Read Ebook: Ted Strong in Montana Or With Lariat and Spur by Taylor Edward C

Font size: 10 px 15 px 20 px 25 px 30 px 35 px

Background color: BlackWhiteGrayLight GrayDark GrayDim Gray

Text color: BlackWhiteGrayLight GrayDark GrayDim Gray

Apply/Save settings

Ebook has 1566 lines and 87418 words, and 32 pages

THE IDEAL SCHOOL.

Its Situation. -- 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. -- The School that fitly represents the Age of Steel. Page 1

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

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

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 AEsthetic in Art. -- The Fundamentals. -- 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. 16

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

THE WOOD-TURNING LABORATORY.

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 Manual Training is to dignify it. 45

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-coal" 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. 58

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 converge in the Shop; its triumphs from the Watchspring to the Locomotive. -- The Applications of Iron in Art is the Subject of Subjects. -- The Story of Invention is the History of Civilization. -- 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 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 with Things. -- The Graduating Project. -- The Vision of the Instructor. 78

MANUAL AND MENTAL TRAINING COMBINED.

The new 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, Geography, and Language. -- The Curriculum. -- The Alternation of Manual and Mental Exercises. -- The Demand for Scientific Education -- its Effect. -- Ambition to be useful. 105

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. -- The Consideration of Overwhelming Import. 113

THE EDUCATION OF WOMEN A 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 begins at Birth. -- The Influence of Women 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. 123

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 Prevailing 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 in Education. -- Words without Acts are as dead as Faith without Works. 130

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 finds it in Things. -- Mental Errors are subtile; they elude us, but the False in Things stands self-exposed. -- 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. 144

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

THE INVENTORS, CIVIL ENGINEERS, AND MECHANICS OF 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 the Greatest Triumphs of Man. -- The Civil Engineers of England the Heroes of English Progress. -- The Life of James Brindley, the Canal-maker; his Struggles and Poverty. -- The Roll of 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. 170

POWER OF 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, Litt?rateurs, 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

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 Body 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 Experiment. -- Several Intelligent Opinions to the same Effect. -- The Public Schools as an Industrial Agency a Failure. -- A Conclusive Evidence of the Automatic and Superficial Character of prevailing Methods 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." 191

The Failure of Education in America shown by Statistics of Railway and Mercantile 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. 210

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 Dishonesty. -- Professional Men become Speculative Philosophers, 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 Germany 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 Act 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. 229

EDUCATION AND THE SOCIAL PROBLEM -- HISTORIC.

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. 247

EDUCATION AND THE SOCIAL PROBLEM -- HISTORIC.

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 Men 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. 263

EDUCATION AND THE SOCIAL PROBLEM -- HISTORIC.

The Trinity upon which Civilization Rests: Justice, the Arts, and Labor; and these Depend upon Scientific 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 Italy -- 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. 278

EDUCATION AND THE SOCIAL PROBLEM -- HISTORIC.

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 3,000,000 of men, to place at the Disposal of her Educators 0,000,000, instead of ,000,000 per annum, and to pay her National Debts in Fifty-four Years, simply by the Disbandment of her Armies and Navies. -- The Armament of Europe Stands in the Way 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. 289

EDUCATION AND THE SOCIAL PROBLEM -- HISTORIC.

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. 307

THE MANUAL ELEMENT IN EDUCATION IN 1884.

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 System 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 Washington University, St. Louis, Mo., establishes the second School in this Country. -- His Historical Note in the Prospectus of 1882-83. -- First Class graduated 1883. -- Manual Training in the Agricultural Colleges. -- In Boston, in New Haven, in Baltimore, in San Francisco, and other places. -- Manual Training at the Meeting of the National Educational Association, 1884. -- Kindergarten and Manual-training Exhibits. -- Prof. Felix Adler's 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 Sl?jd Schools of Europe. 328

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 R?gime 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 R?gime. -- 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

Share on: WhatsApp @Hash Facebook Tweet