Chapter XLIV: Appendix: Statistics.--Manual Training, 1883-1898, in the United States (4)

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.

THE END

Transcriber’s Notes

Inconsistencies in spelling, hyphenation, etc. (including in proper
names) have been retained, except as mentioned below.

Depending on the hard- and software and their settings used to read
this text, not all elements may display as intended.

As explained in the Preface, the book contains both endnotes per
chapter and footnotes. This distinction has been kept in this text,
with the endnotes being numbered E1, E2, E3, ... and the footnotes
having numbers 1, 2, 3, ....

Page 85, “Machine-made tools were unknown ...: either the closing
quote mark is missing, or the opening quote mark was included
erroneously.

Page 169: there is a footnote marker * on this page, but no footnote.

Page 179, paragraph starting When labor was only another name ... and
related foot- and endotes: several quote marks appear to be lacking.

Page 180, Footnote 36: there probably should have been a closing quote
mark after ... exercises of humanity.

Page 327, Endnote [E31]: there is no marker in the text for this note.

Page 400, Minnesota, Minn.: as printed in the source document;
probably an error for Minneapolis, Minn.

Page 464, Zenophon: the text consistently uses Xenophon.

Changes:

Illustrations and footnotes have been moved out of text paragraphs.

Some obvious minor typographical and punctuation errors have been
corrected silently.

Table of Contents: Several page numbers have been corrected to the
book’s actual page numbers.

Page 6, Endnote 1: closing quote mark inserted after ... principles of
scientific education.

Page 13: closing quote mark inserted after ... be learned by doing
them.

Page 58: ... accessaries, as anvils, ... changed to ... accessories,
as anvils, ....

Page 77, Endnote 2: opening quote mark inserted before The inquiry of
truth ....

Page 171: Maudslay, Clement Murray, Nasmyth changed to Maudslay,
Clement, Murray, Nasmyth.

Page 194: Opening quote mark inserted before Applying our popular
schemes ....

Page 257: Endnote marker numbering [E1] corrected to [E11] to conform
to endnotes for this chapter.

Page 392, footnote [125]: Of the 51 cities tabulated ... changed to Of
the 54 cities tabulated ....

Page 432: Chicago Manual Training School, equipment of: 341 changed to
347.