Chapter XLIII: Appendix: Statistics.--Manual Training, 1883-1898, in the United States (3)

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.