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EDUCATIONAL MONOGRAPHS 
 
 PUBLISHED BY THE 
 
 New York College for the Training of Teachers 
 
 NICHOLAS MURRAY BUTLER, EDITOR 
 
 Vol. III. No. 4. { ^"t^lt^^Z^ } Whole No. 16. 
 
 The Co-education 
 
 Mind and Hand 
 
 CHARLES H. HAM 
 
 Author of Manual Training, Etc. 
 
 JULY, 1890 
 
 New York: 9 University Place 
 London: Thomas Laurie, 28 Paternoster Row 
 
 Issued Bi-Monthly ffl.OO Per Annum 
 
"These publications are doing an admirable work." — G. Stnley Hall. 
 
 EDUCATIONAL MONOGRAPHS 
 
 Published under the auspices of the NEW YORK COLLEGE FOR THE 
 TRAINING OF TEACHERS, and written by the foremost Educators and 
 Public School Workers both in this country and abroad, furnish a series 
 of papers to teachers on the Educational Questions of the Day. The papers 
 are concise, clear and comprehensive, especial prominence being given to the 
 Manual Training Movement. 
 
 Six Monographs appear each year, and the subscription price is fixed at 
 the extremely low price of $1.00 per annum. 
 
 The following have already appeared : 
 
 I. A Plea for the Training of the Hand, by D. C. Gilman, LL.D., Presi- 
 
 dent of Johns Hopkins University. — Manual Training and the Public 
 School, by H. H. Belfield, Ph.D., Director of the Chicago Manual 
 Training School. 24 pp. 
 " For the student or teacher who is making a study of manual training this first number 
 
 of the Educational Monograph Series is the best possible introduction to the subject." 
 
 — Science. 
 
 II. Education in Bavaria, by Sir Philip Magnus, Director of the City 
 
 and Guilds of London Institute. 
 
 III. Physical and Industrial Training of Criminals, by Dr. H. D. Wet, 
 of State Reformatory, Elmira, N. Y. 
 
 IV. Mark Hopkins, Teacher, by Proe. Leverett W. Spring, of Williams 
 College. 
 
 V. Historical Aspects of Education, by Oscar Browning, M. A., of 
 
 King's College, Cambridge. 
 
 VI. The Slojd in the Service of the School, by Dr. Otto Salomon, 
 Director of the Normal School at Naas, Sweden. 
 
 VII. -VIII. Manual Training in Elementary Schools for Boys, by 
 Prof. A. Sluys, of the Normal School, Brussels. 
 
 IX. The Training of Teachers in Austria, by Dr. E. Hannak, Director of 
 the Padagogium at Vienna. 
 
 X. Domestic Economy in Public Education, by Mrs. Ellen H. 
 Richards, of Mass. Institute of Technology. 
 
 XI. Form Study and Drawing in the Common Schools, by the late John 
 H. French, Ph.D., Director of Drawing, New York State. 
 
 " This Monograph will do much good. It is an exceedingly valuable aid to teachers." — 
 W. S. Goodnough, Superintendent of Drawing, Columbus, O. 
 
 XII. Graphic Methods in Teaching, by Charles Barnard. 
 
 XIII. Manual Training in the Public Schools, by Charles R. Richards, 
 and Henry P. O'Neil. 
 
 XIV. Manual Training in the Public Schools of Philadelphia, by 
 James MacAlister, LL.B. 
 
 XV. Manual Training in France, by A. Salicis.— Suggestions for the 
 
 Teaching of Color, by Prof. Hannah J. Carter. 
 XVI. The Co-Education of Mind and Hand, by Charles H. Ham. 
 
 The following are in preparation: 
 Hand-Craft, by J. Crichton-Browne, M.D., F.R.S. 
 
 The American High School, by Eat Greene Huling, of New Bedford. Mass. 
 The German Realschule, by Dr. F. Laubert. 
 The American Normal School, by Proe. J. P. Gordy. 
 The Elementary School, by Col. Francis W. Parker. 
 
 " The ideal and the possible are drawn nearer together in these helpful pamphlets than 
 many people would venture to hope. The teacher who desires to be really progressive 
 cannot afford to do without this series of masterly tracts."— The American Hebrew. 
 
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 or money order payable to the New York College for the Training of Teachers, (One and 
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 " 
 
 EDUCATIONAL MONOGRAPHS 
 
 PUBLISHED BY THE 
 
 New York College for the Training of Teaohers 
 
 NICHOLAS MURRAY BUTLER, EDITOR 
 I 
 
 Vol. III. No. 4. { *» ter t&t\it d ^%££. York , ( Whole No. 16. 
 
 The Co-education 
 
 of 
 
 Mind and Hand 
 
 CHARLES H. HAM 
 
 Author of Manual Training, Etc. 
 
 JULY, 1890 
 
 New York: 9 University Place 
 London: Thomas Laurie, 28 Paternoster Row 
 
 Issued Bi-Monthly 
 
 $1.00 Per Annum 
 
u^ •' 
 
 Copyright, 1889, 
 New Yobk College for the Training of Teachers. 
 
 Entered at Stationers' Hall. 
 
The Co-Education of Mind and Hand. 
 
 BY CHARLES H. HAM. 
 
 There is in each epoch of history a prominent question 
 — a question that appears to dominate the time. But the 
 question of questions in all epochs, the question that is 
 really paramount, the question that most nearly concerns 
 man in every relation of life, is education. For as the 
 maker of the thing is good or bad, so is the thing made. 
 It is therefore of the first importance to know exactly 
 what education is. Frcebel says it is the harmonious 
 growth of the whole being, and Pestalozzi declares that 
 it is the generation of power. But surely he does not 
 mean merely the power to think. He means rather the 
 power to do — to act with intelligence and force; and the 
 power so to act involves the healthful operation of all the 
 faculties, physical, mental and moral. Education is, then, 
 the development of all the powers of man to the culmi- 
 nating point of action — action in art, which is "power or 
 skill in the use of knowledge ; the practical application 
 of the rules or principles of science." And this power in 
 the concrete, the power to do some useful thing for man — 
 this is the last analysis of educational truth. 
 
 "How to live" is, as Herbert Spencer says, "the great 
 thing that education has to teach." And it is scarcely 
 necessary to observe that neither words — signs of ideas, 
 nor ideas — images in the mind — are substantial enough to 
 support human life. Rousseau declares that " we ought 
 to inculcate all we possibly can by actions, and to say 
 only what we cannot do." 
 
 In the processes of education the idea should 'never be 
 isolated from the object it represents. The object is the 
 
u6 The Co- Education of [4 
 
 material part, the body, of the idea ; and without its body 
 the idea is as impotent as the jet of steam that rises from 
 the surface of boiling water and loses itself in the air. 
 But unite it to its object and it becomes the vital spark, 
 the animating force, the Promethean fire. Thus steam 
 converts the Corliss Engine — a mass of lifeless iron — into 
 a thing of beauty, of grace, and of resistless power. 
 
 Education and civilization are convertible terms ; for civ- 
 ilization is the art of rendering life agreeable ; and things 
 — art products — constitute the basis of all the comforts and 
 elegancies of civilized life. The great gulf between the 
 savage and the civilized man is spanned by the seven 
 hand tools ; and the modern machine-shop is an aggrega- 
 tion of these tools driven by steam. Tools, then, consti- 
 tute the great civilizing agency of the world. Carlyle well 
 said of man: " without tools he is nothing, with tools he 
 is all ! " The savage may own a continent ; but if he has 
 only the savage's tools — the spear and the bow and arrow" 
 — he%ill be ill-fed, ill-clothed, and ill-housed. He might 
 be familiar with philosophy and the sciences ; but if he 
 were ignorant of the useful arts his state would be the 
 more deplorable, for, with the sensibilities and aspirations 
 of a sage, he would still be powerless to draw from 
 Heaven a spark of fire with which to warm his miserable 
 hut! 
 
 It is not necessary to divide the arts by the employ- 
 ment of the terms " useful" and "fine;" for the fine arts 
 so-called, can only exist legitimately where the useful 
 arts have paved the way. In a harmonious development 
 the artist will enter on the heels of the artisan. Art is 
 one — a unit. It is not less worthily typified by the car- 
 penter with his square, and the smith with his sledge, 
 than by the sculptor with his mallet and chisel, and the 
 painter with his easel and brush. Both classes contribute 
 to the elevation of man. 
 
 It follows that the ultimate object of education is the 
 
5] Mind and Hand. 117 
 
 attainment of skill in the arts. To this end the specula- 
 tions of philosophy and the experiments of chemistry lead. 
 At the door of the study of the philosopher, and of the 
 laboratory of the chemist, stands the artisan — listening 
 for the newest hint philosophy can impart, waiting for the 
 result of the latest chemical analysis. In his hands these 
 suggestions take form. Through his skillful manipula- 
 tions the faint tracings of science become real things, 
 suited to the needs of human life. For it is through the 
 arts alone that all branches of learning find expression. 
 As Bacon so aptly said : " The real and legitimate goal 
 of the sciences is the endowment of human life with new 
 inventions and riches." 
 
 The complete separation of the schools from the arts 
 in the early ages, resulted in such incongruities as the 
 pyramids of Egypt and periodical famines ; the hanging 
 gardens of Babylon and the horrors of Jewish captivity ; 
 the Greek Parthenon and dwellings without chimneys ; 
 the statues of Praxiteles and Phidias, and royal banquets 
 without knives, forks, or spoons ; the Roman Forum and 
 the Roman populace crying for bread and circuses. 
 
 Since, then, civilization is synonymous with education, 
 and since the state of the arts is the true measure of civili- 
 zation, the training that promotes the highest development 
 of the arts must possess the greatest educational value. 
 The use of tools quickens the intellect. The boy who 
 begins to construct or form a machine, a tool, or anything, 
 is compelled to think definitely, to deliberate, reason and 
 conclude. As he advances he is brought into contact with 
 powerful natural forces. If he would control those forces 
 he must master their laws ; he must hence investigate the 
 phenomena of matter, and thence he will be led to a study 
 of the phenomena of mind. Thus the training of the hand 
 reacts upon the mind, inciting it to excursions into the 
 realm of science in search of hidden laws and principles, to 
 be utilized through the arts, in useful and beautiful things. 
 
n8 Tke Co- Education of [6 
 
 The error in prevailing methods of education consists in 
 striving to reach the concrete by way of the abstract, 
 whereas we should pursue a diametrically opposite course. 
 If this proposition is sound, history ought to afford some 
 confirmation of its verity. Let us look for it in the history 
 of England : — Two hundred years ago the state of England 
 was little better than one of savagery. The post-bags 
 were carried on horse-back once a week ; the highways 
 were infested by robbers ; one-fifth of the community were 
 paupers ; mechanics worked for from six pence to a shil- 
 ling a day ; executions were favorite public amusements, 
 and the prisons were full. From this state of semi-sav- 
 agery England has been raised to a measurably high 
 degree of civilization. Her public works are the admira- 
 tion of the world ; she has vast hoarded wealth ; her ships 
 traverse every sea, bearing the commerce of every land, 
 and her great manufactories are imposing monuments of. 
 inventive genius, industry, perseverance and skill. 
 
 To whom and to what is this material progress due — 
 progress on a scale so colossal as by comparison to dwarf 
 the achievements of all the earlier epochs of history ? Not 
 to statesmen and legislators ; Buckle and Spencer show 
 conclusively that the English legislator has been a hin- 
 drance rather than an aid to progress. Not to the schools ; 
 Spencer declares that, " If there had been no teaching but 
 such as is given in the British public schools, England 
 would now be what she was in feudal times." Not to her 
 classic literature, richer though it is than that of Greece 
 and Rome ; literature is the flower, not the root, of national 
 life ; literature does not produce, but grows out of, material 
 prosperity : — 
 
 "When Adam dolve, and Eve span, 
 Who was then the gentleman ?" 
 It is, then, not to the men who make laws, nor to profes- 
 sional educators, nor to litterateurs, that England is 
 indebted for the quality and extent of her civilization ; but 
 
/] Mind and Hand. 119 
 
 to the men who make things — to the men who imprison 
 steam and electricity and keep them at hard labor ; to the 
 men who make ploughs, sewing machines, locomotives 
 and steamships ; to the men who cultivate the soil, dig 
 canals, build bridges, erect factories, construct harbors 
 and docks, and cover the globe with tracks of steel, over 
 which the world's vast commerce is borne. These benefi- 
 cent material agencies alone render possible spiritual 
 progress — that progress which is destined to find its 
 ultimate in the brotherhood of man. In answer to the 
 common charge against manual training, that it promotes 
 gross materialism, I declare that there is more sentiment in 
 things than in thoughts, more feeling in deeds than in 
 words ; and, hence, that the locomotive is a greater civi- 
 lizer than Shakespeare. Says the poet : 
 
 "I'll put a girdle round about the earth in forty minutes." — 
 
 But when this fine phrase dropped from the pen of the 
 writer the worker was deep in the struggle that eventuated 
 in the steel track and wire over which Stephenson's engine 
 and the electric current of Franklin now carry man and his 
 messages round the world. 
 
 The history of England is to be found in the records, not 
 of her universities, but of her workshops and farms. Her 
 civilization was profoundly influenced by the persecuted 
 artisans of France and Holland, who sought refuge on her 
 shores ; but was unaffected by the political refugees who 
 found an asylum among her people. 
 
 The germs of nearly all the great inventions in me-> 
 chanics, the fruit of which the world now enjoys in such 
 ample measure, are directly traceable to the work-shops 
 of England, during a period when she had no system of 
 popular education. The apprentices in her shops were 
 poor, obscure, and illiterate, at the start ; but to those 
 apprentices the honor of the great inventions and dis- 
 coveries of that age is largely due. And in the struggle 
 to invent tools and machines, to master the art of mechan- 
 
120 The Co- Education of [8 
 
 ism, to steal from Nature her secret forces, and harness 
 and use them for the good of man, the toiling workers 
 often became highly educated — intellectual giants, famil- 
 iar not alone with special studies, but masters of many- 
 branches of learning. 
 
 Mr. Samuel Smiles, in his lives of the engineers, and 
 of the iron-workers and tool-makers, has shown us the 
 true springs of English greatness. In telling the story of 
 the struggles and triumphs of the British artisan he has 
 unconsciously sketched the career of the real heroes of 
 English progress. I say " unconsciously," because there 
 is little or no evidence in the pages of Mr. Smiles, that he 
 has anything like a true conception of the pre-eminence 
 of the men, the story of whose humble lives he writes, as 
 compared with the lawyers, legislators and litterateurs 
 who, from being constantly in the public eye have come 
 to receive a degree of consideration altogether out of 
 proportion to their merit. 
 
 James Brindley, one of the most noted of those engi- 
 neers, could neither spell correctly nor write legibly. He 
 worked for two and sixpence a day, and long after his 
 death his heirs sought in vain to recover his meagre 
 wages. But he designed and constructed the first English 
 canal — the canal that made the Manchester of to-day 
 possible — and many other important British public works. 
 
 The life of Brindley is typical of the lives of scores of 
 the early English engineers, inventors and discoverers, 
 whose biographies are presented in Mr. Smiles' works. 
 And the names of these men are the great names in 
 English history. They are the names without which 
 there would have been no English history ! And the 
 men who transformed the face of England from a desert 
 waste to a fruitful field waving with golden grain, and 
 through such transformation civilized the English people, 
 were not ignorant. Ignorant men do not devise and con- 
 struct canals, docks, harbors, railways and steamships. 
 
c/] Mi7id and Hand. 
 
 121 
 
 But Mr. Gladstone once said of the leading mechanics 
 of England, naming Brindley, Metcalf, Smeaton, Rennie 
 and Telford ; " These men who have now become famous 
 among us, had no mechanics' institutes, no libraries, no 
 classes, no examinations to cheer them on their way. 
 In the greatest poverty, difficulties and discouragements, 
 their energies were found sufficient for their work, and 
 they have written their names in a distinguished page of 
 the history of their country." 
 
 How then were the inventors, the discoverers, and the 
 mechanics of England educated ; I answer, through a 
 combination of manual and mental training — the informing 
 of the hand and mind by practice. They were educated 
 by what Rousseau calls the natural method. They were 
 made acquainted with "the visible and tangible properties 
 of things," by seeing and handling them. Their power of 
 observation were trained to that fineness and intensity of 
 perception that goes by the name of genius — "a capacity 
 for taking infinite pains." This is the explanation of the 
 fact that the artisan has left the imprint of his cultured 
 mind and trained hand on every part of the British Isles, 
 while the acts of British statesmanship, scrawled irreso- 
 lutely in the sand, with the pen of ignorance or of chicane, 
 have been swept away, one after another, by rapidly 
 recurring waves of popular discontent. 
 
 It will be a great day for man — the day that ushers in the 
 dawn of more sober views of life, the day that inaugurates 
 the era of the mastership of things in place of the master- 
 ship of words. 
 
 But what is the philosophy of manual training, the 
 rationale of the new education ? It is the union of thought 
 and action. Theoretical knowledge is incomplete. An 
 exclusively mental exercise merely teaches the pupil how 
 to think, while the essential complement of thought is 
 action. A purely mental acquirement is a theorem — 
 something to be proved. Whether the given theorem is 
 
122 The Co- Education of [10 
 
 susceptible of proof is always a question until the doubt is 
 solved by the act of doing. Like thought and action the 
 mind and hand complement each other. They are natural 
 allies ; the mind speculates ; the hand tests the specula- 
 tions of the mind by experiment. The hand thus explodes 
 the errors of the mind ; it inquires, by the act of doing, 
 whether a given theorem is demonstrable in the form of a 
 problem. The hand, therefore not only searches after 
 truth, but finds it. It is in things, and in things only that 
 the truth is to be found. It is easy to juggle with words — 
 to make the worse appear the better reason, — but a lie in 
 the concrete is always hideous ! It is thus that the hand 
 becomes the guide as well as the agent of the mind. It is 
 the mind's rudder, its balance-wheel. It is the mind's 
 monitor ; it constantly appeals to the mind, by its acts, to 
 hew to the line let the chips fly where they may. 
 
 There is a philosophical explanation of the wisdom of 
 the hand, and it is found in the existence of what is known 
 as the muscular sense. The principle of this sense is that 
 "there are distinct nerves of sensation and of motion, or 
 volition, one set bearing messages from the body to the 
 brain, and the other from the brain to the body." Sir 
 Charles Bell declares that without this sixth sense " we 
 could have no guidance of the frame ;" that " we could not 
 command our muscles in standing, far less in walking, 
 leaping or running, had we not a perception of their condi- 
 tion previous to the exercise of the will." Through the 
 muscular sense the hand influences the brain. It telegraphs 
 that it is ready to grasp the sledge, or seize the pen, or 
 touch the string of the violin, whereupon the brain wires 
 back the divine gift of power. These messages to and fro 
 are lightning-like flashes of intelligence which blend all 
 the mental and physical powers, and inform and inspire 
 the whole man with vital force. 
 
 Thought and speech must be incarnate in action or they 
 are dead. The orator appeals to the people to strike for 
 
n] Mind and Hand. 123 
 
 their rights ; the people rend the air with shouts and sub- 
 side into silence. The orator cries, " To arms !" Again 
 the people shout and again become silent. The orator's 
 thoughts are of carnage, his words of flames. But they are 
 as dead as if never conceived or uttered, because no hand 
 is raised to embody them in deeds ! 
 
 Man would lose the power of speech if his words should 
 cease to be realized in things. Connected thoughts are 
 impossible without words, or signs of words, and words 
 depend upon objects for their existence. Hence language 
 has its origin not less in external objects than in the 
 mind. Objects make impressions upon the mind through 
 the senses, and words serve as the means of preserving a 
 record of such impressions. If the mind should cease to 
 receive impressions, language would no longer be required, 
 since there would be nothing to express ; and the occasion 
 for the use of language ceasing to exist, the power of 
 speech would ultimately be lost. The power of speech 
 then, depends chiefly upon the endless succession of fresh 
 objects presented to the mind by the hand. These form 
 both the subject and the occasion of speech. The prin- 
 cipal changes in language grow out of fresh discoveries in 
 science and new inventions in art. The advance of a 
 state in the scale of civilization depends upon progress in 
 the useful arts. Hence when a state ceases to advance, its 
 language stagnates. In such a state there is no occasion 
 for new words. If a constantly diminishing number of 
 objects are presented to the mind speech becomes less and 
 less necessary. If no new objects are presented no fresh 
 impressions upon the mind are made, and speech degene- 
 rates into a mere iteration. If the hands cease to labor in 
 the arts, cease to make things, cease to plant and to 
 gather, the scope of speech is still further restricted — is 
 confined, at last, to the expression of the wants of savages 
 subsisting on the native fruits of forest and plain. It is 
 clear that progress finds expression only in the concrete. 
 
124 The Co- Education of [12 
 
 As words are essential to the processes of thought, so 
 objects are essential to words or living speech. And as all 
 objects made by man owe their existence to the hand it 
 follows that the hand exerts an incalculable influence upon 
 the mind, and so constitutes the most potent agency in the 
 work of civilization. 
 
 The world moves very fast industrially, but very slow 
 intellectually and morally. What we need more than 
 better artisans is better men in what are termed the 
 learned professions. Farmers and mechanics stand the 
 test of scrutiny better than merchants. Civil engineers 
 and architects are more competent in their professions 
 than lawyers, judges and legislators. Why ? Because the 
 former classes are trained in things, while the education 
 of the latter is confined to abstractions. It is notori- 
 ous, for example, that the laws, in this country are not 
 faithfully executed. What if, through the ignorance or 
 indolence of farmers, there were such a failure of crops as 
 there is of justice ? We should all starve ! Ninety-seven 
 merchants in a hundred fail. What if ninety-seven build- 
 ings in a hundred should fall upon the heads of their occu- 
 pants within a few months of their completion? Buckle's 
 caustic remark that the best British laws are those by 
 which existing laws are repealed is as true of the legis- 
 lation of this country as of that of England. What if the 
 incompetency of the legislator were paralleled by that of 
 the machinist ? That is to say : Suppose ninety-seven in 
 every hundred locomotives should break down on the trial 
 trip ? 
 
 It is said that during a visit of the late German Emperor 
 to a needle factory a workman begged a hair of his head, 
 drilled an eye in it, threaded it and passed it back to 
 William, who had expressed surprise that eyes could be 
 drilled in the smaller sizes of needles. The story illus- 
 trates the extreme delicacy of modern mechanical opera- 
 tions. It is not pretended, however, that the hand is a 
 
13] Mind and Hand. 
 
 125 
 
 nicer organ than the brain. It is not essential to the 
 present purpose to discuss the relative importance of the 
 respective functions exerted in the work of drilling the 
 eye in the hair — that of the brain and that ot the hand. 
 Let us assume that the brain directs the hand autocrati- 
 cally. But why does it succeed so admirably when it 
 employs the hand to execute its will, but so ill, when it 
 devises and attempts itself to execute? How is it that the 
 mind invents a watch, which being made by the hand 
 records the hour to a second, ninety-seven times in a 
 hundred, but fails ninety-seven times in a hundred, to 
 devise and carry into successful execution a mercantile 
 venture ? 
 
 How is it that the mind invents a steam-engine, which 
 being made by the hand, performs its work with perfect 
 accuracy ninety-seven times in a hundred, but when it 
 grapples with law and fact in the chair of counsel or 
 judge produces a pitiful wreck of justice. 
 
 How is it that the mind devises, and the hand executes 
 with such nice adaptation of means to the end in view, a 
 bridge that resembles a spider's web, and yet bears 
 thousands of tons and endures for ages, but when it under- 
 takes to legislate evolves statutes so poor that they wear 
 out in a year, or so unjust that their repeal is imperatively 
 demanded ? 
 
 The hand seems to work better under the guidance of 
 the mind, than the mind works without the guidance of 
 the hand. But it will be said that the explanation of the 
 greater apparent accuracy of the work of the hand is to be 
 found in the fact that it operates upon matter, while the 
 mind deals with metaphysical subtilties. The contention 
 is not that mind is less plastic than matter, but that it is 
 more difficult of comprehension. But how do we know 
 that this is so ? Where has the experiment been tried, 
 of honest contact, mind with mind ? It was not tried in 
 Egypt, Greece or Rome. It is not on trial in anv bart of 
 
126 The Co-Education of [14 
 
 the world, to-day. There is, hence, no place in which to 
 seek evidence as to how mind would act upon mind, if 
 treated honestly, as matter is treated by the hand. But 
 if the quality of selfishness is eliminated there will be no 
 difficulty in bringing all minds to an agreement as the 
 parts of a watch are brought into harmonious and useful 
 action. And it is through the hand, doubtless, that this 
 beneficent union is destined to be effected ; for, as the 
 Ionic philosopher so well said, " The hand is the source of 
 wisdom ; " and wisdom is the power of discriminating 
 between the true and the false. 
 
 So we come to the heart of the subject : for the great 
 end of education is character ; and to produce a symmet- 
 rical character the mind and the hand must complement 
 each other ; for " to know the truth it is necessary to do 
 the truth." 
 
 The ancient civilizations perished because man retained 
 the savage instinct of selfishness. Each individual sought 
 his own interest in scorn of the interest of his fellows, and 
 in the struggle society was convulsed and wrecked. It is 
 obvious that selfishness is a savage instinct, not a rational 
 attribute because it inevitably reacts distinctively upon 
 civil society. Rectitude should, then, be the chief aim of 
 education ; for it is rectitude alone that will preserve the 
 civil compact. The dogma of Plato, that "the useful arts 
 are degrading," is the sum of ancient educational error. 
 For it is through the useful arts that the mind is brought 
 into intimate relations with things ; and it is in things, and 
 in things only, that we find truth. Ancient educational 
 methods were purely subjective. The school curriculum 
 consisted mainly of rhetoric and logic. The pupil was 
 taught the art of speaking with propriety, elegance and 
 force, and to deduce legitimate conclusions from assumed 
 premises. In the school of logic there was no struggle to 
 find truth ; in the school of philosophy no respect for the 
 evidence of the senses. Hence the duplicity of the Greek 
 
15] Mind and Hand. 127 
 
 orator, who eloquently harangued the jury while his client 
 bargained with the court for the price of justice ; and 
 the (rreek speculative philosopher who confounded his 
 audience with the force of his unanswerable logic, and 
 appealed to his inner consciousness in support of the 
 soundness of his premises. Under this subjective system 
 of education and philosophy Greece and Rome retrograded 
 to a state of semi-savagery. Selflshnesss did its perfect 
 work in resolving society into its original elements. 
 
 Subjective propositions have no relations to things, and 
 hence are verifiable only through consciousness. They are 
 therefore mere speculations, often ingenious, but always 
 problematical. Subjective or purely mental processes 
 promote selfishness because their effects flow inward ; 
 they relate wholly to •self. All purely mental acquire- 
 ments become a part of self and so remain, forever, unless 
 transmuted into things through the agency of the hand. 
 But manual exercises promote altruism because they are 
 objective. Their effects flow outward ; they relate, in a 
 broad way, to the whole human race. The artist, the 
 artisan and the scientists study the nature and relations 
 of things ; and in this investigation they forget self, 
 because the struggle in search of truth engrosses all their 
 powers. From the false they intuitively shrink. They 
 can succeed only by finding the truth, and embodying it 
 in some useful or beautiful thing, which shall contribute 
 to the comfort or pleasure of man. 
 
 The more absorbing the struggle in search of truth 
 the less room there is left in the mind for the vice of 
 selfishness ; and as selfishness recedes, justice assumes its 
 appropriate place as the controlling element in human 
 conduct. Nor is this a mere dream of optimism. For, if 
 in his intercourse with his fellows, one man can be made 
 to observe the golden rule, all men can be trained to 
 rectitude. It is a question of education. If education is 
 made universal and scientific, all men can be made honest. 
 
128 The Co- Education of [16 
 
 The acceptance of truth as the law and guide of life is 
 more natural than reliance upon the false. The reason 
 why what is called heroism excites special admiration and 
 wonder is this : The standards of public judgment have 
 become so perverted by long custom in the abuse of truth 
 that normal conduct appears strange ! The hero is an 
 honest man — that's all : 
 
 "Though love repine and reason chafe, 
 There comes a voice without reply ; 
 'Tis man's perdition to be safe, 
 
 When for the truth he ought to die." 
 
 The gravest mistake of the schools is, their conception 
 of education as a mere ornament, a polite accomplishment, 
 rather than the development of all the powers of man to 
 the culminating point of action. They have had in view 
 speculation rather than achievement ; scholarship rather 
 than character ; mastership rather than manhood. In 
 their exclusive devotion to pure learning they have been 
 utterly oblivious of the stubborn fact that all abstract 
 thought is vain and profitless unless it finds expression in 
 things. Disregard of this absolute law made Plato the 
 contemner of manual labor. Blinded by the vision of a 
 purely spiritual life he felt and expressed measureless 
 contempt for the hands that ministered to his material 
 wants, declaring all the useful arts to be degrading ! Thus, 
 equally on the sublime heights of philosophic meditation, 
 and in the depths of the slave's despair was the brand of 
 shame imprinted on the brow and hand of useful toil! 
 And so, in the world's literature, ethics and education, is 
 embalmed the world's judgment that labor is an evil ; 
 whereas it is plain that the effort to avoid labor is man's 
 chief curse. 
 
 Rousseau declares that, "rich or poor, strong or weak, 
 every idle citizen is a knave," and Carlyle characterizes 
 the idle man as a monster. Work is the highest duty, not 
 
17] Mind and Hand. 129 
 
 of some, but of all, and the greatest of blessings, not to 
 some, but to all ; — 
 
 "God did anoint thee with his odorous oil 
 To wrestle, not to reign ! " 
 Work is the law of life, and its binding force upon the 
 individual increases with the progress of civilization. The 
 savage must work or perish, and the civilized man must 
 work or compel another to work for him ; and it is this 
 alternative proposition that molded, and still controls, 
 with an iron hand, existing educational systems. We do 
 not train men to be useful, but train them to make others 
 useful. We assume the existence of class distinctions, and 
 take measures to perpetuate them, by training men, not 
 to work themselves, but to make others work for them. 
 And this solecism in education is the more glaring, in a 
 country like ours, whose organic law asserts the equal 
 rights of man. But every great abuse, or ignorance, or 
 superstition, has behind it a great cause, and the cause 
 of this fundamental defect in our education dates back to 
 Greece. The revival of learning was a revival of Greek 
 methods, which grew out of a social system whose every 
 attribute was the opposite of ours — a social system whose 
 corner-stone was slavery, as the corner-stone of ours is 
 liberty. 
 
 In Greece education was based on the philosophy of 
 that age, which was contempt, equally of labor, the useful 
 arts, and the masses of men. Its purpose was the training 
 of a few as rulers, while the many were slaves inured to 
 privation, and accustomed only to toil. But the race has 
 made a vast progress — spanned a great gulf — while con- 
 servative educators have been content still to memorize 
 and repeat the precepts of the ancients, forgetting the 
 monition of Bacon, that we are their elders. The extent 
 and character of this progress may be realized by con- 
 trasting Plato's contemptuous dogma in regard to the use- 
 ful arts, with Locke's famous apostrophe to iron,** — the one 
 
130 The Co- Education of [18 
 
 represents the inconsequential nature of abstract specula- 
 tion, the other the solid ground of inductive philosophy. 
 
 It may be said that the fundamental law of education 
 — mind growth — is the same everywhere and under all 
 circumstances. True. But it is also true (though not yet 
 generally admitted) that work, mental and manual com- 
 bined (and there can be no manual exercise without men- 
 tal effort) is the most potent of educational forces. And 
 of the truth of this proposition the extremes of art afford a 
 striking illustration ; on the one hand, through the experi- 
 ence in the goldsmith's shops, of the early great Italian 
 painters and sculptors, whose fingers were there disci- 
 plined to skill, and on the other, in the lives and works of 
 the world's distinguished mechanics, notably the life and 
 work of George Stephenson, who, at twenty years of age 
 could neither read or write, but at fifty had compassed 
 more good for man than all the soldiers, statesmen and 
 scholars of his time. 
 
 Let us examine, briefly, the question of the educational 
 value of hand-training in the light of authority : 
 
 Says Rabelais : 
 
 " Teach through the senses ; inculcate independence of 
 thought ; train for practical life ; develop mind and body 
 equally." 
 
 And Montaigne : 
 
 "We toil to stuff the memory, but leave the conscience 
 and understanding unfurnished and void." 
 
 And Bacon : 
 
 "Education is the cultivation of a just and legitimate 
 familiarity betwixt the mind and things." 
 
 And Comenius : 
 
 "Schools have been fitly called the workshops of 
 humanity." 
 
 And Rousseau : 
 
 " Reflect that the student will learn more by one hour 
 of manual labor than he will retain from a whole day's 
 
ig] Mind and Hand. 131 
 
 verbal instructions. The things themselves are the best 
 explanations." 
 
 And Pestalozzi : 
 
 " Man must seek his chief instruction in his chiet work, 
 and not allow the empty teaching of the head to pre- 
 cede the labor of the hand. * * * We have to thank 
 the nonsense with which our children's early years are 
 diverted from labor and directed toward books, for a world 
 full of blockheads." 
 
 And Frcebel : 
 1 " For what man tries to represent or do he begins to 
 understand." 
 
 And Carlyle : 
 
 "All speech and rumor is short-lived, foolish, and 
 untrue. Genuine work alone, what thou workest faith- 
 fully, that is eternal as „the Almighty Founder and world 
 builder himself." 
 
 And Prof. Huxley : 
 
 "Zoology cannot be learned with any degree of suffi- 
 ciency unless the student practices dissection." 
 
 And Herbert Spencer : 
 
 "Science is organized knowledge; and before knowl- 
 edge can be organized some of it must first be possessed. 
 Every study, therefore, should have a purely experimental 
 introduction ; and only after an ample fund of observations 
 has been accumulated should reasoning begin." 
 
 And Dr. Henry Maudsley: 
 
 " To know the truth it is necessary to do the truth." 
 
 And Mr. Ruskin : 
 
 " Let the youth once learn to take a straight shaving off 
 a plank, or draw a fine curve without faltering, or lay a 
 brick level in its mortar and he has learned a multitude 
 of other matters which no lips of man could ever teach 
 him." 
 
 These emphatic opinions of great teachers, scientists 
 and philosophers, in support of the educational principles 
 which underlie drawing, object lessons, constructive exer- 
 cises and laboratory processes of every description, cannot 
 be whistled down the wind. They are the deductions of 
 
132 The Co-Education of [20 
 
 scientific research, the fruitage of an intimate acquaintance 
 with the laws of psychology, the embodiment of the wis- 
 dom of the ages. In the rich realms of literature, science 
 and philosophy, the names of these men are pre-eminent. 
 The dead among them, departing, left few peers behind ; 
 and the living — proud distinction ! — receive the homage of 
 a grateful world, which venerates them while it enjoys the 
 royal bounty of their genius. 
 
 Two great causes have combined to make manual labor 
 repulsive. (1) The fact that, until recently, only slaves 
 and persons of inferior social station worked with their 
 hands, and (2) the idea which grew out of this fact that 
 hand-work is in itself degrading. This false sentiment, 
 which has the sanction of a philosopher venerated by all 
 extreme classicists, must be abandoned. It must give way 
 because it has no legitimate place in the existing social 
 order. It was always a solecism ; but in a civilization 
 rendered brilliant by a thousand manifestations of the 
 useful and beautiful in art it is an insult to industry, 
 talent and genius — the triple power that moves the mod- 
 ern world. And this power must be recognized in the 
 schools ; aye, must control them. Labor alone is funda- 
 mental. We do not live by literature. The philosopher 
 may cease to speculate, the poet to sing, the lawyer to 
 plead, the priest to warn, the doctor to heal, and the 
 world, with all its multiform concerns, goes on. But let 
 the hand of labor be unlifted and there ensues an unfruitful 
 pause. Silence in the field, the factory and the shop, 
 means want, equally in the palace and the hut. And shall 
 not the hand, whose cunning feeds, clothes, houses and 
 warms the whole human race — shall it not be trained ? 
 
 A studied effort is now being made by the would- 
 be taskmasters of mankind, to re-enslave the laborer by 
 treating his labor as if it were a mere commodity. But, 
 while labor may be contracted for, it is not a commodity, 
 because its delivery cannot be enforced. It is not a com- 
 
2i] Mind and Hand. 133 
 
 modity because no power can reduce it to possession in 
 the hands of the alleged purchaser. It is not a commodity, 
 because, notwithstanding the debtor may possess fifty 
 years store of it, not the smallest part can be extorted by 
 legal process. It is not a commodity because it is a spark 
 of divinity — man's sole creative attribute ! As Carlyle 
 well says, " It is the truest emblem of God, and the pre- 
 destined ruler of the Earth." Work, then, being divine, is 
 a worthy foundation on which to build. There is reason- 
 able ground of hope, too, that education, based on work, 
 will prove to be real character-building, rather than an 
 encouragement of the spirit and habitude of diletanttism. 
 
 But, is there room for the workshop, as manual training 
 is contemptuously caRed, in the common school, for its 
 educational value ? This is the most momentous question 
 that ever disturbed the sleep of the conservative ! It is a 
 question that had to wait on the procession of the ages. 
 It had no place in the nations of antiquity. It could not 
 have been heard above the clank of slavery's chains. It 
 would have been drowned by the cries that ascended from 
 human prison-pens and auction blocks. The ruler by 
 right of prescription who should have heard it would have 
 felt his throne tremble beneath him. It is a question that 
 threatens the very existence of every vested wrong, the 
 stability of every chartered injustice, the tenure of power 
 of every usurper of the divine right of man to rule over 
 himself. The answer to it involves a revolution that shall 
 end only in the regeneration of the race — in the rehabilita- 
 tion of all men and all women in those sacred vestments of 
 learning in which the early sages so proudly wrapped 
 themselves to the exclusion of "the vulgar masses ! " The 
 answer to it is the negation of the senseless dogma of 
 Plato that the useful arts are degrading, and the affirma- 
 tion of the sublime postulate that the higher the use the 
 greater the beauty. What a vast advance it involves from 
 the Greek conception of beauty — sensuous and enervating 
 
134 The Co-Edncation of [22 
 
 — to that of the present age, which finds its ideal in the 
 mental, moral, and physical elevation, not of a class, but 
 of the mass, of men, and so discerns, in things of use the 
 highest excellence. The question had to wait for this 
 time and this country — for a time and a country when and 
 where men begin to think deeply of the flagrant injustice 
 of permitting even one child to grow to manhood or 
 womanhood, in ignorance. It had to wait for the idea of 
 universal education, for the era of science, and for such an 
 expansion of the arts as to render a mere knowledge of 
 letters the poorest possible equipment for the real duties 
 of life. 
 
 Nothing is more rational than that a complete social 
 revolution should involve a radical change in methods of 
 education. " It would be," as Bacon says, "an unsound 
 fancy and self-contradictory, to expect that things which 
 have never yet been done, can be done except by means 
 which have never yet been tried." In the world of the 
 future, which is to be controlled by science, all men and 
 women must be educated ; and it is obvious that all are 
 not to be educated by educating a part. The theory that 
 the legitimate purpose of our schools is the development 
 of "Directive Intelligences" is essentially Greek. It is 
 as alien to the thought and life of this age as the idea of 
 the Greek custom of exposing infants, is shocking to the 
 acute and tender sensibilities of the modern mind. This 
 theory was exploded by Columbus when he landed on the 
 new continent ; by Luther when he burned the Pope's 
 bull ; by Montaigne when he satirized the Universities 
 and sneered at the syllogism ; by Bacon when he dis- 
 carded the Aristotelian abstract philosophy, and enthroned 
 induction as the Key to Knowledge ; by every man who 
 has wrested from Nature a secret be it ever so small, and 
 made it the heritage of the human race. 
 
 This theory of " Directive Intelligences" belongs to the 
 era of slavery, to a time when the useful arts were almost 
 
23] Mind and Hand. 135 
 
 unknown, and wholly despised ; to a time when there was 
 scarcely any acquaintance with applied science ; to a time 
 when idleness was esteemed a virtue and labor a shame 
 and disgrace ! But slavery has been banished from all 
 highly civilized communities, and this emancipation of 
 man renders necessary a new system of education. The 
 purpose of education now is to enable the individual to 
 exert and direct, not another's, but his own mental, moral, 
 and physical powers. In the new world that is being 
 developed by science and art, labor will be the universal 
 law. In it no man will be trained to direct others to work, 
 but all will be required to put their own hands to the 
 plough. 
 
 Scorn of labor, and contempt of childhood, combined to 
 rob the old educational systems of all moral force. It is in 
 kindergarten and other manual exercises that the educa- 
 tional ethical principle resides ; and it is, hence, only in 
 schools devoted to the co-education of the mind and hand 
 that true Christianity — the religion of humanity — is to be 
 vitalized for the redemption of man. In the school of the 
 future, childhood will be respected, nay, venerated, and 
 labor will be honored. 
 
 It is amazing that it should never have occurred to edu- 
 cators that it is a great waste of energy to train one man 
 to direct another man to do that which he is, himself, 
 equally capable of doing. But a very famous school- 
 master declares that it is. because the members of his 
 profession will not stoop. He says : " The more we 
 reflect on the method of Comenius the more shall we see 
 that it is replete with suggestiveness, and we shall feel 
 surprised that so much wisdom can have lain in the path 
 of schoolmasters for two hundred and fifty years, and that 
 they have never stooped to avail themselves of its treas- 
 ures." 
 
 The fundamental educational principle of Comenius is 
 that, " we learn to do by doing." A victim of the schools 
 
136 The Co-Education of [24 
 
 of his time, he thus describes them : 
 
 "They are the terror of boys, and the slaughter-houses 
 of minds — places where a hatred of literature and books is 
 contracted, where ten or more years are spent in learning 
 what might be acquired in one, where what ought to be 
 poured in gently, is violently forced in, and beaten in, 
 where what ought to be put clearly and perspicuously is 
 presented in a confused and intricate way, as if it were a 
 collection of puzzles — places where minds are fed on 
 words." 
 
 The grave nature of the defects which characterize the 
 schools of the present time may be inferred from the 
 declaration of one of the most justly distinguished educa- 
 tors in the United States, that, " There has been very little 
 change in the ideas which have controlled our methods of 
 education, and these ideas were formed something like four 
 hundred years ago." 
 
 What is now called the new education was formulated by 
 the good Moravian Bishop, Comenius, and his method is 
 disclosed in the following brief epigrams : — 
 
 (1) " Let everything be communicated through the 
 senses, and turned to present use. 
 
 (2) Let nothing be prescribed as a memory-task that 
 has not previously been thoroughly understood. 
 
 (3) Leave nothing, until it has been impressed by 
 means of the ear, the eye, the tongue, the hand. 
 
 (4) Let nothing be learned by authority, but by demon- 
 stration sensible or national. 
 
 (5) Above all, never teach words without things, even 
 in the vernacular, and whatever the pupils see, hear, taste, 
 or touch, let them name. The tongue and the intelligence 
 should advance on parallel lines. 
 
 (6) For the beginning of knowledge is from pure sense, 
 not from words ; and truth and certitude are testified to by 
 the evidence of the senses. The senses are the most 
 faithful stewards of the memory. 
 
 (7) Mechanics and artists do not teach their appren- 
 tices by disquisitions, but by giving them something to do. 
 
 (8) The study of languages should run parallel with the 
 study of things ; especially in youth, for we desire to form 
 men, not parrots. 
 
25] Mind and Hand. 137 
 
 (9) As human nature rejoices in doing, everything 
 should be learned by practice ; and the utility and bearing 
 of what is learned should be made manifest. 
 
 (10) We do not speak to our pupils, but the things them- 
 selves ; and everything should be taught by the things 
 themselves, or where these fail by accurate representations 
 of them." 
 
 This epitome of Comenius' method contains the germ of 
 all that the educational reformers of to-day are seeking to 
 engraft upon the common school system ; and it shows 
 Comenius to have been a student both of nature and man — 
 a philosopher of a high order. He was not a mere book- 
 maker, although he made many books, nor a mere peda- 
 gogue, although justly proud of his profession of teacher, 
 but an enthusiast and a. lover of mankind, whose name is 
 worthy a place by the side of those of the later great 
 apostles of justice — Mazzini, Carlyle, and Ruskin. He was 
 not only far in advance of the age in which he lived, but in 
 advance of the great body of the educators of our own 
 time. For he favored universal education, not in a per- 
 functory way, but boldly declaring that such training 
 ought to cover the entire period, from birth to manhood. 
 
 If the schoolmaster of the seventeenth century could 
 have " stooped" to avail himself of the ideas of Comenius, 
 the question under consideration here would have been 
 answered, in the affirmative more than a hundred years 
 ago. Yes, there is room for the workshop in the common 
 school, for its educational value. We shall not quarrel 
 about terms, or mere definitions. I prefer the term labora- 
 tory ; so does Dr. Runkle, the founder of manual training 
 in this country. In a letter [to me, in 1884] he gives the 
 following admirable definition of the phrase manual train- 
 ing : — "my first work was to build up, at the institute, a 
 series of mechanic art shops, or laboratories to teach 
 these arts, just as we teach chemistry and physics by the 
 same means. At the same time I believed that this disci- 
 pline could be made a part of general education just as we 
 
138 The Co-Education of [26 
 
 make the sciences available for the same end through 
 laboratory instruction." 
 
 But I have no objection to the term " workshop." One 
 of the definitions of the word "laboratory" is, "the work- 
 room of a chemist." Both the workshop and the labora- 
 tory are places in which to work. One of the definitions 
 of "work" is "labor," and labor is the fundamental of 
 fundamentals ! Civilization and art are terms of equiv- 
 alent import, and labor is the foundation of the arts. 
 Hence the entire social fabric rests upon labor, and 
 manual training is its science. Labor, then being the 
 law of life, its principles and practice should be taught 
 exhaustively in all schools. The school that does not do 
 this is not worthy the name it bears ; for as it is the duty 
 of all to work, it is the right of all to be thoroughly 
 grounded in the principles and exercises of work. 
 
 The workshop, or laboratory, in the school, is merely 
 an extension of the principle of object-teaching, the high 
 educational value of which is no longer questioned, and of 
 which Oscar Browning so well says : 
 
 "This method of object-teaching is perhaps the greatest 
 service which the naturalistic school has rendered to the 
 cause of education. Hinted at by Rabelais and Locke, 
 still more largely developed by Rousseau, it has received, 
 in the last century, a more accurate and scientific form, 
 and is probably destined to become the source of a new 
 curriculum, in which literature will only hold a secondary 
 place." 
 
 Mr. Browning is a very high authority. It is from the 
 classic shades of Cambridge and Eton that he pronounces 
 the doom of mere literary culture ; and with prophetic 
 ken, points to the school of the future, as the school 
 where things are to take the place of words, where science 
 and art are to hold the ground hitherto occupied by 
 letters. 
 
 But what evidence is there that the training of the 
 hand reacts educationally upon the mind ? And this 
 
27] Mind and Hand. 139 
 
 question is asked in all seriousness, doubtless, by those 
 who have hands ! It is incomprehensible to me how 
 there can exist in any mind a rational doubt that the 
 hand is an instrument of incalculable educational power. 
 The Greek philosopher, Anaxagoras, declared that "man 
 is the wisest of animals because he has hands." We 
 are the heritors of twenty-five hundred years of human 
 experience since he lived, and yet fail to realize what 
 so impressed him as to draw from his inspired lips an 
 immortal sentiment. 
 
 The hand more than all other members of the body, 
 differentiates man from the other animals. If it is a 
 creation by fiat, what wisdom devised it ! If it is the evo- 
 lution of time, what unnumbered ages, and what mighty 
 struggles contributed to its development! It raised the 
 pyramids, stone upon stone, and planted the Sphinx in 
 the pathway of the drifting sands of the desert. Who can 
 look upon the one or the other, without a feeling of 
 reverence, not only for the mind that planned but for 
 the hand that executed works of such magnitude and 
 grandeur ! I never look at the Chicago Auditorium, now 
 in process of construction, without a deep and grateful 
 sense ot an expanding mental horizon — of a clearer men- 
 tal vision ; and the assumption that the colossal structure 
 which so stirs and exalts me, exerts no influence upon 
 the minds of the thousands of workers engaged in its 
 construction affronts the common intelligence ! The dif- 
 ference between the slave who perished miserably under 
 the walls of the pyramid where he toiled, and the intelli- 
 gent free laborer of to-day, is as marked as that between 
 the extremes of art, namely : the hatchet of the savage, 
 and the locomotive of Stephenson. And this mental, 
 moral, and physical progress of the laborer, is the measure 
 of the influence of the hand, and its works, upon the 
 mind. With his toil-stained hands the slave literally 
 raised himself to the very gates of freedom, battered them 
 
140 The Co-Educatio7i of [28 
 
 down and so entered upon the enjoyment of the common 
 heritage of man. " Venerable to me," says Carlyle, " is 
 the hard hand — crooked, coarse — wherein, notwithstanding 
 lies a cunning virtue, indefeasibly royal, as of the sceptre 
 of this planet." 
 
 If it be said that the hand is the mere blind instrument 
 of the mind, I deny it, and insist that it is much more. 
 " The end of man is an action, not a thought." The pen 
 is an instrument ; so is the axe, the sculptor's chisel, the 
 painter's brush, and the carpenter's saw. But the hand 
 is a sentient part of the man which bears the sacred 
 impress of the deeds it has done. Let him who would 
 degrade it to the level of a mere tool, look first at the 
 back, and then at the palm of his own hand, and observe 
 the contrast. Let him note how the sense of touch has 
 illumined the palm with intelligence. How dull and frigid 
 is the back of the hand — how alert and full of expression 
 is the palm ! The inside of the hand is inscribed with 
 characters of living light. In it is recorded the history of 
 a life — noble or ignoble ! Here is refinement and sensi- 
 bility ; here a chapter knotted and gnarled by passion ; 
 or seamed by dishonor, or shimmering with the radiance 
 of truth ! 
 
 Touch is the master sense, and its pre-eminence in the 
 hand imparts to it a wide experience, which renders it 
 only less expressive than the face. In some of the works 
 of Michael Angelo the hand is the dominant feature, 
 giving character to the whole, and so challenging the 
 attention usually engrossed by the face, and Mr. Ruskin 
 calls attention to the significent fact that the fingers of 
 the early great Italian masters of painting and sculpture 
 were trained for their future art triumphs in the shops of 
 the goldsmiths. 
 
 In the testimony of four pre-eminent men — Anaxa- 
 goras, Michael Angelo, Carlyle and Ruskin — we have an 
 acknowledgement of the majesty, the cunning, and the 
 
2g] Mind and Hand. 141 
 
 trustworthiness of the hand. But tributes of this char- 
 acter are as rare, in literature, as they are just. Nor is it 
 strange that the hand has been held in almost universal 
 zontempt, when we reflect that to despise it has been, not 
 mly fashionable, but profitable. To wrestle with great 
 :houghts upon condition that others should toil with their 
 lands, in field, factory, mine and shop, has been a favorite 
 imrsuit since the lazy savage told stories by the camp-fire 
 vhile his squaw ranged the forest in search of fagots to 
 "eed the flame. Numbers of " brainy " persons have been 
 graciously willing to do the thinking for the rest of man- 
 kind, provided the rest of mankind would house them, 
 :lothe them, feed them and otherwise provide for all 
 .heir physical wants. And it is worthy of note with what 
 manimity it has been agreed, among the " thinkers " that 
 :hey ought to occupy all the fine houses, wear all the 
 jood clothes, and eat all the delicate food ; and they are 
 equally agreed that huts, rags, and corn-bread are good 
 enough for the hand -worker. But it is none the less true 
 is Ruskin so pertinently says, that : " Your wealth, your 
 imusement, your pride, would all be alike impossible, but 
 or those whom you scorn or forget. * * * The sailor 
 vrestling with the sea's rage ; the quiet student poring 
 >ver his book or his vial ; the common worker, without 
 >raise, and nearly without bread, fulfilling his task as your 
 lorses drag your carts, hopeless and spurned of all — 
 hese are the men by whom England lives ! " 
 
 Nevertheless, it is for the "thinker," almost exclusively, 
 md for the hand-worker not at all, that the schools have 
 litherto existed. But I declare, without fear of successful 
 :ontradiction, that it is through the hand that man has 
 panned the great gulf between barbarism and civilization. 
 Vnd if this be true it is evidence enough of the educa- 
 ional value of manual training. But you dispute the 
 )roposition : You say, mind is the sole motive power 
 >f progress; that the hand unimpelled by mind is inert, 
 
142 The Co- Education of [30 
 
 I deny nothing- to the mind that you claim for it ; but 
 rejoin, pointing to the fact that mind alone is powerless 
 to secure even one of the material conditions without 
 thousands ot which we should relapse into a state of bar- 
 barism in which state life would become intolerable. You 
 declare, nevertheless, that the mind is the immortal part, 
 an independent entity created to command, and the hand 
 mere matter, its servant, to obey. 
 
 But suppose the mind is big with the thought of a 
 locomotive, and commands the hand to construct one ? 
 And suppose further, that the hand is unskilled, untrained 
 in the mysteries of the mechanic arts ? It is as powerless 
 to obey as if it were an inanimate clod ; and the mind is 
 as powerless to compel obedience as if it were a clod. 
 
 It is plain that there can be no material progress except 
 through the co-operation of mind and hand. Each is 
 educated by contact, through things, with the other ; and 
 this reciprocal relation may be illustrated through inven- 
 tive processes. All inventions are growths, consisting of 
 sequential steps. One inventor works at a given problem, 
 and fails ; but leaves behind him a hint, in wood or iron, 
 which another comprehends and utilizes in a second step, 
 but fails, also, of complete success, and so on. The 
 steam engine was a growth of two thousand years — from 
 Hero to Fulton and Watt. Huntsmen, whose steel held 
 the field for more than a century, toiled in the realization 
 of his idea over the crucible, for years, and evidence of 
 his numerous failures was found in masses of metal, in 
 various stages of imperfection, buried in the neighborhood 
 of the cottage where he studied and wrought. But these 
 seeming failures were the steps of success. The work of 
 his hands reacted upon his mind leading it forward toward 
 the goal, which could have been reached in no other way. 
 
 While employed in collieries as "fireman" and "plug- 
 man " Stephenson repaired the engines in his charge, 
 taking them apart and putting them together. While so 
 
3 1 J Mind and Hand. 143 
 
 engaged he learned to read and write, following the sci- 
 entific method of acquiring a knowledge of words and 
 things at the same time. These were the exercises, 
 mental and manual, that led up to the Rocket — the won- 
 derful machine that the bookish engineers of the time 
 declared could not be made. What Stephenson learned 
 mentally, in the night school, was complemented manu- 
 ally, in his day school, which consisted of exercises in 
 repairing the engine in his care. 
 
 Watt's initial idea of the steam engine came from the 
 model of an atmospheric machine of Newcomen's, placed 
 in his hands for repairs. But before the time of New- 
 comen, Ducans, Papin, Savory, and Breighton, had worked 
 at the great problem ; and Newcomen's machine bore the 
 noble impress of their minds and hands. In revealing to 
 Watt the humble steps of the past, Newcomen's machine 
 pointed the way to a glorious future ; and it was through 
 these inventive steps, shown in the concrete that he was 
 able to realize all the dreams of those that had gone 
 before, in his own transcendent achievement which moved 
 Dr. Draper to declare that he "conferred on his native 
 country more solid benefits than all the treaties she ever 
 made, and all the battles she ever won." 
 
 To show how the hand supplements, or co-operates 
 with, the mind, let us suppose a case as they do in the 
 schools: — A mechanic strives to invent a machine — an 
 engine. The thought or conception of it is in his mind. 
 He has a mental vision of it, as it will appear when com- 
 pleted and vitalized by steam. He constructs it on the 
 plan in his mind. It is finished, and steam is let into the 
 cylinders. But it does not work, — the pistonrod does not 
 move ; the shaft is as lifeless as if it were but a lump of 
 dingy ore in the mine. Or it flies in pieces, and the room 
 is filled with hissing steam. In either event the machine 
 is a failure. But the experiment is not hence valueless. 
 On the contrary it is one of the steps of invention. For 
 
144 The Co- Education of [32 
 
 the inventor now examines the inert mass of iron and 
 steel or the wreck, as the case may be, and the cause of 
 the failure, revealed in the concrete, becomes apparent. 
 In a word the defective machine shows that there has been 
 defective thinking ; and, what is equally to the point, the 
 defect suggests the remedy, showing that a lifeless piston- 
 rod, or a broken cylinder-head has become the source of 
 a new idea. And this, in turn, shows why the philo- 
 sophical theories of the ancients were so often false — they 
 were the product of abstract speculation : — It is better to 
 refer knotty problems to the hand, than to the inner 
 consciousness. 
 
 The creative faculty — that divinity in man — cannot be 
 developed by poring over books, nor by abstract thought. 
 Man is not a pure intellect. If he were he might fly 
 away and be at rest. But he is bound to earth as Ixion to 
 the wheel, and he must explore it, must master its se- 
 crets ; and this can be done only by laboratory pro- 
 cesses. Nature is the great book ; induction is the law of 
 investigation, and the hand is its chief minister. 
 
 I confess that it provokes me to indignation and moves 
 me to scorn to be told that the great inventors — Fulton, 
 Watt, Stephenson, Maudsley, Clement, Bessemer, Edison, 
 and a hundred, nay, a thousand others — whose works 
 render the world resplendent with beauty, and divine with 
 use — it fills me with indignation to be told that these great 
 men gained no intellectual or moral strength through con- 
 tact with things, while wrestling with the intricate prob- 
 lems they solved. 
 
 The moral aspect of education as it at present exists in 
 this country is by no means reassuring. It is evident that 
 none of our educational institutions exert a high moral 
 influence in the community. Our elementary schools* not 
 only do not make their pupils moral ; they do not even 
 promote common honesty. Of this fact there is abundant 
 evidence ; The number of criminals in the United States, 
 
33] Mind and Hand. 145 
 
 relatively to population, has doubled since 1850. The 
 statistics of prisons show that five-sixths of their inmates 
 are graduates of the common schools — public and private ; 
 that three-fourths of them are unskilled in the mechanic 
 arts ; that more than half of them were idlers at the time 
 of their arrest ; that young convicts who have been in the 
 schools, but who have no trade knowledge, are increasing 
 in number ; that notwithstanding the vast expenditure 
 for education, in the city of New York, there is a decline 
 in the character and material prosperity of its people, as 
 shown by the fact that taxation for purposes of penal, 
 reformatory, and charitable institutions, has doubled in the 
 last fifteen years. Nor is there any apparent moral or 
 material gain to the pupil, if he continues his course 
 through the higher schools, culminating in the university. 
 In a letter, now before me, of recent date, Col. Ingersoll, 
 with characteristic force, says : 
 
 " I agree with you perfectly that the hand and head 
 must work together. Nothing excites my pity more than 
 a man who has given fifteen or twenty years of his life 
 to study — who is the graduate of a University and yet 
 knows nothing of any importance — knows nothing that he 
 can sell — knows nothing by which he can make a liv- 
 ing. His poor head is stuffed with worthless knowledge 
 — with declensions and conjugations — in other words he 
 has spent his whole life learning the names of cards, and 
 has not the slightest idea of a game." 
 
 Thus, equally ignorant of the real duties of life the boys 
 of fourteen who leave the grammar school, and the men 
 of eighteen to twenty-five' who leave the high school and 
 the university, become a charge upon society ; for they 
 must live by their wits, learn a trade, study a profession, 
 or become idlers. Thousands of them do, in fact, become 
 idle and vicious, and are sent to prison. In 1885-6, in a 
 total of fifteen hundred inmates of the Joliet (111) Peni- 
 tentiary every eleventh man had received a high school or 
 college education. 
 
146 The Co-Education of [34 
 
 The scholastic training of the race has been exclusively 
 subjective, whereas it should have been both objective 
 and subjective, and more objective than subjective. It is 
 through subjectivity that man's moral sense has been put 
 to sleep. The integrity of the mind can be maintained 
 only by the submission of its immature judgments to the 
 verification of things. This failing, all fails. Conscious- 
 ness wearily revolving lifeless precepts quickly degene- 
 rates into automatism : — 
 
 "And thus the native hue of resolution 
 
 Is sicklied o'er with the pale cast of thought. 
 And enterprises of great pith and moment, 
 
 With this regard, their currents turn awry, 
 And lose the name of action." — 
 
 Hence the fact that man is nearly destitute of vital 
 moral culture ; for morality consists not in words, but 
 in deeds. Morality is use, and thought which does not 
 eventuate in action is a barren ideality. 
 
 Of the absolute verity of the proposition that man is 
 destitute of moral sense the attitude of the northern peo- 
 ple, thirty-five years ago, toward slavery in the United 
 States, affords an admirable illustration. Discussing the 
 fugitive slave law in 1854, Mr. Emerson, with characteristic 
 incisiveness, showed how all the civic virtues went down 
 before greed ; showed how the churches, the universities 
 and the statesmen (?) of the time apologized for, and even 
 eulogized and apotheosized, slavery ; showed how scholars 
 and literary men were lovers of liberty in far-away Greece 
 and Rome, and in the English Commonwealth, but were 
 lukewarm lovers of the liberty of America. Parker Pills- 
 bury, too, in his "acts of the anti-slavery apostles," shows 
 how all the social and church forces of the time were 
 solidly arrayed against universal liberty, and how com- 
 pletely dead they were to moral impulses. It may be said 
 that the American people were at last aroused. True. 
 But it must not be forgotten that every effort was first 
 
35] Mind and Hand. 147 
 
 put orth to save the union with slavery ; and that the 
 emancipation proclamation was a war measure, not an act 
 of justice. 
 
 The moral force of manual training rests in its objec- 
 tivity. It deals with sense verities, not with indeterminate 
 metaphysical subtleties. It subjects all propositions to 
 the test of inductive inquiry ; and as it operates in a realm 
 of immutable laws it squares itself with them, harmonizes 
 itself with Nature, and hence finds the truth as it exists in 
 things and their relations. 
 
 Discussing the methods of partisans in the late Presi- 
 dential campaign [1888] the Editor of the Popular Science 
 Monthly says: "men made lies, and loved them; and 
 other men loved to see the lies in circulation ; and others 
 loved to delude themselves with the lies so made and 
 circulated ; until it really seemed as if, throughout a con- 
 siderable portion of the community, the one thing that 
 everybody feared and hated was truth." 
 
 Whence comes this hatred of truth, which is a savage 
 vice, and the sure evidence of the decay of civilization ? 
 Certainly from education, training, example, habit. Are 
 not the schools then responsible ? If it be said that the 
 school is not the place to inculcate morals, I deny it, 
 and insist, that, of all education character-building is pre- 
 eminently important. Of what avail is all the learning 
 of the schools without integrity ! And integrity is but 
 another name for morality. But morality is not an ab- 
 straction, and hence cannot be taught abstractly. It is 
 rectitude, good conduct, right acting ; and it can be 
 taught only in the concrete — by doing. The reason of 
 our moral unsoundness is the fact that we regard morality 
 as a mere sentiment, a barren ideality — something to be 
 talked about, not exemplified in our daily life, — "It is not 
 enough to say prayers unless they live them too." 
 
 We call ourselves Christians, but we should not recog- 
 nize Christ were he to knock at our doors. In a thousand 
 
148 The Co- Education of [36 
 
 forms of sorrow, misery, and poverty, he appeals to us 
 daily, and we turn away, — Inasmuch as ye have not done 
 it unto one of the least of these, my brethren, ye have not 
 done it unto me. 
 
 In the heart of Illinois, a state as fertile as the valley 
 of the Nile, with a sparse population, and abounding in 
 hoarded wealth, thousands of men, women and children 
 were recently on the verge of starvation. Five hundred 
 years ago famines came through failure of harvests and 
 lack of transportation ; but now they occur because a few, 
 with avaricious hand, seize all the garnered fruits of labor. 
 That this indifference to suffering among large masses of 
 fellow-creatures is not natural, however, but the result of 
 vicious education is clear since the humane impulse to 
 deliver suddenly imperilled life is instantaneous, universal 
 and overwhelming. When the spectacle of poverty, or 
 misery in any form shall prompt to saving action as defi- 
 nite and vigorous as the involuntary impulse to rescue the 
 drowning man is natural and irresistible — then and not 
 till then will the race have attained a high moral plane ; 
 and this plane is to be reached only through education in 
 things. 
 
 The only way to be moral is to be useful, and usefulness 
 is learned only by doing. Obedience is the first moral 
 lesson — not obedience to authority — " for truth is rightly 
 named the daughter of time, not of authority " — but to 
 law, the law of nature ; and real obedience — the absolute 
 consent of the will — is learned only through things. 
 
 If all men have become liars, as Mr. Youmans insin- 
 uates, it is because they have been falsely educated. 
 Morality is truth, and truth is the goal of scientific 
 investigation. The man's moral power depends upon the 
 development of his working capability ; and this is a func- 
 tion almost wholly neglected by the schools. On the other 
 hand every law that governs the manipulation of iron, for 
 example, is a moral lesson. Bessemer had to learn a 
 
37] Mind and Hand. 149 
 
 hundred such lessons before he could, by a breath of air, 
 revolutionize the world with cheap steel. Electricity is 
 hemmed in, on every side, by laws. Thousands of scien- 
 tists are studying those laws, and, in the investigation, 
 nothing but truth will serve. A lie in the chain of evi- 
 dence is fatal to progress. If Edison is imposed upon by 
 a false witness the phonograph is indefinitely postponed. 
 As Daniel Webster so pertinently said : 
 
 "Truth is always congruous, and agrees with itself; 
 every truth in the universe agrees with every other truth 
 in the universe; whereas, falshoods not only disagree with 
 truth, but usually quarrel among themselves." 
 
 The reason why the industrious mechanic is the most 
 moral of men, is because his occupation brings him into 
 intimate relations with the truth as it is found in things ; it 
 constantly enforces the law of obedience until it is crys- 
 talized in habit. He learns that all things, all forces, in 
 nature, can be made the servants of man, that they will 
 "become a path for his feet and give him wings," if he 
 will but obey their laws. But these laws can be obeyed 
 only by doing. Not vain talk, but honest work is the key 
 to Nature's secrets. Hence Rousseau's scorn of the idler 
 whom he characterizes as "no better than a thief," and 
 Carlyle's hatred of him as "a monster." 
 
 Since, then, idleness is the vice of vices, leading to every 
 folly and crime, and its antithesis, industry, is the virtue 
 of virtues, crowning life with all use and beauty, it follows 
 that the art and love of work are the main things to be 
 taught in the schools. And if there is not room for this 
 new branch of learning, let room be made ! 
 
 The civilization of the future is to be controlled by 
 science ; and of science, experiment is the foundation. 
 Induction is the magic wand with which spirits are con- 
 jured from earth and air, to bear the burdens of the 
 race. The mists of the morning of time are clearing, and 
 
150 The Co- Education of Mind and Hand. [38 
 
 the superstitions of man's childhood are vanishing away. 
 Truth only is everlasting. 
 
 There was an age of stone ; but the scientist toiling 
 over his crucible, evolved bronze, and the stone age dis- 
 appeared, leaving only some rude implements to tell the 
 story of its struggles. Then steam was bound in iron 
 bonds, and the earth trembled under the shock of the 
 rushing railway train. But lo ! Bessemer breathes upon 
 the seething metal, and the iron age hardens into the age 
 of steel. And so, science, under the impulse of steam and 
 electricity, presses forward toward the age of aluminum — 
 that shimmering white substance which is lighter than 
 chalk and tenser than steel. 
 
 Man is indeed the wisest of animals because he has 
 hands. With one hand he wrests from Nature her secret 
 forces, and with the other molds them into forms of use 
 and beauty adapted to all the needs of life. Thus the 
 scientist and the artisan are the twin-ministers of human 
 progress. It is in the works of their hands that man's 
 history is found, and in no other language. All other 
 records are inaccurate ; in all other accounts there is room 
 for deception ; but the thing made is the truth, and there 
 is no gainsaying it. 
 
 And, as in the past, so in the future, the scientist who 
 discovers, and the artisan who utilizes — these two shall 
 slowly raise man toward the ultimate of human aspiration. 
 But every discovery, every invention, every forward and 
 upward step, renders civilization more complex, and hence 
 makes character more essential as the most precious fruit 
 of education. And there is but one high road to character 
 — unselfish industry. Idleness is hideous ; work is sub- 
 lime ! 
 
BOOKS ON 
 
 TEACHING. 
 
 0. W. Bardeen follows a unique line of Publications. He publishes 
 more books directly for the help of teachers than any firm we know 
 of. — Intelligence, Chicago, July 1, 1885. 
 
 0. W. Bardeen, of Syracuse, N. Y., is the most enterprising and 
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 recent Paris Exposition has given him the Gold Medal. — Educational 
 Courant, Ky., October, 1889. 
 
 Mr. Bardeen is perhaps the most of a genius to be found among men 
 devoting themselves to supplying teachers with literature, timely or 
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 land Journal of Education, Jan. 9, 1890. 
 
 JXJST ISSUED. 
 
 1. A Memoir of Roger Ascham, by Samuel Johnson, LL.D. ; and selections from 
 the Life of Thomas Arnold, by Dean Stanley. Edited with introductions and Notes 
 by James S. Caklisle. 16mo, pp. 252, $1.00. 
 
 2. DeGrafTs School Boom Guide of School Management and Methods of Teach- 
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 4. Laboratory Manual of Experimental Physics. A brief course of Quantitative 
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 5. Blakely's Parliamentary Rules. Parchment paper, pp. 4, 25 cts. 
 
 6. Paperson School Issues of the Day. Nos. 1-8. Send for list of them. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
 |>|| C* ft j R A V March 14, we had a letter from the Secretary of the Board of Educa. 
 w la i fl I VH I } tion at Batavia, N. Y., saying that the preceptress (whom we had sent 
 there five years ago)who had been ill and hoped to return, had suffered a relapse and 
 resigned her position. The spring term began the next Monday. Could we get a teacher 
 there who besides superior qualifications as a woman could teach Khetoric, Elocution, 
 French and German conversationally : salary $700 a year. That was certainly a severe 
 test of an Agency — three days to get to Batavia a teacher combining qualifications not often 
 found together, and in the midst of the school-year at that : for we never take away in the 
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 then only if the board voluntarily releases her. Well, we found seven teachers who 
 would answer fairly, and telegraphed |>y OATIIDnAV Replies came that neither 
 to two of them who were not teaching. UH OHIUflUHI could be had just now. 
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 them was easily made, and on Monday she was in Batavia, ready for work. Who was she? 
 A Vassar graduate, of abundant experience, who had travelled in Europe, spoke both 
 languages fluently, and whom the place fitted like a glove. We had to take her away from 
 another school, but it was with consent of the principal, too much her friend to stand in 
 the way of her promotion. Now we don't pretend that we can always do »s well as this. 
 We were fortunate in being able to secure her release. But we give 
 it as an illustration of our mode of work. Try us, when you want 
 a Teacher or a Place. 
 
 THE SCHOOL BULLETIN AGENCY, C. W. Babdeen, Syracuse, N. Y. 
 
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 July 29-August 16, 1890. 400 Students Last Year, 
 
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 CHARLES F. KING, Boston Highlands, Mass. 
 
TpE pUBLld SCHOOL JOORtyL 
 
 GEORGE P. BROWN, Editor. 
 
 (BoiqceeLeeL to starjct at tl|el]eacl of IpcL-ueatiorjal lperio<3 = 
 leals o£ tl|i3 (po-unqtey. 
 
 IT IS- 
 
 The highest authority on the Theory and Art of Teaching. 
 The Pioneer Advocate of Classification and Gradation. 
 A Journal for all classes of Teachers. 
 
 It discusses the deepest and profoundest subjects that have ever been considered 
 in regard to education, as well as the minuest details of method of teaching the little oneB 
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 OPINIONS OF EDUCATORS. 
 
 THE Public-School Journal is growing 
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 From Julia E. Kennedy, 
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 YOUR new number of The Public-School 
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 in every way a valuable number — in fact, 
 one of the best numbers ever printed of an 
 educational periodical. 
 
 From Dr. Wm. T. Harris, 
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 I CONGRATULATE you on the the high 
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 Public-School Joubnal. It is very grati- 
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 ALLOW me to express my high appreci- 
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 words of commendation. 
 
 From Pbof. D. B. Parkinson, ■ 
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 YOUR School-Journal is the best I have 
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 IF SUCH a thing as the publication of a 
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 From W H. Williamson, 
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 From William R. Sandham, 
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 WE ALL think out here The Public- 
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 From N. W. Boyes, 
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 HAVE received the September number of 
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 From Dr. B. A. Hinsdale, 
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 Subscription Price $1.50 per year. Send for Sample Copy. 
 
 PUBLIC-SCHOOL PUBLISHING CO., 
 
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 It is the aim of The Teacher at Work, 
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 C. HENNECKE COMPANY, 
 
 CHICAGO, MILWAUKEE, 
 
 20: Wabash Ave. 79-83 Buffalo St. 
 
THE NEW YORK 
 
 College for the Training of Teachers. 
 
 A Professional School where teachers possessed of executive 
 abilit)r and teaching experience, as well as graduates of Col- 
 leges or Normal Schools, may receive general or special 
 training for the profession of teaching. 
 
 The attention of teachers and students who are equipped 
 with a knowledge of subject-matter in Science, and of tech- 
 nique in Form-Study, Drawing and Color, is directed to the 
 fact that the demand for teachers of these subjects is greater 
 than the supply and that it is rapidly increasing with the 
 spread of the principles of the New Education. Applications 
 for admission to the Kindergarten Department must be for- 
 warded at once. 
 
 Now ready for distribution are the Circular of Information 
 and the "Leaflet." 
 
 Address, 
 
 WALTER L HERVEY, A.M., Dean. 
 
 9 University Place, N. Y. 
 
 ATo. 
 
 >mc 
 
 Horsford's Acid Phosphate. 
 
 Prepared according to the directions of Prof. E. N. Hoksfobd. 
 
 This preparation is recommended by Physicians as a 
 most excellent and agreeable tonic and appetizer. It 
 nourishes and invigorates the tired brain and body, imparts 
 renewed energy and vitality, and enlivens the functions. 
 Dr. P. W. Thomas, Grand Rapids, Mich., says : 
 
 "One of the best of tonics. It gives vigor, strength and quiet sleep. " 
 Dr. H. K. Clarke, Geneva, N. Y., says : 
 
 " It has proved of great value for its tonie and revivifying 
 influence." 
 
 Descriptive pamphlet sent free on application to 
 
 Rumford Chemical Works, Providence, R. I. 
 
 Beware of Su bstitutes and Imitations. 
 
 CAUTION.— Be sure the word " HORSFORD'S " is printed on the label. 
 All others are spurious. Never sold in bulk. 
 

 
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