphs in literature, music, and the fine arts, [293]; not gold and 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 public mind, [177]; contempt of, leads inevitably to social disintegration, [247]; the battles of antiquity were contests for the possession of, [253]; reduced to slavery in Rome, [265]; spurned in Rome, [266]; the 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 sacrifice his desire for education, his love of the beautiful, of dignity, and of a home adorned by art, [295].
• Laborers thrown into the arena in Rome to be scrambled for, [269].
• Landed estates, effect of concentration of, in a few hands, [320]; vast, conferred upon a few corporations in the United States—double the area of that owned by the lords of England, Scotland, and Ireland, [321].
• Language, thought impossible 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 together in unity there will be but one, [299] [[note]].
• Lawyers more highly esteemed than civil engineers, machinists, and artisans, [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 exalted 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 England, [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 they repeal than in those they enact, [226], [227]; 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 submission, [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].
• Littérateurs 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—syllabus of, [317]; opening paragraphs of the history of the United States by, [318], [319]; declaration of, that we must hereafter find freedom in the society 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].
• 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 hundred years, [154]; his graphic description of the power and versatility of the hand [[note]], [156]; observation of, that a skilled hand, to the majority of men, is quite as important as a well-filled 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 [[note]], [358], [364].
• Macaulay’s, Lord, analysis of the Baconian philosophy, [377].
• Machiavelli, philosophy formulated by, [284]; political maxims of, not invented by him, [284]; maxims of, atrocious character of, [284], [285]; maxims 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, [180].
• 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 projects 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 automatic, and driven by steam, [8]; revolution in the useful arts caused by the, [78]; what this creation of modern times, a huge automaton with steam coursing through its veins, does, [78-81]; its arms, its hands, its brain, its food, and its products, [81]; lines of modern development converge in the, [81]; human pursuits widely diversified by, [82].
• Macomber, 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].
• Man, the two states of—with and without tools—contrasted, [7]; 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 of, increased by 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 labor given by, in extenso, [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 philosopher, [153]; exactly what it is, [200]; is natural and hence efficient, [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, [333], [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, Ill., Montclair, N. J., Cleveland and Barnesville, O., San Francisco, Cal., and Baltimore, Md., [342]; exhibits of work of, at the meeting of the National Educational Association 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 Pennsylvania 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 [[note]], [352]; in the Tulane University, [353]; in the Miller School at Crozet, Va., [353]; in Girard College, [353]; in the Alabama Agricultural and Mechanical 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 public instruction by Massachusetts and Connecticut, [360]; in the 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 University, Cleveland, and Toledo, O., [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 of, constructs a machine, breathes into it the breath of life, and with it moves mountains, [201]; methods of, twenty times more valuable than the unscientific methods of the trade-shop, [219]; pupil of, is an investigator, his reasoning opens new fields of thought with 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 book 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 the idea of Bacon, Comenius, Pestalozzi, and Froebel, [245].
• Massachusetts Institute of Technology, its models of mechanical manipulation presented by the Emperor of Russia, [66]; first institution of learning in the United States to adopt 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 course 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 expression, [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 progress 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 diminishes the demand for, [94]; of the early time had none of the advantages of the manual training school, [172]; their sufferings and misfortunes, [172]; no such failure of, as there is of merchants, [227]; thoroughness of training of, [239].
• Mediæval period, the speculative philosophy of, still projects its baleful influence over our institutions of learning, [185]; graphic picture of society in, by Winwood Reade, [280], [281]; the art of war only flourished in, [281]; precarious condition of the serfs in—fate of—to be killed in battle 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 of, [284]; 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].
• Menander, 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 their avocation, [212]; failure of, made too easy, [213]; honor of, in France [[note]], [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 failure 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 attempts to execute its devices, [240]; succeeds when the hand executes its plans, but fails in merchandizing, 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, Ill., 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, springs from intelligence, [113]; is not a mere sentiment, a barren ideality, [142]; of Christ and Paul, [142]; is a vital principle whose exemplification consists in doing justice, [142]; cannot be acquired by memorizing a series of maxims, [143]; of a community is in the ratio of its intelligence, [238].
• Morrissey, John, his brief autobiography, [314], [315].
• Mother, the, in the arms of, the infant mind rapidly unfolds, [365].
• Moulding, the oldest of human discoveries, [46].
• Murray, Matt, inventor of flax 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 in 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]; his 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 applied the 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 relation to them, the people 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 the other a vested wrong, [291]; how they can be paid, and education promoted at the same time, [292]; can be paid only by disbanding the standing armies, [295]; will reduce their governments to bankruptcy unless standing armies are disbanded, [296].
• National Educational Association, manual training exhibits at, 1884, meeting of, [342]; meeting of 1885 adopts a resolution endorsing the kindergarten, [363]; illogical action of, in laying upon the table a resolution endorsing manual training, [363], [364].
• Nations, the rise, progress, and decay of, [252], [253]; sink as the column of debt 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 civilization 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 unscientific, [239].
• 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, [286].
• Norway appropriates money for teaching hand-cunning in the schools, [368].
• O.
• 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].
• Ohio, high rank of, industrially, [364]; making great strides towards a more practical system of education, [364]; State University of, manual training 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 furniture 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 normal, 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]; willing 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. Francis W., declares that 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], [207]; asserts that 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 embellish Athens, and was convicted of peculation and fined, [255].
• Persia, no provision in, for either the mental or moral training of woman, [366]; the boy in, excluded from the presence of his father till the fifth year, [367].
• Peru, Ill., manual training in, [342].
• Pestalozzi, the school he struggled in vain to establish, [2]; his definition of education, [12]; his condemnation of the old system of education, [126]; foresaw the kindergarten and the manual training school, [245].
• Phidias familiar with the turning lathe, [33].
• Philadelphia, manual 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 training, [356], [357]; hand-training introduced into the public schools of, [358].
• Philosophers, the, little time to speculate with, [180].
• Philosophy established on a scientific basis—the study of natural phenomena, [153]; of the Greeks scorned both science and art, [257].
• Physical development, 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 information of students in regard to—newspapers and encyclopedias, [25].
• Plato, his theory of the divine origin of caste, [123]; blinded 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 arts, [176], [177], [369]; regarded the soul’s residence in the body as an evil, [256]; opinion of, that the majority is always dull and always wrong, [280]; the creation of his Divine Dialogues depended 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, machinists, and artisans, [185].
• Poole, Dr. William F., courtesy of, to the students of the Chicago Manual Training School, [348].
• Poverty, its final abolition depends upon the multiplication of the useful arts, [383].
• Power, generation of, the object of education, [244]; to generate and store up either mental or physical, not to be exerted, is a waste of energy, [245].
• Printing, the art of, essential to progress in the useful arts, [73]; not so necessary to progress in the so-called fine arts, [73]; removes the seal from the lips of learning, [286]; makes every discovery in science and every invention in art the heritage of all the ages, [286]; the invention of, paralyzed authority, [287].
• 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 steamships, [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 the 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 which educational, is to be sought, [385].
• Property, no security for, in a community devoid of education, [237]; intelligence alone confers a sacred character upon, [237]; may 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 governments of history have been destroyed in the effort to fulfil this function 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 and honestly held, [238]; all in the United States may be devoted to education by the ballot, [324].
• Prudence, extreme, consistent with rectitude, [136]; selfishness 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 Tribune, [317], [318], [319].
• Public schools of New England, [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 Greco-Roman subjective system, [310].
• Public 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 Association, [346].
• Purdue University, pronounced success achieved in manual training in, under the directorship of Professor 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 prevailing 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].
• “Rocket,” the, George Stephenson’s first locomotive, [118].
• Roebuck, Dr. John, a patron of Watt, [84].
• Roman aristocrats, were refined and accomplished, [276], [277]; savage contest 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 corner-stone of, [265].
• 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 Virginius, [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]; philosophy of, so shallow as to render them callous to the great crimes upon which the State rested, [272]; debasing influence of the Greek philosophy upon, [274]; under the Empire rewarded vice and punished virtue, [274]; preferred Cæsar, 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]; supply of laborers for, maintained by depopulating conquered countries, [265]; in the train of the legions returning 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 conquered countries used to bribe courts, senators, and the populace, [267]; nothing safe in, from the hand of rapacity, [267]; grew rich through plunder, and poor in public and private virtue, [267]; bribery in, [268]; great social change in, after the fall of Greece and Carthage and the reduction of Asia, [268]; summary of the causes of the 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 philosophy 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 education, [124]; his theory of the vital importance of early training, [125]; his definition 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 [[note]], [145]; on disciplining the fingers in the laboratory of the goldsmiths [[note]], [148]; on learning by labor what the lips of man could never teach [[note]], [152]; tribute of, to labor [[note]], [161]; on rogues, a manufactured article [[note]], [237]; on how national debts bear upon labor [[note]], [291]; on how standing armies are supported [[note]], [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 manipulations to the Massachusetts Institute of Technology, [69]; offers John Arnold 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].
• Saracens, the friends of education, 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 would perish, [215]; ninety-nine times in a hundred he traces the footsteps of his enemy in the forest, [215], [216]; education of, is scientific, [216]; in the practical character of the training of, consists its excellence, [217]; mystery which envelops skill of, solved, [219]; ignorant, in his primitive state, of all the arts, [278].
• Savonarola, the hater of abuses in the Roman Catholic Church, [234]; at the death-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 [[note]], [180].
• Schools, the, have not moved forward with events, [154]; are still dominated by mediæval ideas of speculative philosophy, [154]; as an industrial agency are a failure, [202]; were established as a bulwark of liberty, [202]; denounced, [371]; must be transformed from the ornamental type of Greece into laboratories for the development of useful men and women, [384]; a vast number of, have been dedicated to the new education—are they 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 “The 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 between, and unscientific, [217]; description of, by Miss S. E. Blow, [218], [219]; is natural education, [223]; brightens, stimulates, and develops, while automatic stupefies, [223], [224].
• Scientist, the, a public benefactor, [160]; studies the stars, the earth, and the air in 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, Jesup W., the founder of the Toledo Manual Training School, [358].
• Scott, Maurice, contributor to the fund for the founding of the Toledo Manual Training School, [364].
• Scott, William F., contributor to the fund for the founding of the Toledo Manual Training School, [364].
• Sculpture, 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. Joseph, munificence of, established Professor Adler’s Workingman’s School in New York City on a firm basis, [345].
• Selfishness, the arch-enemy of virtue, [134]; maxims in honor of, [134]; Napoleon a colossal example of the folly 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]; vanquishes 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, through 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 gladiatorial games, [138]; his doctrine of humanity, [139]; ignores slavery, the slave, the laborer, and the useful arts, [268]; morals of, glittering generalities, 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 the 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 importance 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 England in its struggle for survival, [189]; influence of, not yet extinct, [189]; has kept its brand of shame upon the useful arts for thousands of years, [190]; how the Egyptian was reduced to, [250]; and labor were synonymous terms in Rome, [265]; a state of, is a state of war, [265]; confounded with freedom in the United States, [311]; negroes escaping from, 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 flourished, [312]; climate conditions, not education, saved this 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]; construct all the great public works in Rome, [269]; strike for liberty in Rome, and are slaughtered, [271]; clank of the chains of, in the streets of Boston, [311].
• Smeaton 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 German mechanics who contributed to the solution of the problem of the application of mineral coal to smelting purposes, [64]; his graphic picture of the versatility of the smith, [71]; his pen-picture of the steamship Warrior “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 the Huguenots, [185].
• Smith, the, gives direction to the course of Empire, [62]; a man of great consequence 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, kin 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 educational 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, educational 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].
• Speculation, rages on the exchanges of all large American cities, [322]; affects every class in the community, [322]; stimulates bad passions, and creates a distaste for 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]; dependent upon objects for its existence, [150]; has its origin not less in external objects than in the mind, [150]; 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 contrast between his views and the dictum of Dr. Dwight of Yale University, [374]; pointed out, the analogy between early methods of education and barbarism, [377].
• Standing armies, a legacy of evil from the Middle Ages, [289]; recruited from the ranks of the serfs, [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 what 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 prosperity, [303]; must everywhere soon disappear before the march of education, [303]; are as abnormal in Europe as slavery was in the United States, [303], [304]; are the instruments of tyranny, the last analysis of selfishness, [304]; the result of the Greco-Roman methods of education, [304].
• State, a, growth of, depends upon progress in the practical arts, [151]; ceasing to advance, its language ceases to grow, becomes stationary, stagnates, [151].
• Statesmen, not the authors of English progress, [159]; Buckle’s scathing arraignment of, [160]; more highly esteemed than civil engineers, machinists, 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 manufactories of Great Britain equal to the manual labor of four hundred millions of men, [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. Crane, 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].
• 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 Moyne Normal Institute—letter of, to the Author, [362].
• Stephenson, George, inventor of the locomotive, [84]; sketch of his remarkable 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 Cæsars, but hints at no cause therefor inherent 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 correcting 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 better informed it will be more honest, [325]; with increased intelligence it will gain the power to grapple with social abuses, [325].
• Superstition, how it arose through ignorance and selfishness, [249].
• Sweden, five hundred slöjd schools in, in 1882, [368]; supports a school for the training of teachers of slöjd schools at Nääs, [369].
• Syria, the founders, smiths, and all the artisans of, were slaves, [56].
• T.
• Tacitus, his account of the execution of four hundred slaves for the murder of one man, [265]; his lament at the decline of public virtue, [267]; is silent on the subject of the infamy of slavery, and on the shame of degrading labor, [272].
• Tancred the Crusader pays for King Arthur’s sword Excalibar “four great ships and fifteen galleys,” [71].
• Tarquins, the banishment of the, [264].
• Telegraph, the, influence of, upon the destinies of mankind, [170].
• Telephone, the work of the hand, [156].
• Telescope, the work of the hand, [155].
• Texas, Agricultural and Mechanical College of, [359].
• Theodoric, attempt of, to 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 vital importance than abstract ideas, [185]; the false, easily detected in—examples, [224]; the study of, steadies and balances the mind, [225]; the 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 immature judgments to the verification of, [379]; the source of ideas, [379]; essential to spiritual development, [384].
• Thinking, acting is the complement of, [244].
• Thought, must be incarnate in things, or it is dead, [141]; is not even present to the thinker until he has set it forth, out of himself, [150]; independent, 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 things, [244].
• Thucydides arraigns the Greeks as falsifiers and perjurers, [255].
• Thurston, Robert H., on the tremendous power wielded by the mechanic, [183].
• Toledo, O., Manual Training School, inception of, due to the generosity of the late Jesup W. Scott and his three sons, [364]; connected with the public high-school, [364], [365]; students of, consist of both sexes, [365]; 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 of James Watt’s culture, [119]; George Stephenson’s career an illustration of the intellectual effect of, [119]; testimony of the Director of the Artisans’ 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 Della Vos, Director of the Imperial Technical School of Moscow, as to intellectual effect of, [121]; effect of, as shown by the experience of the Mechanic 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 fundamental sense, the mother-tongue of, language, [381]; its versatility, [381].
• Townships of New England, their establishment logical, [309].
• Tradition, tyranny of, [124].
• Truth, the struggle after, [233]; the love of, natural, [233]; heroes honor it, [234]; conspicuous through efforts to suppress it, [287].
• Tulane, Paul, founder of the Tulane University of New Orleans, La., [353].
• 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 possible 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 illiteracy in, [313]; every sixth man who votes in, is unable to write his name, [313]; land system of, rivals that 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, the 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 Cupid, [70].
• 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].
• 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 progress of manual training, [339], [340]; founding of manual training department 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, [87]; makes two hundred thousand watch-screws in a few minutes, [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]; Smeaton’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 greatness of, [120]; every incident in the life of, now eagerly sought for, [171].
• Weaving Machinery, improved, opposition to introduction of, in England, [178].
• Whitney, Eli B., inventor of the cotton-gin, [84].
• William the Conqueror, his appreciation of the importance of land proprietorship, [317].
• Williams, Roger, 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 efficiency of the school depends upon, [367]; in the van where the imagination leads, [367]; less selfish 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 in England and France, [34]; purpose of, is not to make turners, but to educate boys, [39]; the machinery of, in motion, [39]; pen-picture of the students in, [39]; the lesson in detail in, [40]; the students at their lathes in, [43]; the instructor passes upon the work of the class in, [44].
• Wootz, or Indian steel, produced near Golconda, and used in the fabrication of Damascus blades, [72]; millions of dollars expended in efforts to produce the equal of, [72].
• Words, weakness 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].
• Y.
• Yarranton, Andrew, according to Patrick Edward Dove, was the founder of English political economy, [175].
• Z.
• Zenophon, after conducting the retreat of the Ten Thousand, led a detachment of Greeks on a pillaging expedition, [255].