the Greek and medieval stone-masons were; and we shall only go on wastefully-building in one generation what the next will overthrow-till we get back to that point. This is surely the largest problem in the technical education of the working classes; but, after, all, it is only an extreme case, for the same principle is applicable in every other department. Artistic beauty is the crown and the flower of all the reproductive work of man ; and to make the artisan an artist-to add the joy of beauty to the strength of toil, is a problem that meets us on every side of industrial life. Only this will lift the life of the workman out of its sordid wearisomeness, and make it tolerable by making it noble. § 330. The industrial education of the people should be contemplated in the common school system, as well as in the special technical schools. The school-room itself should be an education in the feeling for and love of the beautiful. Communities and artists should discern that there is no higher use for the best artistic faculty that the community possesses. And while there should be a general training in drawing for all scholars, there should be a special winnowing process for the selection, with a view to the further training, of those who are especially gifted by nature with the artist's eye and hand. And the neighborhood knowledge proposed above should, especially in our cities, take in the great local industries, their histories, their growth and their methods, and whatever else is suited to awaken an intelligent interest in the student's mind, and lead him to look on with observant eyes at the work that is going on around him. But technical schools for the special training of actual workingmen must be the chief dependence in this respect. There is nothing new in the attempt to combine learning and working in the same life. It was once the rule in the history of education, while juvenile education, down to the era of the Reformation, was the exception. The two pursuits are not in each other's way; each may give new zest and interest to the other. Nor need the workingman's studies be confined to branches LEARNING AND WORKING. 395 wr will be of direct and practical use in his work. The experit at of the Workingmen's Colleges in England shows that this class are fully able to receive and to appreciate what is, in all essential respects, a liberal education, and that not with the view of leaving their own class to enter what is socially construed as a higher, but to remain in it as its educators and leadersan ideal depicted by our greatest novelist in her Felix Holt. -- The general education of the working classes in all those branches of learning which will directly conduce to their industrial efficiency, is the natural complement of that protective policy which has already been advocated. That the nation should take any steps in this direction is very consistently denied by a very few free traders like Prof. Thorold Rogers, but in England common sense has always counted for more than logic, and very large outlays of national funds, as we have seen, have been made with a view to this end. She has gone far beyond our own country, although she has not yet overtaken the consistently protectionist peoples on the Continent, who are, both by restrictions on trade and by the schools of the state, training their people to compete with her. We have clung to the former but neglected the latter, and while there have been great advances made in the character of our manufactures, we must again pronounce the results to be unsatisfactory and insufficient. We can do, we must do, greater things than we have ever attempted. It is beyond the province and the powers of the present writer to discuss the details of the problem. He knows only what he has had at second hand from friends and from books-especially he would refer for details to Mr. Scott Russell's Systematic Technical Education of the English People, and Mr. T. Twining's Technical Training, London, 1874. INDEX. Aa valorem. ties, defined, 231-2. Their effect in 1946-54, 355–6. Alcohol, its use a survival, 66. The heaviest tax on the working class, 131-2. Alleghenies, their settlement, 111. Annuities, perpetual, 191-2. Terminable, 192. Apprentices, limited by Trades' Unions, 135. Arbitration between capital and labor, 136, 139. Architecture, true and false, 393-4. Argyle, Duke of, 108. Aristocracy, its origin, 32-3. Its decay, 64. Loss of power in England, 282-3. Aristotle, 14, 15, 32. Arkwright, 128, 220, 281, 388. Art in relation to science, 11, 14–15, 23, 24, 267. Arts, use of gold and silver in, 145. Fine art in Japan, 376. In industrial "Arts, the seven liberal," 369. Ashburton, Lord, 156, 166. Association, man's progress to and by, 29, 32-6, 40, 49, 50, 70, 142, 143, 154, Atmosphere, the great storehouse, 43-5. Babbage, 138. Balance of trade, mercantile theory of, 16, 209. Say on, 20, 21, 207. Tooke, Bank-notes, first issued at Genoa, 153. Their uses, 154-5, 169-70. Then in England, 153-4, 162–3. Banks, their rise, 153, 157. Their services, 154-6. Their functions, 158-62. "Bank-screw" in England, 166–7. Banks, land, 171-2. Banks, people's or labor, 139-40. Bankruptcy, forced and needless, 167, 173. France in Law's time, 170. In Barter, the first form of trade, 15, 142, 152. Bastiat, 30, 126, 129, 266. Baxter, Dudley, 211-2. Beet sugar, 254, 272-3, 319, 322. Benedictine monks, 14. Berkeley, Bishop, 26... Bible quoted: Old Testament, 35, 36, 49, 68, 73, 119, 202, 221. 367. New Bill of exchange in antiquity, 152. Reinvented by the Caursins, 152-3. Its Biography in education, 380-1. Black death, 74. Blanqui, 21, 249, 253. Bolles, Prof., 26. Bowen, 193. Bowring, 312, 326, 328. Bright, John, 187, 192. Brougham, Henry, 348-50. Bullion in the Bank of England, 165-7. In that of France, 171. Büring, 172. Burke, 20, 225. Bushnell, Dr. Horace, 227-8, 231, 347. Byles, Judge, 31, 309. Cæsar, 214, 283. Cairnes, J. E., 25, 63, 149. |