davidaulloa/AmericanStories huggingface dataset:
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06

Such a message as this was far beyond
what Louis Philippe expected. but Jackson
could not be made to see that his language
was more than courteously firm. mo. gen.
tlemen," he f. reported to hav said IN a
conference with Members OF his Cabinet.
II know them French. They won't pay In
less they're made to-"
The message appears TO have amused
rather than annoyed Louls Philippe. who.
from his long residence in this country. had
a better idea than most European states-
men Of what the h~ard-headed. fiery old Ten
nesseean regarded as moderate and digniied
language. but it set the French press and
people wild. Popular pressure was SO strong
that the French Minister TO Washington
was recalled. and his passports were offered
10 the American Minister. He refused them
and remained in Paris. trying TO explain
that the President had not meant 10 intimi-
date France.
The Presidents suggestion met with
small favor in America. Not only did Con-
grezs refuse 70 adopt II, but the Senate
unanimously passed a resolution that Il
was 'Inexpedient at present to adopt n
legislative measures In regard to the state
OF affairs between this country and
France"
This resolution was notable not only as
an instance where every member OF a
legislative body refused to concur with the
executive but as .he only thing the Senate
was unanimous in during the eight years
of Jackson's ~turbuiently strenuous adminis-
traitor
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06

ana was soundly thrashed by the same
Andrew Jackson.
IL began IN 1906. when Great Britain Is
sued an order Of council declaring coast ter
ritory controlled by Napoleon to be in a
state Of blockade. Napoleon retorted with a
declaration that the British Isles were in a
state OF blockade. Declarations and orders
OF council are cheaper than battleships, and
these orders were ramlhed by others until.
in 1907. both French and English men-of-
war and privateers were treating American
vessels as fair prizes.
The spoliations by Great Britain brought
on the war OF 1872. as everybody knows.
Historians have failed 10 explain why tie
spoliations by the French did not also pro-
woke US TO a war with Napoleon.
Those spoliations." says Parton, were
singulariy atrocious. In many weIl-authsn-
ticafed cases ships were coniscated Cby
Franco only on the ground that they had
been boarded by the officers Of a British
man-of-war. Other ships were conhscated
because they had been forced by an armed
vessel to enter an English port"
From the time OF the general peace IN 1915
the American Government had sought for
compensation for these outrages. The
French Government admitted the Justice
OF the claims. but disputed the amount. Be-
sides Il seemed TO have a dlstaste for a dis
cussion OF the subject. from which II would
appear that the evasive Mr.. Hamid Is not
the first monarch to object to paying bills.
when Jackson entered once u ~ - -
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06

small part OF the average daily programme. and
all such work would come a. q rest and recrea-
tion from the intellectual tasks assigned: so
that, instead Of being q hindrance. Il would. in
fact. DO q stimulus and substantial help In the
regular class work. The bringing Of these exor-
discs into the regular school course would serve
also to hold vast numbers IN the schools. who
now loss interest and drop out for all sorts OF
frivolous reasons. which may be summed up in
two words. lost interest" An Institution in
which this Industrial feature 10 in successful op-
Grafton We conceive TO be the ideal public school
for America It Is expensive for three reasons:
The buildings and equipments cost large sums;
the instruction Is OF a high order and must be
we'll paid for: and more than both these. the at
tendance In the last six OF the twelve years OF
the course will be greatly increased. thus re-
curing additional buildings. plant and teaching
force for these grades. We must FIRST learn to
spend wisely the money now raised in our cities
for public school purposes. and then We must al
most double the amount. This II the goal which
we should strive to reach.
Not only Is the subject OF interest to ed
ucators, but Il Is OF vital Importance to
every employer Of skilled labor. In support
Of this assertion. the committee reports:
The Industrial education plan Is intended TO
include all branches OF Industry. or these. per-
hsps the most important Is tho machine trades.
These trades are at the base OF all manufactur-
ing. and superiority in these very largely sus-
tains our modern national prosperity. The fun
damentsl principles and most OF the practice OF
these Industries can best be taught in schools
having proper equipments. Formerly every Jour-
neyman in a shop was expected to perform every
duty in the ordinary routine Of shop duties Tbs
recent general Introduction OF AUTOMATIC and la
bor-aving machine tools has created q demand
for sn entirely now class Of workmen. BY this
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06

II was intended, as tho name and form
signifies, to be a general secondary educa-
ton for boys between the ages OF Is and
Is. CONTRARY TO a general idea at one tims
prevalent. II was not intended to fit boys
for any particular line OF employment, but
to pave the way for q higher mechanical
education.
At q meeting OF the Society for the Pro-
motion of Engineering Education last July
In New York an exhaustive report was
the leading educators of the country. The
report was carefully compiled and thor
oughly covers the subject-"American In
dustrial Eduoation: What Shall II Be-" The
committee consisted OF the following: ].
Z. johnson, dean OF the College of Mechan-
les and Engineering. University OF wlscon-
sin; Calvin NJ. Woodward, director OF Man.
ual Training School. Washington Univer-
sity. st. Louis; r. II. Thurston. director OF
sibley College. Cornell University. Ithaca,
y. Y; II. 7. Eddy. professor of engineer
ing and mechanics. University Of Minneso-
ia; George +. Swain, professor OF civil en-
cheering Massachusetts Institute OF Tech
nology. Boston. and Edgar Marburg. pro-
fossor OF civil engineering. University of
Pennsylvania.
In the introduction to tho report Il is con-
ceived that the ideal method OF teaching
manual training and art in the public
schools Is 10 make IT n part OF the c~urricu-
lum from the kindergarten through the
high school. In connection with this idea
the report says:
II suitable manual work be distributed over IN.
school period. Il would occupy but a very
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06

not only in all parts OF their business. but In
the underlying and related sciences. IN order
70 become capable foremen. superintendents and
inventors. . . We are now passing through
an evolutionary. II not a revolutionary. stage in
These matters. and general managers Of large
TO their business. Whether these schools take
the form OF night schools. CT half-time day
schools. or OF financial aid to the brighter lads
to attend SONS specific courses in a technical
school. or ali OF these combined. Is not now
material. That all Of our large industrial works
and combination OF works should Be brought
TO see Il to their interests TO furnish supple
mentary school facilities to their brightest boys
Is the problem which now presents itself.
In considering the half-time. self-support-
ing trade schools plan. which is given a
prominent place in the report. the commit
tee says:
This class Of schools has recently been ably
advocated by Mr.. y. p. Higgins. who was for
twenty years In charge OF the shop Instruction
in tho Polytechnic Institute at Worcester. Mass.
He states that the experience OF that Institution
justhes the claim that well-equipped and Of
hcered Industrial works. as. for instance. large
maCh:ne-tOoi or engins works. Joined to good
technical schools. could be made TO pay a very
large proportion. II not all. Of tho shop expenses.
In such a school the boys would spend half a
cay in the school and the other half at work
IN the shop. They would pay little or no tuition.
hut. on the other hand. would receive little or
nothing for their work. The school would be d.
ylded into two sections. and these would alter
nate in school and chop work. In this way near
~ actual shop conditions could be introduced
and the advantages OF the old apprenticeship sys-
tenn could be retained IN addition to the further
benefit OF a regular school training. II ouch a
system would 10 practicable. they may 60 a long
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06

way toward furnishing q nnai solution Of the
great problem Of the industrial training Of the
rising generation
The advantage OF tho correspondence
schools and their defects are thus pointed
aut:
Whether the correspondence technical schools
will remain IN demand or whether they are only
q passing phase Of educational opportunity may
be a question. Until other opportunities OF ac-
quirine . technical training become practically
universal. however. It Is clear they will hnd a
great work to 90. The fact that a single ons
OF the schools Is now carrying on its rolls over
$1,000 names Is the best proof in tho world Of
the great demand for technical education II this
student Is willing TO do his part he may obtain
in this way a very fair substitute for a school
training. He lacks. however. the stimulus Of
a direct personal contact with a teacher and
with other workers. and from lack OF these adj
vantages often loses interest and drops behind.
This advantage should be supplied by a little en-
couragement from employers. At very little ex-
perse rooms could be fitted up where interested
employees might meet and exchange ideas and.
practical teachers might be employed to explain
knotty questions -.
OF the city and endowed evening schools
the report says:
These are designed 70 serve those who srs
employed throughout the day. The student comes
mere or less worn out by his days work. He
reaches hons Iorg after his usual retiring hour.
and hence this class Of instruction r. at once
a great hardship. and. in comparison with day
schools. Il Is OF relatively little profit. These
schools are most valuable for clerks. bookkeep-
er.. craftsmen and tho like. Such institutions
OF learning ean never become a very substantial
eieuent IN the technical education OF the indus
trial classes.
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06
Mr.. How's Practical
Application of His Theories.

While walking DOWN the street to the
Burlington building. accompanied by Q Re-
public representative. Mr.. How met . man
whom he undoubtedly knew. He was a
seedy-looking individual and shivered In the
cold wind coming from the Northwest
How greeted him as cordially as II he had
been q King. and stood for several min
utes talking with him. AS tenderly as a
mother he pulled tho fellows coat together
and buttoned II close to keep out the air
At the Burlington building he expected to
attend Q session OF the Divine Science
Club. but the meeting was over when he
arrived.
IT am gcing back to North Carolina in q
day or two" he said, ito look after the
Brotherhood of Daily Life. q society to
which I belong there. One Of the poor fel-
lows down there is nearly dead with con-
sumption, and Ia needs me. I always come
to ST. Louis at Christmas to see my mother.
I shall get back again next year. and hope
By that time to find that the money I have
turned over to the people has brought MAJ
terial resulta" sl
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06
Mr.. HOW'S . .
PERSONAL
APPEARANCE.

WRITTEN FOR THE SUNDAY REPUBLIC.
Probably no movement in American edu-
e~stionaI methods has Effected such change.
as the growing demand for an American
Industrial education which shall be within
reach of every American youth. This par
ticular phase of modern educational facili-
ties Is scarcely . quarter Of @ century old,
yet fits progress particularly during the
past ten years has been such that Il Is
fast becoming a question OF national i'm
portancs TO American educators and school
patrons.
The division Of labor which the highly
complex modern civilization demands
brings with Il the necessity Of dinerentat-
Ing earlier and giving each child a hance
to learn that for which It has the most
taste and talent. America is far behind
Europe. and France In particular, IN all
matters pertaining TO either fine or indus
trial art. Tho highest Industrial rewards
come for new labor-saving devices and new
srt-industrial designs. In the former we
lead the world; In the latter we are far
behind.
A multitude of reasons might be advanced
Tor this deficiency. but after all are boiled
down the primary defect reveals Itself. We
have relied too much on common school
education and native ability. The average
American girl and boy have been conceived
A. conditioned in a single way. and educa-
tonal means and methods to fit this par
tcular condition and no other have been
provided. But the average condition fits
few particular cases. Our educational IA
cllities should be planned with a view to
helping svery boy or young man 70 make
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06
Flowers Furnish Inspiration
to Continued Effort.

II gather inspiration for my work from al
sources. Sometimes, I hear II in faint whis-
pers from on high; then I look
at the flower and II gives me
Inspiration. Think OF the daisy. tho
daffodil. and the pansy. how perfect
they are. how beautiful they are. and ell
this beauty and perfection comes from ma
ture and nature alone. The elements OF
the earth and the sunshine paint the rose
red and the violet blue. The flowers are not
Jealous of each other. The violet IS content
that the rose should be red, and the rose
content that the violet should be blue. From
natures storehouse the flowers grow to per-
lection. From natures storehouse man
would grow to perfection and a perfect So
cial condition be established but for the
radical wrongs existent IN social laws OF
the day.
Let man begin with the new century to
change the order OF things. in accordance
with absolute justice. and before the twf-
light OF the century IL upon US we shall
dwell in that land Of Utopia famed in
song and story"
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06

The pacific action OF the senat had Its
effect IN France. The Chamber OF Deputies
passed a bill appropriating the money TO
pay the amount due. but as a condition to
the payment of the money II was provided
that the American Government must apollo
President. This the American Government
promptly declined to do. The American
Minister came home and but for the fact
tina Congress-not then In s~ession-had re-
fused to appropriate 100000. TO be used by
the President In case OF an emergency,
Jackson would surely have taken hostile
steps. Being unable to resort to the sword.
the President took his big steel pen In hand
and wrote another emand on France for
the money. France replied in effect: y
apology. no money" The American Charge
terview with President Jackson. advised
Congress to prepare for war. and the
French Charge d'Araires was ordered
home.
Congress stood bravely by Jackson in this
crisis. one OF his strongest supporters be-
ing his old foe. John Quincy Adams.
Both countries expected war. and America
was preparing for II as speedily as posi-
bic. when three weeks after the demon
strat'on IN Congress over the news from
Paris the President informed the legisla-
to mediate. The offer OF mediation was ac-
cepted, and in May. 1896. Fran vi paid the
money. She never got the apote5.
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06

The social reformer. who has given 20
the people $1,000 OF the money Inherited
from his father. who has walked thousands
OF miles rather than pay car fare. with
money not earned by his own labor. and
who has preached the gospel or socialism
all over the country. Is one OF the most
unique o, all the latter-day theorists on
economic and social subjects. How for
merly lived in st. Louis. He IS now at
the head of an Institution he founded.
known as the Brotherhood OF Daily Life,
which Is located at Copville. y. c.
Mr.. How is a son of the late James +.
How. former vice president Of the Wabash
Railroad. and a grandson OF James B. Eads.
the engineer. who planned the great bridge
that spans the Mississippi River at ST.
Louis. and which will long endure as q
monument to hi, skill and genius
Born in afhuepce and reared in luxury.
James Eads How profited by every oppor-
tunity that wealth could create. He was
highly educated at the best colleges and
universities the land afforded and a career
In the ordinary hannels was mapped out
for him
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06
Establishing a C~ommunistic
Brotherhood in North Carolina.

Some time ago Mr. How went to North
Carolina. where be established q society
known as the Brotherhood Of Daily Life.
The organization IS based on the principles
OF communism. and. as naturally might be
inferred from the fact that he Is at the
head. Individual ownership Is not tolerated.
When he first went 10 North Carolina he
tramped II every foot OF the way. He has
returned to Copville. but he didn't walk
this time. Santa Claus was good to me-"
he said. "and provided q railroad ticket for
me-"
Mr.. How was asked upon what he based
his peculiar philosophy OF life.
oh" he answered. that Il, very simple.
Suppose We should DO walking down the
street and found q 500 note and could not
find the owner. To whom would that
money belong7 We would rave no right to
II by the mere fact OF hiding Il. That note
would represent somebody's labor. Who
ever that might be would be tho real owner.
But hundred, may have labored for Il; then
10 them ell II belongs. and to all Il should be
given.
"The wealth I have inherited represents
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06

ers VIII charge the amount 10 the Sultan.
but e will be itemized as "oakum." or
donkey engines" or protective armor.' or
"blowholes." or some other OF the many
things that go to make up a battleship hat
landlubbers know nothing about.
In JaGkson's time the United States had
no rich shipbullders TO cut the Gordian
knot Of diplomacy. Old Hickory" had TO
rely on tho persuasive power OF his Minis
tiers and his trenchant pen when he sent IN
q bill to another Government.
As Il was, there Is no question that Amer
lea and France would have cut each others
throats but for tho friendly Offices OF our
ancient enemy. Great Britain. That. in It.
self. IS n peculiar circumstance Here was
England. the bette noir Of the Democrats Of
America, and the hereditary enemy OF
France. acting as peacemaker between An
drew jackson. the hercest and most unoom-
promising OF Democrats. and the once hat
cd Gaul.
A thing that Increases the oddly Of the
mediation IL that the mediator had herself
been at war with this country in defense
Of the selfsame wrong that We were insist
Ing that france should mako amWds for.
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06
uOW Andrew jackson Collected q Bill
AA Against France - Comparing His Method With the
PresentDay Affair With Turkey.

WRITTEN FOR THE SUNDAY REPUBLIC
With Jackson day 50 close at hand, rem
iniscences Of "Old Hickory are in order.
and II may DO Of interest TO persons who
have paid even the most casual attention 70
the progress OF the diplomatic suit OF the
United States against Turkey for damages
20 property OF American missionaries In the
Armenian riots TO note that during tho
jackson administration wo nearly came
TO blows with our nforetime good friend,
France. over a claim bearing points Of re-
sefnblsnos TO that against the Turk.
There are vivid contrasts between old
Hiokory'B" theory and practice OF d.
plonacy and the conduct OF the little ar
fair with Turkey by Mr.. Mckinley and his
saoordinates. We were recently notified In a
euasi-oniclal manner that the Sultan had
agreed TO pay the claims OF this country.
but In a roundabout way that could not
be construed as q precedent In violation
OF his inmptable custom Of telling the bill
collector 70 "call again" He Is TO have come
oattleships built by an American firm and
the firm II to settle the claim for damages
" ths missionsries. OF course the shipbuild-
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06
CONDENSED

OCCASIONALLY there r. to be found q
proprietor OF a secondhand book store who
Is something more than the nature OF us
business would seem 20 Indicate. He re-
CARDS his old and rare volumes rather az =
collection than a stock OF goods. and Ok
periences 4 pang when he parts with one.
A fippant young man dropped into a sec
ondhand book store kept by a MAJ o. this
kind.
Taking down several choice Old books
from the shelves. he fingered them care
Iessly and replaced them. They happened
TO treat of abstruse subjects and did not
appeal 10 him.
Are any Of these books for hire" Re
asked. carelessiy.
NO, young man" sharply answered thu
proprietor. They are for lore"
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06

the labor OF hundreds. aye. thousands Of
others. l had no part in producing IT. and 1
hold to-day that while the title may be vest
ed In me, ! am only the trustee for the ben
eft Of those who produced IT.
The great work OF the new century. on
whose threshold we stand to-day. Is a re-
adjustment OF social conditions so h alb
solute Justice will be done to every member
OF society. The world Is moving now. and
has been for a long time. in the right direc-
.tion-slowly but surely. II will take time.
but / indulge the hope that before the close
OF the century now begun the flower Just
budding will burst to full foliage and the
dream Of Utopia become a reality.
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06

by the sweat OF HIS brow. The fortune
left him by his father he scOrns TO take
because II does not represent his own labor,
and he insists that It belongs to the public
from whom II was derived.
Two years ago he CAV 20 the Peoples
Fun and Welfare Association about 81 900.
10 be used in such manner as the a~ssocia-
ton deemed best. Considerable friction has
e e~nsendered over this money. and at
a meeting on New Years Day. which he
attended. the greatest amount OF bitterness
was manifest. Through II all Mr.. How sat
undisturbed and at no time manifested the
slightest irritability.
The money il yours. not mine. TO do with
as you choose" he said to the meeting.
at came from the people and l have only
restored II to the rightrul owners"
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06
The BEGINNING Of How's
Socialistic Beliefs.

Before he had fully decided upon his HES
work his father died. leaving a large estate
and making him one Of the richest young
men in st. Louis When yet a mere youth
he CHANGED TO run across Henry Georges
hook. Progress and Poverty" The book
made a deep impression upon his mind Not
only did Il convince him tha. the present
social order was radically erroneous. but
H. created q desire for further Investigation
of the subject. He secured all the books
he could, treating OF the subject, and
finally became SO strongly persuaded that
socialism was the true solution Of all social
evils. that he espoused the cause. and to-
day IL devoting his life and mis- fortune
to u.
According to his code Of ethics. no man
10 entitled to anything he has not earned
The St. Louis Republic. [volume] (St. Louis, Mo.) 1888-1919, 1901-01-06

Strange Is II may seem. Jackson's atti-
tude toward France did not injure him per-
manentlv in the estimation Of the French
people. and II enhance the admiration felt
for him I'm England. and. OF course. Il IN
creased his popularity with the American