Manual training, the solution of social and industrial problems

Preface

In 1 879 I read a paper before the Chicago Philosophical Society on the subject of " The Inventive Genius ; or, an Epitome of Human Progress." The suggestion of the subject came from Hr. Charles J. Barnes, to whom I desire in this public way to ex2Dress my obligation for an introduction to a profoundly interesting study, and one which has given a new direction to all my thoughts.

At the conclusion of my labors in the preparation of the paper, I realized the force of Bacon's remark, that "the real and legitimate goal of the sciences is the endowment of human life with new inventions and riches."

In tracing the course of invention and discovery, I found that I was moving in the line of the progress of civilization. I found that the great gulf between the savage and the civilized man is spanned by the seven hand-tools — the axe,, thts saw, the- plane, the hammer, the square, the chisel, and the file — and that the modern machine-shop is an aggregation of these tools driven by steam. I hence came to regard tools as the great civilizing agency of the world. "With Carlyle I said, " Man without tools is nothing; with tools he is all." From this point it was only a step to the proposition that, It is through the arts alone that all branches of learning find expression, and touch human life. Then I said. The true definition of education is the development of all the powers of man to the culminating point of action ; and this ])owiv PKEFACE.

ei* in the concrete, the power to do some useful thing for man — this must be the last analysis of educational truth.

These ideas are not new. ' They pervade Lord Bacon's writings, are admirably formulated in Rousseau's " Emile," and were restated by Mr. Herbert Spencer twenty-five years ago. More than this, Comenius, Pestalozzi, and Froebel attempted to carry them into practical operation in the school-room, but with only a small measure of success. It remains for the age of steel to show how powerless mere words are in the presence of things, and so to emphasize the demand for a radical reform in educational methods.

In 1880 my attention was drawn to the Manual Training Department of the Washington University of St. Louis, Mo. In that school I found the realization of Bacon's aphorism, " Education is the cultivation of a just and legitimate familiarity betwixt the mind and things." I made an exhaustive study of the methods of the St. Louis school, and reached the conclusion that the philosopher's stone in education had been discovered. The columns of the Chicago Tribune were opened to me, and I wrote constantly on the subject for the ensuing three years. Meantime the Chicago Manual Training School (the first independent institution of the kind in the world) was founded and opened, and the agitation spread over the whole country, and indeed over the whole civilized world.

This work was commenced two years ago. I found the labor much more arduous than I anticipated, and its completion has hence been delayed far beyond the time originally contemplated for placing it in the hands of a publisher. It may be summarized briefly as consisting of four divisions : 1. A detailed description of the vari-

PREFACE. V

ous laboratory class processes, from the first lesson to tlie last, in tlie course of three years. 2. An exhaustive argument a posteinori and a fortiori in support of the proposition that tool practice is highly promotive of intellectual growth, and in a still greater degree of the upbuilding of character. 3. A sketch of the historical period, showing that the decay of civilization and the destruction of social organisms have resulted directly from defects in methods of education. 4. A brief sketch of the history of manual training as an educational force.

To Dr. John D. Runkle, of the Massachusetts Institute of Technology, the founder of manual training as an educational institution in this country, I cannot express too strongly my deep obligation for valuable suggestions and constant encouragement. To him also am I indebted for nearly all my illustrations, as also particularly for the excellent portrait of M. Victor Delia Vos, the founder of the new system of education in Russia. I am also under obligations to Col. Augustus Jacobson, a leading advocate of the new education, for constant counsel and su]3port, as also to Dr. Henry II. Belfield, Director of the Chicago Manual Training School, and Mr. John S. Clark, of Boston.

Of the authors consulted, I cannot forbear mention of Lord Bacon, Rousseau, and Herbert Spencer, whoso great works constitute the foundation of the new system of education according to nature. Nor can I omit to acknowledge, with all the emphasis of which words are susceptible, my obligations to Mr. Samuel Smiles. His works? from the lives of the engineers to the shortest of his biographies, constitute an inexhaustible treasure - house of facts from which I have drawn without stint. Mr. Smiles has traced the springs of English greatness to their true vi PREFACE.

source, the workshop. I have attempted to continue his oflSce by showing that the workshop is a great educational force, and hence that its educational element ought to be incorporated in the system of public instruction.

The propositions of the following pages involve an educational revolution destined to enlighten, and so ultimately to redeem manual labor from the scorn of the ages of slavery, and, in the end, to render the skilled laborer worthy of high social distinction, thus presenting at once a solution not only of the industrial question but

of the social question.

Chaeles H. Ham.

Chapter I. The Chicago Manual Training School

Its Situation on the Boulevard.— Its Tall Chimney.— The Whir of Machinery and Sound of the Sledge-hammer.— The School that is to dignify Labor. — The Realization of the Dream of Bacon, Rousseau, Comenius, Pestalozzi, and Froebel. — Established by the Commercial Club.— The School that fitly represents the Age of Steel Page 1

Chapter II. The Majesty Of Tools

Tools the highest Text -books — How to Use them the Test of Scholarship — They are the Gauge of Civilization — Carlyle's Apostrophe to them. — The Typical Hand-tools — The Automata of the Machine-shop. — Through Tools Science and Art are United. — The Power of Tools — Their Educational Value. — Without Tools Man is Nothing ; with Tools he is All. — It is through the Arts alone that Education touches Human Life 7

Chapter III. The Engine-room

The Corliss Engine — A Thing of Grace and Power — The Growth of Two Thousand Years — From Hero to Watt — Its Duty as a School-master. — The Interdependence of the Ages. — The School in Epitome 14

Chapter IV. The Drawing-room

Twenty-four Boys bending over the Drawing-board. — Analysis and Synthesis in Drawing. — Geometric Drawing. — Pictorial Drawing. — The Principles of Design. — The yEsthctic in Art. — Tlie Fun(hiviii CONTENTS.

mentals — Object and Constructive Drawing. — Drawing for the Exercises in the Laboratories. — The Educational Value of Drawing — The Language of Drawing. — Every Student an expert Draughtsman at the end of the Course Page 16

Chapter V. The Carpenter's Laboratory

The Natural History of the Pine-tree — How it is Converted into Lumber, what it is Worth, and how it is Consumed. — Where the Students get Information. — Working Drawings of the Lesson. — Asking Questions. — The Instructor Executes the Lesson. — Instruction in the Use and Care of Tools. — Twenty-four Boys Making Things — As Busy as Bees. — The Music of the Laboratory. — The Self-reliance of the Students 21

CHAPTER VL

THE WOOD-TURNING LABORATORY.

A Radical Change — From the Square to the Circle; from Angles to Spherical, Cylindrical, and Eccentric Forms. — The Rhythm of Mechanics. — The Potter's Wheel of the Ancients and the Turning-lathe — The Speculation of Holtzapffels on its Origin. — The Greeks as Turners. — The Turners of the Middle Ages.— George III. at the Lathe. — Maudslay's Slide-rest, and the Revolution it wrought. — The Natural History of Black -walnut. — The Practical Value of Imagination — Disraeli's Tribute to it; Sir Robei't Peel's Want of it. — The Laboratory animated by Steam. — The Boys at the Lathes — Their Manly Bearing.— The Lesson 30

CHAPTER YII.

THE FOUNDING LABORATORY.

The Iron Age. — Iron the King of Metals. — Locke's Apothegm. — The Moulder's Art is Fundamental. — History of Founding. — Remains of Bronze Castings in Egypt, Greece, and Assyria. — Layard's Discoveries. — The Greek Sculptors. — The Colossal Statue of Apollo at Rhodes. — The Great Bells of History. — Moulding and Casting a Pulley. — Description of the Process, Step by Step. — The Furnace Fire. — Pouring the Hot Metal into the Moulds. — A Pen Picture of the Laboratory. — Thus were the Hundred Gates of Babylon cast. — Neglect of the Practical Arts by Herodotus. — How Slavery has degraded Labor. — How ]\Ianual Training is to dignify it 45

CONTENTS. ix

CHAPTER VIII.

THE FORGING LABORATORY.

Twenty-four manly-looking Boys with Sledge-hammer in Hand — their Muscle and Brawn. — The Pride of Conscious Strength. — The Story of the Origin of an Empire. — The Greater Empire of Mechanics. — The Smelter and the Smith the Bulwark of the British Government. — Coal— its Modern Aspects ; its Early History; Superstition regarding its Use. — Dud. Dudley utilizes "Pit-coel" for Smelting— the Story of his Struggles ; his Imprisonment and Death. — The English People import their Pots and Kettles. — "The Blast is on and the Forge Fire sings." — The Lesson, first on the Black-board, then in Red-hot Iron on the Anvil. — Striking out the Anvil Chorus — the Sparks fly whizzing through the Air. — The Mythological History of Iron.— The Smith in Feudal Times — His Versatility. — History of Damascus Steel. — We should reverence the early Inventors. — The Useful Arts finer than the Fine Arts. — The Ancient Smelter and Smith, and the Students in the Manual Training School Page 58

CHAPTER IX.

THE MACHINE-TOOL LABORATORY.

The Foundery and Smithy are Ancient, the Machine-tool Shop is Modern. — The Giant, Steam, reduced to Servitude. — The Iron Lines of Progress — They couvei-ge in the Shop; its triumphs from the AVatchspring to the Locomotive.— The Applications of Iron in Art is the Subject of Subjects. — The Story of Invention is the History of Civihzation. — The Machine-maker and the Tool-maker are the best Friends of Man. — Watt's Great Conception waited for Automatic Tools ; their Accuracy. — The Hand-made and the Machine-made Watch.— The Elgin (Illinois) Watch Factory.— The Interdependence of the Arts. — The Making of a Suit of Clothes. — The Anteroom of the Machine-tool Laboratory. — Chipping and Filing. — The File-cutter.— The Poverty of Words as compared Avith Things. — The Graduating Project. — The Vision of the Instructor 78

CHAPTER X.

MANUAL AND MENTAL TRAINING COMBINED.

The ncAV Education is all-sided — its Effect. — A Harmonious Development of the Whole Being. — Examination for Admission to the Chicago School. — List of Questions in Arithmetic, Geographv, and

X CONTENTS.

Language. — The Curriculum. — The Alternation of Manual and Mental Exercises. — The Demand for Scientific Education — its Effect.— Ambition to be useful Page 105

CHAPTER XI.

THE INTELLECTUAL EFFECT OF MANUAL TRAINING.

Intelligence is the Basis of Character.- The more Practical the Intelligence the Higher the Development of Character.— The use of Tools quickens the Intellect.— Making Things rouses the Attention, sharpens the Observation, and steadies the Judgment. — History of Inventions in England, 1740-1840.— Poor, Ignorant Apprentices become learned Men. — Cort, Huntsman, Mushet, Neilson, Stephenson, and Watt.— The Union of Books and Tools. — Results at Rotterdam, Holland; at Moscow, Russia; at Komotau, Bohemia; and at St. Louis, Mo.— Tlie Consideration of Overwhelming Import • 113

CHAPTER XII.

THE EDUCATION OF WOMEN A PRIME NECESSITY.

The Difference between Ancient and Modern Systems of Education. —Plato Blinded by Half-truths. — No place in the present order of things for Dogmatisms.— Education commences at Birth. — The Influence of Woman extends from the Cradle to the Grave. — The Crime of Crimes— Neglect to educate Woman. — The Superiority of Women over Men as Teachers — Froebel discovered it. — Nature designed Woman to Teach ; hence the Importance of Fitting her for her Highest Destiny 133

CHAPTER Xni.

THE MORAL EFFECT OF MANUAL TRAINING.

Mental Impulses are often Vicious ; but the Exertion of Physical Power in the Arts is always Beneficent — hence Manual Training tends to correct vicious mental Impulses. — Every mental Impression produces a moral Effect.— All Training is Moral as well as Mental. — Selfishness is total Depravity; but Selfishness has been Deified under the name of Prudence.— Napoleon an Example of Selfishness. — The End of Selfishness is Disaster; but PrevaiUng Systems of Education promote Selfishness. — The Modern City an Illustration of Selfishness. — The Ancient City.— Existing Systems of Education Negatively Wrong.— Manual Training supplies the lacking Element. — The Objective must take the Place of the Subjective iu Education. — Words without Acts are as dead as Faith without Works 130

CONTENTS. xi

CHAPTER XIY.

THE MIND AND THE HAND.

The Mind and the Hand are Allies ; the Mind speculates, the Hand tests its Speculations in Things.— The Hand explodes the Errors of the Mind— it searches after Truth and tinds it in Things.— Mental Errors are subtile ; they elude us, but the False in Things stands selfexposed.— The Hand is the Mind's Moral Rudder. — The Organ of Touch the most Wonderful of the Senses; all the Others are Passive ; it alone is Active. — Sir Charles Bell's Discovery of a " Muscular Sense."— Dr. Henry Maudsley on the Muscular Sense. — The Hand influences the Brain. — Connected Thought impossible without Language, and Language dependent upon Objects; and all Artificial Objects are the Work of the Hand. — Progress is therefore the Imprint of the Hand upon Matter in Art. — The Hand is nearer the Brain than are the Eye and the Ear. — The Marvellous Works of the Hand , Page 144

CHAPTER XV.

THE POWER OF THE TRAINED HAND.

The Legend of Adam and the Stick with which he subdued the Animals. — The Stick is the Symbol of Power, and only the Hand can wield it. — The Hand imprisons Steam and Electricity, and keeps them at hard Labor.— The Destitution of England Two Hundred and Fifty Years ago: a Pen Picture. — The Transformation wrought by the Hand: a Pen Picture. — It is due, not to Men who make Laws, but to Men who make Things. — The Scientist and the Inventor are the World's Benefactors. — A Parallel between the Right Honorable William E. Gladstone and Sir Henry Bessemer. — Mr. Gladstone a Man of Ideas, Mr. Bessemer a Man of Deeds. — The Value of the latter's Inventions. — Mr. Gladstone represents the Old Education, Mr. Bessemer the New 157

CHAPTER XVI.

THE INVENTORS, CIVIL ENGINEERS, AND MECHANICS OP ENGLAND, AND ENGLISH PROGRESS.

A Trade is better than a Profession.— The Railway, Telegraph, and Steamship are more Potent than the Lawyer, Doctor, and Priest. — Book-makers writing the Lives of the Inventors of last Century.— The Workshop to be the Scene of tlie Greatest Triumphs of Mnn. —The Civil Engineers of Enirland the Heroes of English Progress.

ii CONTENTS.

— The Life of James Brindley, the Canal-maker; his Struggles and Poverty. — TheEoUof Honor. — Mr. Gladstone's Significant Admission that English Triumphs in Science and Art were won without Government Aid. — Disregarding the Common-sense of the Savage, Legislators have chosen to learn of Plato, who declared that "The Useful Arts are Degrading." — How Improvements in the Arts have been met by Ignorant Opposition. — The Power wielded by the Mechanic Page 170

CHAPTER XVII.

POWER OP STEAM AND CONTEMPT OF ARTISANS.

A few Million People now wield twice as much Industrial Power as all the People on the Globe exerted a Hundred Years ago. — A Revolution wrought, not by the Schools and Colleges, but by the Mechanic. — The Union between Science and Art prevented by the Speculative Philosophy of the Middle Ages. — Statesmen, Lawyers, Litterateurs, Poets, and Artists more highly esteemed than Civil Engineers, Mechanics, and Artisans. — The Refugee Artisan a Power in England, the Refugee Politician worthless. — Prejudice against the Artisan Class shown by Mr. Galton in his Work on " Hereditary Genius." — The Influence of Slavery: it has lasted Thousands of Years, and still Survives 184

CHAPTER XVIir.

AUTOMATIC CONTRASTED WITH SCIENTIFIC EDUCATION.

The Past tyrannizes over the Present by Interposing the Stolid Resistance of Habit. — Habits of Thought like Habits of the Bod}' become Automatic. —There is much Freedom of Speech but very little Freedom of Thought : Habit, Tradition, and Reverence for Antiquity forbid it. — The Schools educate Automatically. — A glaring Defect of the Schools shown by Mr. John S. Clark, of Boston. — The Automatic Character of the Popular System of Education shown by the Quincy (Mass.) Expenment. — Several Intelligent Opinions to the same Effect. — The Public Schools as an Industrial Agency a Failure. — xl Conclusive Evidence of the Automatic and Superficial Character of prevailing IMethods of Education in the Schools of a large City. — The Views of Colonel Francis W. Parker. — Scientific Education is found in the Kindergarten and the Manual Training School. — "The Cultivation of Familiarity betwixt the Mind and Things." — Colonel Augustus Jacobson on the Effect of the New Education 191

CONTENTS.

CHAPTER XIX.

AUTOMATIC CONTRASTED WITH SCIENTIFIC HDV-

CA.Tl01<i—ConUmied.

The Failure of Education in America shown by Statistics of Railway and IMercantile Disasters. — Shrinkage of Railway Values and Failures of Merchants. — Only Three Per Cent, of those entering Mercantile Life achieve Success. — Business Enterprises conducted by Guess : Cause, Unscientific Education. — Savage Training is better because Objective. — Mr. Foley, late of the Massachusetts Institute of Technology, on the Scientific Character of Manual Education — Prof. Goss, of Purdue University, to the same Effect — also Dr. Belfield, of the Chicago Manual Training School. — Students love the Laboratory Exercises. — Demoralizing Effect of Unscientific Training. — The Failure of Justice and Legislation as contrasted with the Success of Civil Engineering and Architecture Page 210

CHAPTER XX.

AUTOMATIC CONTRASTED WITH SCIENTIFIC EDU- CATION— Contin lied.

The Training of the Merchant, the Lawyer, the Judge, and the Legislator contrasted with that of the Artisan. — The Training of the Merchant makes him Selfish, and Selfishness breeds Dishonestj'. — Professional Men become Speculative Pliilosophers, and test their Speculations by Consciousness. — The Artisan forgets Self in the Study of Things. — The Search after Truth. — the Story of Palissy. — The Hero is the Normal Man; those who Marvel at his Acts are abnormally Developed. — Savonarola and John Brown. — The New England System of Education contrasted with that of the South. — American Statesmanship — its Failure in an Educational Point of View. — Why the State Provides for Education ; to protect Property. — The British Government and the Land Question. — The Thoroughness of the Training given by Schools of Mechanic Art and Institutes of Technology as shown in Things. — Story of the Emperor of Germauy and the Needle-maker. — The Iron Bridge lasts a Century, the Act of the Legislator wears out in a Year. — The Cause of the Failures of Justice and Legislation. ^The best Law is the Act that Repeals a Law; but the Act of the Inventor is never Repealed. — Things the Source and Issue of Ideas; hence the Necessity of Training in the Arts 220 xiv CONTENTS.

CHAPTER XXI.

EDUCATION AND THE SOCIAL PROBLEM— HISTOEIC.

EGYPT AND GREECE.

Fundamental Propositions. — Selfishness the Source of Social Evil ; Subjective Education the Source of Selfishness and the Cause of Contempt of Labor; and Social Disintegration the Result of Contempt of Labor and the Useful Arts. — The First Class-distinction — the Strongest Man ruled ; his First Rival, the Ingenious Man. — Superstition. — The Castes of India and Egypt — how came they about ? — Egyptian Education based on Selfishness. — Rise of Egypt — her Career ; her Fall ; Analysis thereof. — She Typifies all the Early Nations : Force and Rapacity above, Chains and Slavery below. — Their Education consisted of Selfish Maxims for the Government of the Many by the Few, and Government meant the Appropriation of the Products of Labor. — Analysis of Greek Character — its Savage Characteristics. — Greek Treachery and Cruelty. — Greek Venality. — Her Orators accepted Bribes. — Responsibility of Greek Education and Philosophy for the Ruin of Greek Civilization. — Rectitude wholly left out of her Scheme of Education. — Plato's Contempt of Matter : it led to Contempt of Man and all his Works. — Greek Education consisted of Rhetoric and Logic ; all Useful Things were hence held in Contempt Page 247

CHAPTER XXII.

EDUCATION AND THE SOCIAL PROBLEM— HISTORIC.

JROME.

Vigor of the Early Romans — their Virtues and Vices ; their Rigorous Laws ; their Defective Education ; their Contempt of Labor. — Slavery: its Horrors and Brutalizing Influence. — Education Confined to the Arts of Politics and War ; it transformed Courage into Cruelty, and Fortitude into Stoicism. — Robbery and Bribery. — The Vices of Greece and Carthage imported into Rome. — Slaves construct all the great Public Works; they Revolt, and the Legions Slaughter them. — The Gothic Invasion. — Rome Falls. — False Philosophy and Superficial Education promoted Selfishness. — Deification of Abstractions, and Scorn of IMen and Things. — Universal Moral Degradation. — Neglect of Honest Men and Promotion of Demagogues. — The Decline of Morals and Growth of Literature. — Darwin's Law. of Reversion, through Selfishness, to Savagery. — Contest between the Rich and the Poor. — Logic, Rhetoric, and Ruin 259

CONTENTS. XV

CHAPTER XXIII.

EDUCATION AND THE SOCIAL PROBLEM— HISTORIC.

THE MIDDLE AOES.

The Trinity upon which Civilization Rests: Justice, the Arts and Labor; and these Depend upon Scientitic Education. — Reason of the Failure of Theodoric and Charlemagne to Reconstruct the Pagan Civilization. — Contempt of Man. — Serfdom. — The Vices of the Time: False Philosophy, an Odious Social Caste, and Ignorance. — The Splendid Career of the Moors in Spain, in Contrast. — Effect upon Spain of the Expulsion of the Moors. — The Repressive Force of Authority and the Atrocious Philosophy of Contempt of Man. — The Rule of Italj^ — a Menace and a Sneer. — The work of Regeneration. — The Crusades. — The Destruction of Feudalism. — The Invention of Printing. — The Discovery of America. — Investigation. — Discoveries in Science and Art Page 274

CHAPTER XXIY.

EDUCATION AND THE SOCIAL PROBLEM— HISTORIC.

EUROPE.

The Standing Army a Legacy of Evil from the Middle Ages. — It is the Controlling Feature of the European Situation. — Its Collateral Evils: Wars and Debts. — The Debts of Europe Represent a Series of Colossal Crimes against the People ; with the Armies and Navies they Absorb the Bulk of the Annual Revenue. — The People Fleeing from them. — They Threaten Bankruptcy ; they Prevent Education. — Germany, the best-educated Nation in Europe, losing most by Emigration. — Her People will not Endure the Standing- Army. — The Folly of the European International Policy of Hate. — It is Possible for Europe to Restore to Productive Employments 8,000,000 of men, to place at the Disposal of her Educators $700,000,000, instead of $70,000,000 per annum, and to pay her National Debts in Fiftj^-four Years, simply by the Disbandment of her Armies and Navies. — The Armament of Europe Stands in the Wajr of Universal Education and of Universal Industrial Prosperity. — Standing Armies the Last Analysis of Selfishness ; they are Coeval with the Revival during the Middle Ages of the Greco- Roman Subjective Methods of Education. — They must go out when the New Education comes in 285 xvi CONTENTS.

CHAPTER XXV.

EDUCATION AND THE SOCIAL PROBLEM— HISTORIC.

AMERICA.

An Old Civilization in a New Country. — Old Methods in a New System of Schools. — Sordid Views of Education. — The highest Aim Money-getting. — Herbert Spencer on the English Schools. — Same Defects in the American Schools. — Maxims of Selfishness. — The Cultivation of Avarice. — Political Incongruities. — Negroes escaping from Slavery called Fugitives from Justice. — The Results of Subjective Educational Processes. — Climatic Influences alone saved America from becoming a Slave Empire. — Illiteracy. — Abnormal Growth of Cities. — Failure of Justice. — Defects of Education shown in Reckless and Corrupt Legislation. — Waste of an Empire of Public Land. — Henry D. Lloyd's History of Congressional Land Grants. — The Growth and Power of Corporations. — The Origin of large Fortunes, Speculations. — Old Social Forces producing old Social Evils. — Still America is the Hope of the World. — The Right of Suffrage in the United States justifies the Sentiment of Patriotism. — Let Suffrage be made Intelligent and Virtuous, and all Social Evils will yield to it; and all the Wealth of the Country is subject to the Draft of the Ballot for Education. — The Hope of Social Reform depends upon a complete Educational Revolution. .Page 301

CHAPTER XXVI.

HISTORY OF THE MANUAL ELEMENT IN EDUCATION.

The Kindergarten and the Manual Training School one in Principle. —Russia solved the Problem of Tool Instruction by Laboratory Processes. — The Initiatory Step by M. Victor Della-Vos, Director of the Imperial Technical School of Moscow in 1868. — Statement of Director Della-Vos as to the Origin, Progress, and Results of the New Sj'stem of Training. — Its Introduction into all the Technical Schools of Russia. — Dr. John D. Runkle, President of the Massachusetts Institute of Technology, recommends the Russian System in 1876, and it is adopted. — Statement of Dr. Runkle as to how he was led to the adoption of the Russian System. — Dr. Woodward, of AVashiugton University, St. Louis, Mo., establishes the second School in this Country. — His Historical Note in the Prospectus of 1883-83.— First Class graduated 1883.— Manual Training in the Agricultural Colleges — In Boston, in New Haven, in Baltimore, in San Francisco, and otlier places. — Manual Training at the ]\Ieeting of the National Educational Association, 1884. — Kindergarten and

CONTENTS. xvii

Manual Training Exhibits. — Prof. Felix Adler^a School in New York City — the most Comprehensive School in the "World. — The Chicago Manual Training School the first Independent Institution of the Kind — its Inception; its Incorporation; its Opening. Its Director, Dr. Belfield. — His Inaugural Address. — Manual Training in the Public Schools of Philadelphia. — Manual Training in twenty-four States. — Revolutionizing a Texas College. — Local Option Law in Massachusetts. — Department of Domestic Economy in the Iowa Agricultural College. — Manual Training in Tennessee, in the University of Michigan, in the National Educational Association, in Ohio. — The Toledo School for both Sexes. — The Importance of the Education of Woman. — The Slojd Schools of Europe Page 323

INDEX 36r

ILLUSTRATIONS,

TAOR

The Chicago Manual Trailing School Frontispiece '•'

The Labokatory of Carpentry 23

Course in the Laboratory of Carpentry 27 '

Course in the Wood-turning and Pattern IiAboratory. . 41

Course in the Founding Laboratory 53

Course in the Forging Laboratory G7

The Chipping, Filing, and Fitting Laboratory 89

Course in the Machine-tool Laboratory 95 '

The Students with their Books 107 '

M. Victor Della-Vos, the Founder of Manual Training IN Russia 323 1/

Dr. John D. Runkle, the Founder of Manual Training in the United States 329

POWER.

'His tongue was framed to omisic, And Ms hand was armed with skill; His face teas the 7nould of beauty.

And his heart the throne of icill."

Emekson.

MANUAL TRAINING.

Chapter I. The Chicago Manual Training School

Its Situation on the Boulevard.— Its Tall Chimney.— The Whir of Machinery and Sound of the Sledge-hammer. — The School that is to dignify Labor. — The Realization of the Dream of Bacon, Rousseau, Comenius, Pestalozzi, and Froebel.— Established by the Commercial Club.— The School that fitly represents the Age of Steel.

In a conspicuous place on the principal boulevard in tlie city of Chicago is situated the fine brick building, a picture of which constitutes the frontis]3iece of this book. It occupies an angle formed by the intersection of two streets, and consists of four stories and basement. All the walls are thickly pierced with windows, affording abundant light for the interior, and a tall chimney rises above the roof. Smoke issues from the chimney-stack, and the hum and whir of machinery is heard, and the heavy thud of the sledge-hammer resounding on the anvil smites the ear. Up and down the boulevard, as far as the eye can reach, stretch miles of brick, stone, and marble dwellings ; and to the north-east, through the branches of wide-spreading elms, there is a view of the great inland sea on whose bosom floats the commerce of an empire.

Has the secret of making diamonds been discovered, and is this the inventor's factory ?

Ko. This is a school ; the school of the future ; the school that is to dignify labor ; the school that is to generate power ; the school where every sound contributes to the harmony of development, where the brain informs the muscle, where thought directs every blow, where the mind, the eye, and the hand constitute an invincible triple alliance. This is the school that Locke dreamed of, that Bacon wished for, that Rousseau described, and that Comenius, Pestalozzi, and Froebel struggled in vain to establish.