CHAPTER XXVII.

PROGRESS OF THE NEW EDUCATION -- 1883-1899.

Educational Revolution in 1883-4. -- Urgent Demand for Reform. -- Existing Schools denounced as Superficial, their Methods as Automatic, their System as a Mixture of Cram and Smatter. -- The Controversy between the School-master of the Old Régime and the Reformer. -- The Leaders of the Movement, Col. Parker, Dr. MacAlister, and others -- followers of Rousseau, Bacon, and Spencer. -- “The End of Man is an Action, not a Thought.” -- The Conservative Teachers fall into Line. -- The New Education becomes an Aggressive Force pushing on to Victory. -- The Physical Progress of Manual Training -- its Quality not equal to its Extent. -- The New System of Training confided to Teachers of the Old Régime. -- Ideal Teachers hard to find. -- Teachers willing to Learn should be Encouraged. -- The effects of Manual Training long antedate its Introduction to the Schools. -- Bacon’s Definition of Education. -- Stephenson and the Value of Hand-work. -- Manual Training is the union of Thought and Action. -- It is the antithesis of the Greek methods, which exalted Abstractions and debased Things. -- The Rule of Comenius and the Injunction of Rousseau -- few Teachers comprehend them. -- The Employment of the Hands in the Arts is more highly Educative than the acquisition of the rules of Reading and Arithmetic. -- What the Locomotive has accomplished for Man. -- Education must be equal, and Social and Political Equality will follow. -- The foundation of the New Education is the Baconian Philosophy as stated by Macaulay. -- Use and Service are the Twin-ministers of Human Progress. -- Definitions of Genius. -- Attention. -- Sir Henry Maine. -- Manual Training relates to all the Arts of Life. -- Mind and Hand. -- Newton and the Apple. -- The Sense of Touch resides in the Hand. -- Robert Seidel on Familiarity with Objects. -- Material Progress the basis of Spiritual Growth. -- Plato and the Divine Dialogues. -- Poverty, Society, and the Useful Arts. -- Selfishness must give way to Altruism. -- The Struggle of Life. -- The Progress of the Arts and the final Regeneration of the Race. -- The Arts that make Life sweet and beautiful. -- The final Fundamental Educational Ideal is Universality. -- Comenius’s definition of Schools -- the Workshops of Humanity. -- That one Man should die ignorant, who had capacity for Knowledge, is a Tragedy. -- Mental and Manual Exercises to be rendered homogeneous in the School of the Future. -- The hero of the Ideal School. 370

APPENDIX 387

INDEX 427

ILLUSTRATIONS.

PAGE

PORTRAIT OF THE AUTHOR _Frontispiece_

THE LABORATORY OF CARPENTRY 23

COURSE IN THE LABORATORY OF CARPENTRY 27

THE WOOD-TURNING LABORATORY 31

COURSE IN THE WOOD-TURNING AND PATTERN LABORATORY 41

THE FOUNDING LABORATORY 49

COURSE IN THE FOUNDING LABORATORY 53

THE FORGING LABORATORY 59

COURSE IN THE FORGING LABORATORY 67

THE MACHINE-TOOL LABORATORY 79

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 329

DR. JOHN D. RUNKLE, THE FOUNDER OF MANUAL TRAINING IN THE UNITED STATES 335

POWER.

“_His tongue was framed to music, And his hand was armed with skill; His face was the mould of beauty, And his heart the throne of will._”

--EMERSON.

MIND AND HAND:

MANUAL TRAINING THE CHIEF FACTOR IN EDUCATION.