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Youth: Its Education, Regimen and Hygiene


II.—THE MUSCLES AND MOTOR POWERS IN GENERAL
Muscles as organs of the will, of character, and even of thought—The
muscular virtues—Fundamental and accessory muscles and
functions—The development of the mind and of the upright position—
Small muscles as organs of thought—School lays too much stress
upon these—Chorea—Vast numbers of automatic movements in
children—Great variety of spontaneous activities—Poise, control, and
spurtiness—Pen and tongue wagging—Sedentary school life vs. free
out-of-door activities—Modern decay of muscles, especially in girls—
Plasticity of motor habits at puberty
III.—INDUSTRIAL EDUCATION.
Trade classes and schools, their importance in the international
market—Our dangers and the superiority of German workmen—The
effects of a tariff—Description of schools between the kindergarten
and the industrial school—Equal salaries for teachers in France—
Dangers from machinery—The advantages of life on the old New
England farm—Its resemblance to the education we now give
negroes and Indians—Its advantage for all-sided muscular
development
IV.—MANUAL TRAINING AND SLOYD.
History of the movement—Its philosophy—The value of hand training
in the development of the brain and its significance in the making of
man—A grammar of our many industries hard—The best we do can
reach but few—Very great defects in manual training methods which
do not base on science and make nothing salable—The Leipzig
system—Sloyd is hypermethodic—These crude peasant industries
can never satisfy educational needs—The gospel of work; William
Morris and the arts and crafts movement—Its spirit desirable—The
magic effects of a brief period of intense work—The natural
development of the drawing instinct in the child
V.—GYMNASTICS
The story of Jahn and the Turners—The enthusiasm which this
movement generated in Germany—The ideal of bringing out latent
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